Titlebook: Handbook of Modern Item Response Theory; Wim J. Linden,Ronald K. Hambleton Book 1997 Springer Science+Business Media New York 1997 behavio

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書目名稱Handbook of Modern Item Response Theory影響因子(影響力)




書目名稱Handbook of Modern Item Response Theory影響因子(影響力)學科排名




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書目名稱Handbook of Modern Item Response Theory網絡公開度學科排名




書目名稱Handbook of Modern Item Response Theory被引頻次




書目名稱Handbook of Modern Item Response Theory被引頻次學科排名




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書目名稱Handbook of Modern Item Response Theory年度引用學科排名




書目名稱Handbook of Modern Item Response Theory讀者反饋




書目名稱Handbook of Modern Item Response Theory讀者反饋學科排名

Hallmark

NOVA

Fumiko Samejimarigkeiten und M?glichkeiten mit diesen verschiedenen Politikmitteln in Zeiten der Globalisierung verbunden sind, wird u.?a. beispielhaft anhand der Entwicklungen in zwei Politikfeldern, Kinderarbeit und Arbeitsbedingungen an Bord von Handelsschiffen, thematisiert.

經典

A Logistic Model for Time-Limit Testsrately, a response style which favors accuracy at the expense of speed is advantageous. It might seem that using the number of correct responses reflects both speed and accuracy, and is therefore a more sensible way of scoring the test performance. But with this approach, another problem crops up. I

原始

ADORE

Item Response Theory: Brief History, Common Models, and Extensionsnts are physical devices providing measurements that can be read directly off a numerical scale. This impression is certainly not valid for educational and psychological tests. A useful way to view a test is as a series of small experiments in which the tester records a vector of responses by the te

發(fā)炎

The Nominal Categories Modelical description of individual qualitative behavior in response to identified stimuli. The models specify the probability of a person’s response in one of several mutually exclusive and exhaustive categories as a function of stimulus characteristics and person attributes. Bock’s nominal model, like

Junction

grounded

Graded Response Modelating such as letter grading, A, B, C, D, and F, used in the evaluation of students’ performance; strongly disagree, disagree, agree, and strongly agree, used in attitude surveys; or partial credit given in accordance with an examinee’s degree of attainment in solving a problem.

atopic

The Partial Credit Modelmodel is designed for the same purpose as several other models in this book, including Samejima’s graded response model (Samejima, 1969). The PCM differs from the graded response model, however, in that it belongs to the Rasch family of models and so shares the distinguishing characteristics of that