Browsing by Author "Wilson, Mark"

Now showing 1 - 9 of 9
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    A meta-structural understanding of measurement
    (2016) Mari, Luca; Maul, Andrew; Torres Irribarra, David; Wilson, Mark
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    Aligning teacher assessments and teacher learning through a teacher learning progression
    (SPRINGER HEIDELBERG, 2022) Veronica Santelices, Maria; Wilson, Mark
    This theoretical piece discusses the concept of a teacher learning progression in an attempt to integrate teacher learning and assessment. From the authors' perspective, the main features of the teacher learning progression are the longitudinal understanding of teacher knowledge and practice, and the opportunity to align teacher evaluations' formative and summative purposes. Criteria to assess existing teacher learning progressions are proposed and used to examine examples of teacher assessment systems implemented in different parts of the world. The concept of teacher learning progression has national and international implications for teacher training, for teaching assessment and for the design and implementation of educational policies.
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    Metrological traceability in education : a practical online system for measuring and managing middle school mathematics instruction
    (2015) Torres Irribarra, David; Freund, Rebecca; Fischer, William; Wilson, Mark
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    Modeling for Directly Setting Theory-Based Performance Levels
    (2015) Torres Irribarra, David Esteban; Diakow, Ronli; Freund, Rebecca; Wilson, Mark
    This paper presents the Latent Class Level-PCM as a method for identifying and interpretinglatent classes of respondents according to empirically estimated performance levels. The model,which combines elements from latent class models and reparameterized partial credit modelsfor polytomous data, can simultaneously (a) identify empirical boundaries between performancelevels and (b) estimate an empirical location of the centroid of each level. This provides moredetailed information for establishing performance levels and interpreting student performancein the context of these levels. The paper demonstrates the use of the Latent Class L-PCM on anassessment of student reading proficiency for which there are strong ties between the hypothesizedtheoretical levels and the polytomously scored assessment data. Graphical methods for evaluatingthe estimated levels are illustrated
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    On the Relationship Between Differential Item Functioning and Item Difficulty: An Issue of Methods? Item Response Theory Approach to Differential Item Functioning
    (SAGE PUBLICATIONS INC, 2012) Veronica Santelices, Maria; Wilson, Mark
    The relationship between differential item functioning (DIF) and item difficulty on the SAT is such that more difficult items tended to exhibit DIF in favor of the focal group (usually minority groups). These results were reported by Kulick and Hu, and Freedle and have been enthusiastically discussed by more recent literature. Examining the validity of the original reports of this systematic relationship is important so that we can move on to investigating more effectively its causes and the consequences associated to test score use. This article explores the hypothesis that the observed relationship between DIF and item difficulty observed in the SAT could be because of one of the following explanations: (a) the confounding of DIF and impact by the shortcomings of the standardization approach and/or (b) by random guessing. The relationship between DIF and item difficulty is examined using item response theory, which better controls for differences between impact and DIF than the standardization approach and also allows us to test the importance of guessing. The results obtained generally find evidence in support of the relationship between item difficulty and DIF suggesting that the phenomenon reported by earlier research is not a mere artifact of the statistical methodologies used to study DIF.
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    Quantities, Quantification, and the Necessary and Sufficient Conditions for Measurement.
    (2017) Mari, Luca; Maul, Andrew; Torres Irribarra, David; Wilson, Mark
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    The quality of measurement results in terms of the structural features of the measurement process
    (2018) Maul, Andrew; Mari, Luca; Irribarra, David Torres; Wilson, Mark
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    Unfair Treatment? The Case of Freedle, the SAT, and the Standardization Approach to Differential Item Functioning
    (HARVARD GRADUATE SCHOOL EDUCATION, 2010) Santelices, Maria Veronica; Wilson, Mark
    In 2003, the Harvard Educational Review published a controversial article by Roy Freedle that claimed bias against African American students in the SAT college admissions test. Freedle's work stimulated national media attention and faced an onslaught of criticism from experts at the Educational Testing Service (ETS), the agency responsible for the development of the SAT In this article, Maria Veronica Santelices and Mark Wilson take the debate one step further with new research exploring differential item functioning in the SAT By replicating Freedle's methodology with a more recent SAT dataset and by addressing some of the technical criticisms from ETS, Santelices and Wilson confirm that SAT items do junction differently for the African American and Mite subgroups in the verbal test and argue that the testing industry has an obligation to study this phenomenon.