Modern theories of educational measurement 2300-SZD-WTPE
The basic element of educational research such as Programme for International Student Assessment PISA, Progress in International Reading Literacy Study PIRLS, Trends In International Mathematics And Science Study TIMSS or Survey of Adult Skills PIAAC is the measurement of intellectual skills. In order to fully benefit from the results of these research projects, you need to know the measurement theories used in them. In this course the participant will be able to become familiar with the classic test theory (KTT) and the measurement models used in this research from the Item Response Theory (IRT) family. The Rasch Model and the 2PL, 3PL and 4PL multiparametric models will be discussed. Issues related to matrix sampling, scale anchoring, multigroup measurement invariance, estimation of test result reliability and standard setting will also be discussed. The course will complement the issues of measurement validity and criticism of test measurement.
The course will have a workshop character. After discussing key measurement models or analysis methods, participants will perform a given type of analysis in practice using the existing data. During the course the SPSS and JMatric program will be used.
Course coordinators
Learning outcomes
Knowledge:
He knows and understands:
- the basic principles of knowledge transfer to the economic and social sphere and the commercialisation of scientific results and know-how related to these results.
- assumptions of classical test theory, the concept of the true result, the difficulty of the task, the differentiating power of the task and the reliability of the test
- assumptions of Rasch models, 1PL, 2 PL, 3 PL and 4PL, notions of latent feature, task characteristic curve, task difficulty, parameters of multi-parametric models, fitting measures; basic methods of parameter estimation in IRT models
- sampling methods for pilot studies including matrix sampling
- methods of anchoring the measuring scales and equalizing the results over time
- methods for determining test performance levels
- methods for analysing the differential functioning of test items (DIF) and checking the measurement invariance, types of variance
- measurement accuracy concepts, meaning of test concept and plan, theoretical test validity
- critical arguments formulated for test measurement, including teaching for tests
Skills:
He can do it:
- use knowledge from different scientific or artistic fields to creatively identify, formulate and innovatively solve complex problems or research tasks, in particular:
- define the purpose and object of scientific research, formulate a research hypothesis
- develop research methods, techniques and tools and apply them creatively
- to conclude on the basis of the results of scientific research.
- perform psychometric analyses of test using KTT analysis methods
- perform psychometric analyses of test using IRT analysis methods: Rasch model, 2PL model
- critically interpret the results of educational research, including PISA, PIRLS, TIMSS
Assessment criteria
9) Assessment Tasks:
basic mathematical competence (basic mathematics), basic ICT competence, active participation in classes, installation of an academic version of SPSS and a free version of JMetrics on your computer, one absence allowed
10) Learning Outcomes Assessment:
performance of homework; credit tasks at the last meeting; only for those who actively participate in the classes - correctional credit task
11) Assessment criteria:
graded homework 0-1, credit score 0-5
Bibliography
Pokropek A. (red.) (2015). Modele cech ukrytych w badaniach edukacyjnych, psychologii i socjologii. Warszawa: Instytut Badań Edukacyjnych. http://produkty.ibe.edu.pl/docs/inne/ibe-ee-ksiazka-modele-cech-ukrytych.pdf
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: