Interpreting Scales Through Scale Anchoring

Beaton, Albert E.; Allen, Nancy L.

doi:10.2307/1165169

Cited by 107 publications

(93 citation statements)

References 5 publications

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“…Para construção da escala de medida, utilizaram-se como base os níveis âncora e quase âncora definidos por Beaton & Allen (1992). E também, os conhecimentos desenvolvidos a partir de trabalhos de Bessant et al Seguindo a linha de raciocínio de Bessant et al (2001), existem cinco níveis para a prática da Melhoria Contínua.…”

Section: Construção Da Escala De Medidaunclassified

“…Para construção da escala, somente alguns itens foram utilizados para caracterizar cada nível. Isso se deve ao fato de que alguns itens não continham a qualidade ou informação suficiente para representar o nível da escala ou ainda não estavam contidos nos critérios estabelecidos por Beaton & Allen (1992), para instituir os itens âncoras ou quase âncoras. Assim sendo, os níveis que constituem a escala são:…”

Section: Construção Da Escala De Medidaunclassified

“…Assim sendo, foram retirados da escala os itens que não se enquadravam nos parâmetros para escolha de itens âncoras ou quase âncora, conforme Beaton & Allen (1992), ou que tiveram seu grau de discriminação muito baixo. O percentual de itens desclassificados foi de 41%.…”

Section: Considerações Finaisunclassified

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Construção de uma escala para medir o nível dos colaboradores para a prática da Melhoria Contínua em uma organização por meio do modelo de resposta nominal da TRI

Milnitz

Tubino

2015

Prod.

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Resumo Esta pesquisa oferece uma discussão sobre a construção de uma escala para medir o nível dos colaboradores para a prática da Melhoria Contínua dentro de uma organização. O desenvolvimento desta foi possível por meio da utilização de um instrumento de medida constituído de 34 itens embasados no conceito de Melhoria Contínua e aplicados em uma amostra de 519 colaboradores pertencentes a uma organização industrial. A seguir os dados foram avaliados estatisticamente pela Teoria de Resposta ao Item (TRI), mais precisamente por meio do modelo de resposta nominal. Como resultado, conseguiu-se a equalização entre os itens aplicados e os scores dos colaboradores pesquisados, permitindo o desenvolvimento de uma métrica com distintos níveis para a prática da Melhoria Contínua. As decorrências estratégicas derivadas deste resultado são muito importantes, pois na medida do traço latente a aplicação da TRI permitiu fazer uma avaliação do fenômeno em estudo com mais precisão e consistência, fornecendo assim, informações relevantes para a tomada de decisões dentro da organização pesquisa.

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Section: Construção Da Escala De Medidaunclassified

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Construção de uma escala para medir o nível dos colaboradores para a prática da Melhoria Contínua em uma organização por meio do modelo de resposta nominal da TRI

Milnitz

Tubino

2015

Prod.

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“…If the competency variables are modeled using the Rasch model, the Wright map and its variants (Wilson, 2005) provide a mechanism for putting the items onto a scale. Beaton and Allen (1992) show how scale maps can be created for other response modeling frameworks by looking at the point at which a certain percentage of examinees are able to achieve that level of performance. Looking at the task characteristics of tasks that cluster on similar parts of the scale provides an easy-to-understand description of what that part of the scale means.…”

Section: Characterizing Proficiencymentioning

confidence: 99%

How Task Features Impact Evidence From Assessments Embedded in Simulations and Games

Almond¹,

Kim²,

Velasquez³

et al. 2014

Measurement: Interdisciplinary Research and Perspectives

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One of the key ideas of evidence-centered assessment design (ECD) is that task features can be deliberately manipulated to change the psychometric properties of items. ECD identifies a number of roles that task-feature variables can play, including determining the focus of evidence, guiding form creation, determining item difficulty and discrimination, characterizing proficiency, and producing task variants. Assessment developers can use these task features to manipulate the psychometric properties of both conventional assessment formats and complex tasks embedded in simulations and games.Simulations and games tasks present additional challenges: even defining what corresponds to an item can be difficult. Often task features are determined by game or simulation logic rather than psychometric design. Despite these difficulties, the roles for task features identified in ECD are useful for analyzing the psychometric properties of embedded assessments in simulations and games. This article compares a conventional test of mathematics-problem-solving ability using word problems to an assessment of conceptual physics, creativity, and conscientiousness embedded in the game Newton’s Playground, describing how the task roles play out in each setting and how they can be used to manipulate the evidence provided by an assessment.

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“…Beaton (1988) and Beaton and Allen (1992) proposed a procedure called Scale Anchoring which involved (a) identifying subsets of test items which provided superior discrimination at successive points on a test's reported score scale; and (b) asking subject-area experts to review the items and provide detailed descriptions of the specific cognitive skills that groups of students at or close to the selected score points would be expected to have mastered. This procedure provides a small number of group-level diagnoses, but no student-level diagnoses.…”

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confidence: 99%

A TREE‐BASED APPROACH TO PROFICIENCY SCALING & DIAGNOSTIC ASSESSMENT

Sheehan

1997

ETS Research Report Series

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A new procedure for generating instructionally-relevant diagnostic feedback is proposed. The approach involves first constructing a strong model of student proficiency and then testing whether individual students' observed item response vectors are consistent with that model. Diagnoses are specified in terms of the combinations of skills needed to score at increasingly higher levels on a tests's reported score scale. The approach is applied to the problem of developing diagnostic feedback for the SAT I Verbal Reasoning Test. Using a variation of Wright's (1977) person-fit statistic, it is shown that the estimated proficiency model accounts for 91 % of the "explainable" variation is students' observed item response vectors.Keywords: proficiency scales, diagnostic assessment A Tree-Based Approach to Proficiency Scaling & Diagnostic AssessmentThe traditional outcome of an educational test is a set of test scores reflecting the numbers of correct and incorrect responses provided by each student. While such scores may provide reliable and stable information about students' standing relative to a group, they fall short of indicating the specific patterns of skill mastery underlying students' observed item responses. Such additional information may help students and teachers better understand the meaning of test scores and the kinds of learning which might help to improve those scores.Procedures for translating observed test results into instructionally-relevant statements about students' underlying patterns of skill mastery may be designed to provide student-level . diagnostic information or group-level diagnostic information. Student-level diagnoses characterize the individual strengths and weaknesses of individual students. Group-level diagnoses characterize the strengths and weaknesses expected for students scoring at specified points on a test's reported score scale. A collection of group-level diagnoses designed to span a test's reported score range is termed a proficiency scale.Both group-and student-level diagnoses can provide useful feedback. The detailed information available from a student-level diagnosis can help human or computerized tutors design highly individualized instructional intervention. The cross-sectional view provided by a set of group-level diagnoses can be used to: (a) demonstrate that the skills tapped by a particular measurement instrument are in fact those deemed important to measure (Sheehan and Mislevy, 1990), and (b) suggest likely areas of improvement for individual students. Both types of diagnoses can also be used to inform course placement decisions.1 Procedures for generating group-level andlor student-level diagnoses have been proposed by a number of researchers. Beaton (1988) and Beaton and Allen (1992) proposed a procedure called Scale Anchoring which involved (a) identifying subsets of test items which provided superior discrimination at successive points on a test's reported score scale; and (b) asking subject-area experts to review the items and provide detailed descr...

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Interpreting Scales Through Scale Anchoring

Cited by 107 publications

References 5 publications

Construção de uma escala para medir o nível dos colaboradores para a prática da Melhoria Contínua em uma organização por meio do modelo de resposta nominal da TRI

Construção de uma escala para medir o nível dos colaboradores para a prática da Melhoria Contínua em uma organização por meio do modelo de resposta nominal da TRI

How Task Features Impact Evidence From Assessments Embedded in Simulations and Games

A TREE‐BASED APPROACH TO PROFICIENCY SCALING & DIAGNOSTIC ASSESSMENT

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