Guttman (1947) developed a scaling method in which the items measuring an attribute can be ordered according to the strength of the attribute. The Guttman scaling model assumes that every member of the population belongs to a scale type and does not allow for response errors. The Proctor (1970)...

Measuring continuous change or growth in individual students' academic abilities over time currently uses several statistical models or transformations to move from data representing a student's correct or incorrect responses on individual test items to inferences about the form and quantity of...

Mixtures of item response theory models have been proposed as a technique to explore response patterns in test data related to cognitive strategies, instructional sensitivity, and differential item functioning (DIF). Estimation proves challenging due to difficulties in identification and...

A multidimensional extension of the generalized graded unfolding model for repeated measures (GGUM-RM) is introduced and applied to analyze attitude change across time using responses collected by a Thurstone or Likert questionnaire. The model conceptualizes the change across time as separate...

Source: Dissertation Abstracts International, Volume: 59-10, Section: B, page: 5428.

Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0155.

In an effort to further explore a specific aspect of rule-space theory, identification of students with respect to their error rules, three major questions were raised: (a) How do the discriminant-function approach (DA) and the k-nearest-neighbor approach (KNN) perform for the classification of...

A new index based on the conditional covariance of item scores given a latent variable is defined and investigated to assess dimensionality in educational and psychological test data. This index successfully detects the test dimensionality in both identifying the number of dimensions present in...