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Titlebook: Applied Rasch Measurement: A Book of Exemplars; Papers in Honour of Rupert Maclean,Ryo Watanabe,Njora Hungi Book 2005 Springer Science+Bus

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期刊全稱Applied Rasch Measurement: A Book of Exemplars
期刊簡(jiǎn)稱Papers in Honour of
影響因子2023Rupert Maclean,Ryo Watanabe,Njora Hungi
視頻videohttp://file.papertrans.cn/161/160090/160090.mp4
學(xué)科分類Education in the Asia-Pacific Region: Issues, Concerns and Prospects
圖書封面Titlebook: Applied Rasch Measurement: A Book of Exemplars; Papers in Honour of  Rupert Maclean,Ryo Watanabe,Njora Hungi Book 2005 Springer Science+Bus
影響因子While the primary purpose of the book is a celebration of John’s contributions to the field of measurement, a second and related purpose is to provide a useful resource. We believe that the combination of the developmental history and theory of the method, the examples of its use in practice, some possible future directions, and software and data files will make this book a valuable resource for teachers and scholars of the Rasch method. This book is a tribute to Professor John P Keeves for the advocacy of the Rasch model in Australia. Happy 80th birthday John! xii There are good introductory texts on Item Response Theory, Objective Measurement and the Rasch model. However, for a beginning researcher keen on utilising the potentials of the Rasch model, theoretical discussions of test theory and associated indices do not meet their pragmatic needs. Furthermore, many researchers in measurement still have little or no knowledge of the features of the Rasch model and its use in a variety of situations and disciplines. This book attempts to describe the underlying axioms of test theory, and, in particular, the concepts of objective measurement and the Rasch model, and then link theory t
Pindex Book 2005
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Environmental Issues of Deep-Sea Miningfirmatory factor analysis were used, Finally, the Rasch measurement model was applied to this data set. This study was undertaken in order to compare conventional analytic techniques with techniques that explicitly set out to implement genuine measurement of perceived course quality. Although conven
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Adriana Allen,Liza Griffin,Cassidy Johnsonted by almost three years. The CASQ was analysed with the Rasch model, with separate analyses also being carried out for the Composite Positive (CP) and Composite Negative (CN) subscales. Each of the three scales met the requirements of the Rasch model, and although there was some slight evidence of
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