Educational Measurement for Applied Researchers: Theory into Practice

312 Pages·2017·4.876 MB·English

by  Margaret Wu, Hak Ping Tam, Tsung-Hau Jen

Margaret Wu · Hak Ping Tam
Tsung-Hau Jen
Educational
Measurement
for Applied
Researchers
Theory into Practice
Educational Measurement for Applied Researchers
Margaret Wu Hak Ping Tam
(cid:129)
Tsung-Hau Jen
Educational Measurement
for Applied Researchers
Theory into Practice
123
Margaret Wu Hak PingTam
National Taiwan Normal University Graduate Institute of Science Education
Taipei National Taiwan Normal University
Taiwan Taipei
Taiwan
and
Tsung-HauJen
Educational Measurement Solutions National Taiwan Normal University
Melbourne Taipei
Australia Taiwan
ISBN978-981-10-3300-1 ISBN978-981-10-3302-5 (eBook)
DOI 10.1007/978-981-10-3302-5
LibraryofCongressControlNumber:2016958489
©SpringerNatureSingaporePteLtd.2016
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Preface
This book aims at providing the key concepts of educational and psychological
measurement for applied researchers. The authors of this book set themselves to a
challengeofwritingabookthatcoverssomedepthsinmeasurementissues,butyet
is not overly technical. Considerable thoughts have been put in to find ways of
explaining complex statistical analyses to the layperson. In addition to making the
underlying statistics accessible to non-mathematicians, the authors take a practical
approach by including many lessons learned from real-life measurement projects.
Nevertheless, the book is not a comprehensive text on measurement. For example,
derivations of models and estimation methods are not dealt in detail in this book.
Readersare referred toother texts for more technically advanced topics. This does
not mean that a less technical approach to present measurement can only be at a
superficial level. Quite the contrary, this book is written with considerable stimu-
lationfordeepthinkingandvigorousdiscussionsaroundmanymeasurementtopics.
For those looking for recipes on how to carry out measurement, this book will not
provideanswers.Infact,wetaketheviewthatsimplequestionssuchas“howmany
respondents are needed for a test?” do not have straightforward answers. But we
discussthefactorsimpactingonsamplesizeandprovideguidelinesonhowtowork
out appropriate sample sizes.
This book is suitable as a textbook for a first-year measurement course at the
graduate level, since much of the materials for this book have been used by the
authors in teaching educational measurement courses. It can be used by advanced
undergraduate students who happened to be interested in this area. While the
conceptspresentedinthisbookcanbeappliedtopsychologicalmeasurementmore
generally, the majority of the examples and contexts are in the field of education.
Someprerequisitestousingthisbookincludebasicstatisticalknowledgesuchasa
grasp of the concepts of variance, correlation, hypothesis testing and introductory
probabilitytheory.Inaddition,thisbookisforpractitionersandmuchofthecontent
covered is to address questions we received along the years.
We would like to thank those who have made suggestions on earlier versions
ofthechapters.Inparticular,wewouldliketothankTomKnappandMatthiasvon
Davier for going through several chapters in an earlier draft. Also, we would like
v
vi Preface
tothanksomestudentswhohadreadseveralearlychaptersofthebook.Webenefit
from their comments that help us to improve on the readability of some sections
of the book. But, of course, any unclear spots or even possible errors are our own
responsibility.
Taipei, Taiwan; Melbourne, Australia Margaret Wu
Taipei, Taiwan Hak Ping Tam
Taipei, Taiwan Tsung-Hau Jen
Contents
1 What Is Measurement?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Measurements in the Physical World . . . . . . . . . . . . . . . . . . . . . . . 1
Measurements in the Psycho-social Science Context. . . . . . . . . . . . . 1
Psychometrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Formal Definitions of Psycho-social Measurement . . . . . . . . . . . . . . 3
Levels of Measurement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Nominal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Ordinal. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Interval. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Ratio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Increasing Levels of Measurement in the Meaningfulness
of the Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
The Process of Constructing Psycho-social Measurements. . . . . . . . . 6
Define the Construct. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Distinguish Between a General Survey
and a Measuring Instrument. . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Write, Administer, and Score Test Items. . . . . . . . . . . . . . . . . . . 8
Produce Measures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Reliability and Validity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Reliability. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Validity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Graphical Representations of Reliability and Validity . . . . . . . . . . 12
Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Discussion Points. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Car Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Taxi Survey. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Exercises. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Further Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
vii
viii Contents
2 Construct, Framework and Test Development—From
IRT Perspectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Linking Validity to Construct. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Construct in the Context of Classical Test Theory (CTT)
and Item Response Theory (IRT). . . . . . . . . . . . . . . . . . . . . . . . . . 21
Unidimensionality in Relation to a Construct. . . . . . . . . . . . . . . . . . 24
The Nature of a Construct—Psychological Trait
or Arbitrarily Defined Construct?. . . . . . . . . . . . . . . . . . . . . . . . 24
Practical Considerations of Unidimensionality . . . . . . . . . . . . . . . 25
Theoretical and Practical Considerations in Reporting
Sub-scale Scores . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Summary About Constructs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Frameworks and Test Blueprints . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Writing Items. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Item Format. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Number of Options for Multiple-Choice Items. . . . . . . . . . . . . . . 29
How Many Items Should There Be in a Test? . . . . . . . . . . . . . . . 30
Scoring Items. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Awarding Partial Credit Scores . . . . . . . . . . . . . . . . . . . . . . . . . 32
Weights of Items . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Discussion Points. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Exercises. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Further Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
3 Test Design. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Measuring Individuals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Magnitude of Measurement Error for Individual Students . . . . . . . 42
Scores in Standard Deviation Unit . . . . . . . . . . . . . . . . . . . . . . . 43
What Accuracy Is Sufficient?. . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Summary About Measuring Individuals. . . . . . . . . . . . . . . . . . . . 45
Measuring Populations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Computation of Sampling Error . . . . . . . . . . . . . . . . . . . . . . . . . 47
Summary About Measuring Populations . . . . . . . . . . . . . . . . . . . 47
Placement of Items in a Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Implications of Fatigue Effect . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Balanced Incomplete Block (BIB) Booklet Design . . . . . . . . . . . . 49
Arranging Markers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Discussion Points. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Exercises. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Appendix 1: Computation of Measurement Error . . . . . . . . . . . . . . . 56
Contents ix
References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Further Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
4 Test Administration and Data Preparation. . . . . . . . . . . . . . . . . . 59
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Sampling and Test Administration . . . . . . . . . . . . . . . . . . . . . . . . . 59
Sampling. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Field Operations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Data Collection and Processing . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Capture Raw Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Prepare a Codebook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Data Processing Programs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Data Cleaning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Discussion Points. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Exercises. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
School Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Further Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
5 Classical Test Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Concepts of Measurement Error and Reliability . . . . . . . . . . . . . . . . 73
Formal Definitions of Reliability and Measurement Error . . . . . . . . . 76
Assumptions of Classical Test Theory. . . . . . . . . . . . . . . . . . . . . 76
Definition of Parallel Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Definition of Reliability Coefficient . . . . . . . . . . . . . . . . . . . . . . 77
Computation of Reliability Coefficient . . . . . . . . . . . . . . . . . . . . 79
Standard Error of Measurement (SEM). . . . . . . . . . . . . . . . . . . . 81
Correction for Attenuation (Dis-attenuation)
of Population Variance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Correction for Attenuation (Dis-attenuation) of Correlation . . . . . . 82
Other CTT Statistics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Item Difficulty Measures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Item Discrimination Measures . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Item Discrimination for Partial Credit Items. . . . . . . . . . . . . . . . . 85
Distinguishing Between Item Difficulty and Item
Discrimination. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Discussion Points. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Exercises. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Further Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
6 An Ideal Measurement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
An Ideal Measurement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
x Contents
Ability Estimates Based on Raw Scores . . . . . . . . . . . . . . . . . . . . . 92
Linking People to Tasks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Estimating Ability Using Item Response Theory . . . . . . . . . . . . . . . 95
Estimation of Ability Using IRT . . . . . . . . . . . . . . . . . . . . . . . . 98
Invariance of Ability Estimates Under IRT . . . . . . . . . . . . . . . . . 101
Computer Adaptive Tests Using IRT . . . . . . . . . . . . . . . . . . . . . 102
Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Hands-on Practices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Task 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Task 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Discussion Points. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
Exercises. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Further Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
7 Rasch Model (The Dichotomous Case). . . . . . . . . . . . . . . . . . . . . 109
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
The Rasch Model. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Properties of the Rasch Model. . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Specific Objectivity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Indeterminacy of an Absolute Location of Ability . . . . . . . . . . . . 112
Equal Discrimination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
Indeterminacy of an Absolute Discrimination or Scale Factor. . . . . 113
Different Discrimination Between Item Sets. . . . . . . . . . . . . . . . . 115
Length of a Logit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Building Learning Progressions Using the Rasch Model . . . . . . . . 117
Raw Scores as Sufficient Statistics . . . . . . . . . . . . . . . . . . . . . . . 120
How Different Is IRT from CTT?. . . . . . . . . . . . . . . . . . . . . . . . 121
Fit of Data to the Rasch Model . . . . . . . . . . . . . . . . . . . . . . . . . 122
Estimation of Item Difficulty and Person Ability Parameters . . . . . . . 122
Weighted Likelihood Estimate of Ability (WLE) . . . . . . . . . . . . . . . 123
Local Independence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
Transformation of Logit Scores . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
An Illustrative Example of a Rasch Analysis. . . . . . . . . . . . . . . . . . 125
Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
Hands-on Practices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Task 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Task 2. Compare Logistic and Normal Ogive Functions . . . . . . . . 134
Task 3. Compute the Likelihood Function. . . . . . . . . . . . . . . . . . 135
Discussion Points. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
Further Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
8 Residual-Based Fit Statistics . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
Fit Statistics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140