Testlet-based format is widely used in standardized tests and classroom assessments. This format... more Testlet-based format is widely used in standardized tests and classroom assessments. This format, however, poses a challenge to reliability and item parameter estimation. We examine the effects of testlet on item difficulty estimates with science assessments for three units at Grade 5. The research questions are: Is there any testlet effect on item difficulty estimates across three units? If yes, what characteristics of the shared stimulus may be linked to the testlet effect? We employ three methods with Winsteps and IRTPRO: (1) assuming no testlet effect - the Rasch model with individual items; (2) assuming testlet effect - the polytomous IRT using accumulated testlet scores; and (3) assuming testlet effect - the testlet response theory model. We then study the characteristics of the flagged items with the testlet effect. Our preliminary analysis based on the first two models was conducted with items from one science unit: My Skokomish River Challenge. Using the Rasch model, it...
In this book, leading scholars in the field examine the available research on the use of evidence... more In this book, leading scholars in the field examine the available research on the use of evidence in education and provide suggestions for strengthening the research-to-practice pipeline. Critics within and outside the field of education often point out the absence of a strong reciprocal connection between research and practice. The emergence of standards-based reform and the passage of NCLB have generated increasing pressure for evidence-based decision making at all levels. Yet there is little clarity about how research results are actually used in education, or what kinds of evidence are most useful to practitioners and policymakers.
Our goal in this chapter is to discuss Vanderbilt's AMIGO 3 project, which is exploring ways... more Our goal in this chapter is to discuss Vanderbilt's AMIGO 3 project, which is exploring ways to use knowledge about how people learn to design web-enhanced and web-based learning environments. The first three letters of AMIGO 3 stand for Anchored Modular Inquiry. ...
APA PsycNET Our Apologies! - The following features are not available with your current Browser c... more APA PsycNET Our Apologies! - The following features are not available with your current Browser configuration. - alerts user that their session is about to expire - display, print, save, export, and email selected records - get My ...
Journal of Experimental Psychology: General, Dec 1, 1982
... In R. Anderson, J. Osborne, & R. Tierny (Eds.), Learning to read in American schools:... more ... In R. Anderson, J. Osborne, & R. Tierny (Eds.), Learning to read in American schools: Basal readers, and content texts. Hillsdale, NJ: Erlbaum, in press. ... 1). Hillsdale, NJ: Erlbaum, in press. ', Bransford, JD, Stein, BS, Vye, NJ, Franks, JJ, Auble, PM, Mezynski, KJ, & Perfetto, CJJ. ...
Academically successful and less successful fifth graders were asked to make judgments about the ... more Academically successful and less successful fifth graders were asked to make judgments about the ease of understanding and remembering various sentences and were given the opportunity to attempt to remember some of them before being asked to judge new sets of sentences. The results of the first experiment indicate that, at the beginning of the experiment, the successful students were much more likely than their less successful peers to realize that sentences expressing arbitrary relationships were more difficult to remember. These differences became even greater after students were given the opportunity to attempt to remember some of the sentences they had judged initially. The memory performance of the successful students also improved as they became more familiar with the experimental task, but the performance of the less successful students did not. The results of the second experiment showed that less successful students who had received appropriate training were able to use information about the arbitrariness of relationships as the basis for their judgments of learning difficulty. The training also facilitated their ability to remember. Implications of these findings are discussed.
... 399 Page 2. 400 STEIN, BRANSFORD, FRANKS, OWINGS, VYE, McGRAW ... The mean numbers of precise... more ... 399 Page 2. 400 STEIN, BRANSFORD, FRANKS, OWINGS, VYE, McGRAW ... The mean numbers of precise elaborations generated by academically 'successful, aver-age, and less successful students were 5.63 (70.3%), 3.69 (46.1%), and 2.44 (30.5%), re-spectively. ...
Describes experiences as judges at the University of Minnesota Learning Software Design Competiti... more Describes experiences as judges at the University of Minnesota Learning Software Design Competition. Highlights include criteria for judging; an overview of some of the software programs; and the future of learning software, including Internet delivery, emphasis on visual and three-dimensional problem-solving environments, rich learning environments, and relative advantage. (LRW)
... Barry S. Stein Tennessee Technological University Nancy J. Vye, Jeffery J. Franks, Pamela M. ... more ... Barry S. Stein Tennessee Technological University Nancy J. Vye, Jeffery J. Franks, Pamela M. Auble, Karen J. Mezynski, and Greg A ... Requests for reprints should be sent to John D. Brans-ford, Department of Psychology, Vanderbilt University, 134 Wesley Hall, Nashville ...
Testlet-based format is widely used in standardized tests and classroom assessments. This format... more Testlet-based format is widely used in standardized tests and classroom assessments. This format, however, poses a challenge to reliability and item parameter estimation. We examine the effects of testlet on item difficulty estimates with science assessments for three units at Grade 5. The research questions are: Is there any testlet effect on item difficulty estimates across three units? If yes, what characteristics of the shared stimulus may be linked to the testlet effect? We employ three methods with Winsteps and IRTPRO: (1) assuming no testlet effect - the Rasch model with individual items; (2) assuming testlet effect - the polytomous IRT using accumulated testlet scores; and (3) assuming testlet effect - the testlet response theory model. We then study the characteristics of the flagged items with the testlet effect. Our preliminary analysis based on the first two models was conducted with items from one science unit: My Skokomish River Challenge. Using the Rasch model, it...
In this book, leading scholars in the field examine the available research on the use of evidence... more In this book, leading scholars in the field examine the available research on the use of evidence in education and provide suggestions for strengthening the research-to-practice pipeline. Critics within and outside the field of education often point out the absence of a strong reciprocal connection between research and practice. The emergence of standards-based reform and the passage of NCLB have generated increasing pressure for evidence-based decision making at all levels. Yet there is little clarity about how research results are actually used in education, or what kinds of evidence are most useful to practitioners and policymakers.
Our goal in this chapter is to discuss Vanderbilt's AMIGO 3 project, which is exploring ways... more Our goal in this chapter is to discuss Vanderbilt's AMIGO 3 project, which is exploring ways to use knowledge about how people learn to design web-enhanced and web-based learning environments. The first three letters of AMIGO 3 stand for Anchored Modular Inquiry. ...
APA PsycNET Our Apologies! - The following features are not available with your current Browser c... more APA PsycNET Our Apologies! - The following features are not available with your current Browser configuration. - alerts user that their session is about to expire - display, print, save, export, and email selected records - get My ...
Journal of Experimental Psychology: General, Dec 1, 1982
... In R. Anderson, J. Osborne, & R. Tierny (Eds.), Learning to read in American schools:... more ... In R. Anderson, J. Osborne, & R. Tierny (Eds.), Learning to read in American schools: Basal readers, and content texts. Hillsdale, NJ: Erlbaum, in press. ... 1). Hillsdale, NJ: Erlbaum, in press. ', Bransford, JD, Stein, BS, Vye, NJ, Franks, JJ, Auble, PM, Mezynski, KJ, & Perfetto, CJJ. ...
Academically successful and less successful fifth graders were asked to make judgments about the ... more Academically successful and less successful fifth graders were asked to make judgments about the ease of understanding and remembering various sentences and were given the opportunity to attempt to remember some of them before being asked to judge new sets of sentences. The results of the first experiment indicate that, at the beginning of the experiment, the successful students were much more likely than their less successful peers to realize that sentences expressing arbitrary relationships were more difficult to remember. These differences became even greater after students were given the opportunity to attempt to remember some of the sentences they had judged initially. The memory performance of the successful students also improved as they became more familiar with the experimental task, but the performance of the less successful students did not. The results of the second experiment showed that less successful students who had received appropriate training were able to use information about the arbitrariness of relationships as the basis for their judgments of learning difficulty. The training also facilitated their ability to remember. Implications of these findings are discussed.
... 399 Page 2. 400 STEIN, BRANSFORD, FRANKS, OWINGS, VYE, McGRAW ... The mean numbers of precise... more ... 399 Page 2. 400 STEIN, BRANSFORD, FRANKS, OWINGS, VYE, McGRAW ... The mean numbers of precise elaborations generated by academically 'successful, aver-age, and less successful students were 5.63 (70.3%), 3.69 (46.1%), and 2.44 (30.5%), re-spectively. ...
Describes experiences as judges at the University of Minnesota Learning Software Design Competiti... more Describes experiences as judges at the University of Minnesota Learning Software Design Competition. Highlights include criteria for judging; an overview of some of the software programs; and the future of learning software, including Internet delivery, emphasis on visual and three-dimensional problem-solving environments, rich learning environments, and relative advantage. (LRW)
... Barry S. Stein Tennessee Technological University Nancy J. Vye, Jeffery J. Franks, Pamela M. ... more ... Barry S. Stein Tennessee Technological University Nancy J. Vye, Jeffery J. Franks, Pamela M. Auble, Karen J. Mezynski, and Greg A ... Requests for reprints should be sent to John D. Brans-ford, Department of Psychology, Vanderbilt University, 134 Wesley Hall, Nashville ...
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