Item Response Theory : Parameter Estimation Techniques, Second Edition

By F. Baker, Seock-Ho Kim. 2004

471 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c995ac07db4ec6ccf4c2e455dfcb8078418a2f78

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In Social Psychology

Citations in the corpus

A Note on the Relation Between Factor Analytic and Item Response Theory Models (2008, methodology): “In this article, we deal with ’i and “i parameters directly as some other IRT literature does, including Zimowski, Muraki, Mislevy, and Bock (1999), Baker and Kim (2004), and Takane and de Leeuw (1987).”
Understanding Deep Learning Performance through an Examination of Test Set Difficulty: A Psychometric Case Study (2017, methodology): “To model difﬁculty we use Item Response Theory (IRT) from psychometrics (Baker and Kim, 2004).”
The Performance of Maximum Likelihood and Weighted Least Square Mean and Variance Adjusted Estimators in Testing Differential Item Functioning With Nonnormal Trait Distributions (2015, methodology): “(See Baker & Kim, 2004, pp. 157–175, for further details.)”
A review of recent advances in learner and skill modeling in intelligent learning environments (2012, background): “However, it enjoys a strong theoretical background both in terms of being grounded in psychometric measurement, and a sound mathematical framework with proven algorithms (Baker and Kim 2004).”
Model Selection Methods for Mixture Dichotomous IRT Models (2009, methodology): “The difference between the G2s for two models is also distributed as a chi-square and can be tested to determine which model is the better fit (Andersen, 1973; Baker & Kim, 2004; Bock & Aitkin, 1981).”
Development of the Competitive Work Environment Scale: A Multidimensional Climate Construct (2010, methodology): “We used the grm function from the ltm package in R (Rizopoulos, 2006), which is based on Baker and Kim (2004) to fit a graded-response model for each set of items surviving the previous factor analyses.”
IRT Model Selection Methods for Dichotomous Items (2007, background): “The difference for two models is itself distributed as a chi-square and so can be subjected to significance tests to determine which model is the better fit (Anderson, 1973; Baker & Kim, 2004; Bock & Aitkin, 1981).”
Effects of Inequality, Family and School on Mathematics Achievement: Country and Student Differences (2010, methodology): “OECD fitted the data with a graded response Rasch model, which estimated each test item’s difficulty and each student’s test score (Baker and Kim 2004).”
Students’ Sense of Belonging at School in 41 Countries (2016, methodology): “A graded response Rasch model of these subtests measured the difficulty of each test item to estimate each student’s reading competence more precisely (Baker & Kim, 2004).”
A Framework for Computing the Privacy Scores of Users in Online Social Networks (2009, methodology): “The validity of this property was demonstrated in Frank Baker s book [Baker and Kim 2004] and in an online tutorial.9 At an intuitive level, since the same item was administrated to all groups, each of the three parameter estimation processes was dealing with a segment of the same underlying…”
Are there gender differences in cognitive reflection? Invariance and differences related to mathematics (2018, methodology): “With regard to the discrimination parameters (a), according to Baker and Kim (2004), (values 0.01–0.24 are very low, 0.25–0.64 are low, 0.65–1.34 are moderate, 1.35–1.69 are high, and more than 1.7 are very high), all items showed high discrimination levels (a values over 1.35) in each group (Table…”
Crowd-sourced Text Analysis: Reproducible and Agile Production of Political Data (2016, methodology): “This approach has antecedents in psychometric methods (e.g., Baker and Kim 2004; Fox 2010; Hambleton et al. 1991; Lord 1980), and has been used to aggregate crowd ratings (e.g., Ipeirotis et al. 2014; Welinder et al. 2010; Welinder and Perona 2010; White-hill et al. 2009).”