Statistical Modeling of the National Assessment of Educational Progress [recurso electrónico] / by Irit Aitkin, Murray Aitkin.

Por: Aitkin, Irit [author.]Colaborador(es): Aitkin, Murray [author.] | SpringerLink (Online service)Tipo de material: TextoTextoSeries Statistics for Social and Behavioral SciencesEditor: New York, NY : Springer New York, 2011Descripción: XII, 164 p. online resourceTipo de contenido: text Tipo de medio: computer Tipo de portador: online resourceISBN: 9781441999375Tema(s): Statistics | Educational tests and measurements | Psychometrics | Statistics | Statistics for Social Science, Behavorial Science, Education, Public Policy, and Law | Assessment, Testing and Evaluation | PsychometricsFormatos físicos adicionales: Printed edition:: Sin títuloClasificación CDD: 519.5 Clasificación LoC:QA276-280Recursos en línea: Libro electrónicoTexto
Contenidos:
Theories of Data Analysis and Statistical Inference -- The Current Design and Analysis -- Psychometric and Survey Models -- Technical Reports – Data Analyses and Simulation Studies -- 1986 NAEP Math Survey -- Analysis of All 1986Math Iems -- 2005 NAEP Math Survey – Texas -- 2005 NAEP Math Survey – California -- Conclusions -- 1986 Survey Results, 30 Item Subscale -- 1986 Survey Results, Full 79 Items -- Model Parameter Estimates and SEs, 2005 Texas Survey -- Model Parameter Estimates and SEs, 2005 California survey.
En: Springer eBooksResumen: The purpose of this book is to evaluate a new approach to the analysis and reporting of the large-scale surveys for the National Assessment of Educational Progress carried out for the National Center for Education Statistics. The need for a new approach was driven by the demands for secondary analysis of the survey data by researchers who needed analyses more detailed than those published by NCES, and the need to  accelerate the processing and publication of results from the surveys. This new approach is based on a full multilevel statistical and psychometric model for students’ responses to the test items, taking into account the design of the survey, the backgrounds of the students, and the classes, schools and communities in which the students were located. The authors detail a fully integrated single model that incorporates both the survey design and the psychometric model by extending the traditional form of the psychometric model to accommodate the design structure while allowing for student, teacher, and school covariates.
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Tipo de ítem Biblioteca actual Colección Signatura Copia número Estado Fecha de vencimiento Código de barras
Libro Electrónico Biblioteca Electrónica
Colección de Libros Electrónicos QA276 -280 (Browse shelf(Abre debajo)) 1 No para préstamo 372334-2001

Theories of Data Analysis and Statistical Inference -- The Current Design and Analysis -- Psychometric and Survey Models -- Technical Reports – Data Analyses and Simulation Studies -- 1986 NAEP Math Survey -- Analysis of All 1986Math Iems -- 2005 NAEP Math Survey – Texas -- 2005 NAEP Math Survey – California -- Conclusions -- 1986 Survey Results, 30 Item Subscale -- 1986 Survey Results, Full 79 Items -- Model Parameter Estimates and SEs, 2005 Texas Survey -- Model Parameter Estimates and SEs, 2005 California survey.

The purpose of this book is to evaluate a new approach to the analysis and reporting of the large-scale surveys for the National Assessment of Educational Progress carried out for the National Center for Education Statistics. The need for a new approach was driven by the demands for secondary analysis of the survey data by researchers who needed analyses more detailed than those published by NCES, and the need to  accelerate the processing and publication of results from the surveys. This new approach is based on a full multilevel statistical and psychometric model for students’ responses to the test items, taking into account the design of the survey, the backgrounds of the students, and the classes, schools and communities in which the students were located. The authors detail a fully integrated single model that incorporates both the survey design and the psychometric model by extending the traditional form of the psychometric model to accommodate the design structure while allowing for student, teacher, and school covariates.

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