Constructing Measures: An Item Response Modeling Approach

By Mark R. Wilson. 2004

1,409 citations recorded by the source corpus.

Subfields: Applied Psychology, Management Science and Operations Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/8132582ca78e6161a46bca27bb471ff3cd702bd9

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In Applied Psychology

In Management Science and Operations Research

In Social Psychology

Citations in the corpus

Mindfulness In Parenting Questionnaire (MIPQ): Development and Validation of a Measure of Mindful Parenting (2017, background): “From a relational frame theory perspective, Coyne and Wilson (2004) alternatively suggest that the effectiveness of mindfulness and acceptance (ACT) may improve parenting by breaking patterns of cognitive fusion.”
Supporting Students' Construction of Scientific Explanations by Fading Scaffolds in Instructional Materials (2006, background): “Recent research (Gotwals & Songer, 2006; Wilson, 2005) on psychometric models is helping to develop more effective assessment systems to tease apart students understanding of science content and scientific inquiry.”
Seeding Evolutionary Thinking by Engaging Children in Modeling Its Foundations. (2012, methodology): “To represent the states of student knowledge for each strand, we have adopted an approach, pioneered by Wilson (2005), that entails encapsulating knowledge states in “construct maps,” or summaries of typical trajectories of development.”
Measuring Progressions: Assessment Structures Underlying a Learning Progression (2009, background): “See Wilson (2005) for a detailed account of an instrument development process that works through these steps.”
A Common Measurement System for K-12 STEM education: Adopting an educational evaluation methodology that elevates theoretical foundations and systems thinking (2014, background): “Sound measurement begins with construct conceptualizations based on strong theoretical foundations (Wilson, 2005; Wolfe & Smith, 2007).”
Studying Teachers’ Sensemaking to Investigate Teachers’ Responses to Professional Development Focused on New Standards (2015, methodology): “The interview protocol was developed using a construct-centered approach to assessment design (Wilson, 2005) that utilized both Weick’s (1995) typology for sources of ambiguity and uncertainty and our field note data (see also, description of coding scheme development in Data Analysis).”
Learning Progressions in Science: An Evidence-Based Approach to Reform. CPRE Research Report # RR-63. (2009, methodology): “5 Oere are quite sophisticated statistical and psychometric techniques that can be used to design and test the development of assessment items and exercises to see whether the item diQculties and student performances order themselves in ways that are consistent with the predictions implied by the hy”
Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners (2009, methodology): “We represent our learning progression for scientific modeling as a set of related construct maps of progress variables, each of which shows levels of performance and understanding (Wilson, 2005).”
Road Maps for Learning: A Guide to the Navigation of Learning Progressions (2011, methodology): “Insofar as a curriculum is little more than a catalogue of desirable outcomes (as it is with now-common “standards” approaches), it inhibits step 3 by giving no guidance in helping pedagogy to be designed in ways that foster student understanding, and it weakens step 4, thereby, inhibiting the…”
Testing practices in the 21st century: developments and European psychologists' opinions (2012, methodology): “But, as ever, once some problems are solved, new unforeseen ones emerge, such as the development of models for parameter estimation, the management of large item banks, or how to assess complex model fit (Sueiro & Abad, 2009; Wilson, 2005).”
The shape of development (2005, methodology): “For an introduction to the Rasch model, see Bond and Fox (2001), Rasch (1980), Smith (2004), or Wilson (2005).”
Development of a measure of early mathematics achievement using the Rasch model: the Research‐Based Early Maths Assessment (2008, methodology): “Rasch modeling is a theory-based approach to developing measures through hypothesis testing (Andrich, 2004; Wilson, 2005); when data fit the Rasch model, this is evidence of the construct validity of the instrument (Smith, 2004).”
Formulating the Rasch Differential Item Functioning Model Under the Marginal Maximum Likelihood Estimation Context and Its Comparison With Mantel–Haenszel Procedure in Short Test and Small Sample Conditions (2011, neutral): “See also, for example, Kamata (2001) and De Boeck and Wilson (2004) on how to use a mixed model framework to estimate IRT models.”
Assessing Knowledge Integration in Science: Construct, Measures, and Evidence (2008, methodology): “Informed by Messick (1989) and Wilson (2005), we implemented several validity procedures during the knowledge integration assessment development process.”