The Response Vector for Mastery Method of Standard Setting

Dimitrov, Dimiter M.

doi:10.1177/00131644211032388

Cited by 3 publications

(4 citation statements)

References 35 publications

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“…The levels were identified with the bookmark method (Dimitrov, 2022). A so‐called item booklet was used to order all items of the level model according to their empirical difficulty.…”

Section: Resultsmentioning

confidence: 99%

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Beyond linearity: Using IRT‐scaled level models to describe the relation between prior proportional reasoning skills and fraction learning outcomes

Schadl

Ufer

2023

Child Development

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Previous research on the role of prior skills like proportional reasoning skills for the development of mathematical concepts offers conclusions such as “more (prior skills) is better (for later learning).” Insights, which prior skill level goes along with which level of learning outcomes, may advance the understanding of the development of mathematical concepts. An exploratory approach is presented based on level models to describe the relation between symbolic proportional reasoning skills and fraction outcomes beyond linearity. Analyses draw on samples of German fourth to sixth graders from a scaling (2017, N = 325, 54.8% female) and longitudinal study (2018/2019, N = 436, 42.7% female). Particularly mastering natural and internal rational ratios in proportional reasoning seems relevant for successful fraction learning.

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“…The levels were identified with the bookmark method (Dimitrov, 2022). A so‐called item booklet was used to order all items of the level model according to their empirical difficulty.…”

Section: Resultsmentioning

confidence: 99%

“…Such item booklets allow dividing the logit scale into sections of items with similar demands within each level and different demands between levels. Cut scores between two adjacent levels were calculated by averaging the highest item estimate of the lower level and the lowest item estimate of the higher level (see Dimitrov, 2022).…”

Section: Resultsmentioning

confidence: 99%

Beyond linearity: Using IRT‐scaled level models to describe the relation between prior proportional reasoning skills and fraction learning outcomes

Schadl

Ufer

2023

Child Development

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“…The classical and latent D-scoring methods were applied to important fields in educational measurement. Research was conducted in the areas of differential item functioning [30], test equating and linking [31], multistage testing [32], and standard setting [33]. The proposed methodology can be compared in future research with appropriate adaptations that involve the Ramsay quotient model.…”

Section: Discussionmentioning

confidence: 99%

Relating the Ramsay Quotient Model to the Classical D-Scoring Rule

Robitzsch

2023

Analytics

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In a series of papers, Dimitrov suggested the classical D-scoring rule for scoring items that give difficult items a higher weight while easier items receive a lower weight. The latent D-scoring model has been proposed to serve as a latent mirror of the classical D-scoring model. However, the item weights implied by this latent D-scoring model are typically only weakly related to the weights in the classical D-scoring model. To this end, this article proposes an alternative item response model, the modified Ramsay quotient model, that is better-suited as a latent mirror of the classical D-scoring model. The reasoning is based on analytical arguments and numerical illustrations.

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“…Its disadvantages are that it does not consider the sampling error of item difficulties and that it may result in item subsets that are hard to interpret in terms of common item demands. Variants of the so-called bookmark method are an alternative (Mitzel et al, 2013;Dimitrov, 2022). Items are sorted in an item booklet by increasing difficulty.…”

Section: Level Models For Assessment and Interventionmentioning

confidence: 99%

I have three more than you, you have three less than me? Levels of flexibility in dealing with additive situations

Ufer,

Kaiser,

Niklas

et al. 2024

Front. Educ.

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Assessment and intervention in the early years should ideally be based on evidence-based models describing the structure and development of students’ skills. Mathematical word problems have been identified as a challenge for mathematics learners for a long time and in many countries. We investigate flexibility in dealing with additive situations as a construct that develops during grades 1 through 3 and contributes to the development of students’ word problem solving skills. We introduce the construct based on prior research on the difficulty of different situation structures entailed in word problems. We use data from three prior empirical studies with N = 383 German grade 2 and 3 students to develop a model of discrete levels of students’ flexibility in dealing with additive situations. We use this model to investigate how the learners in our sample distribute across the different levels. Moreover, we apply it to describe students’ development over several weeks in one study comprising three measurements. We derive conclusions about the construct in terms of determinants of task complexity, and about students’ development and then provide an outlook on potential uses of the model in research and practice.

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The Response Vector for Mastery Method of Standard Setting

Cited by 3 publications

References 35 publications

Beyond linearity: Using IRT‐scaled level models to describe the relation between prior proportional reasoning skills and fraction learning outcomes

Beyond linearity: Using IRT‐scaled level models to describe the relation between prior proportional reasoning skills and fraction learning outcomes

Relating the Ramsay Quotient Model to the Classical D-Scoring Rule

I have three more than you, you have three less than me? Levels of flexibility in dealing with additive situations

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