[Rasch] How many anchor items do I need
trevor.bond at jcu.edu.au
Wed Jul 11 10:26:23 EST 2007
Peter and Robert give important advice, but the issue of face
validity - now dressed up as curricular validity - has always been a
disturbing aspect of US achievement testing for me.
What indeed are we testing if mere exposure to the items will change
children's performance on them?
Technically, stable items with a spread of difficulties across the
latent trait are best - but quality is always better than quantity.
What decisions you may make after the anchoring might be better seen
as part of Messick's consequential validity. I believe that is the
issue behind the 'curricular validity' issue - the impact of the
anchored test results on the kids.
At 4:24 PM -0700 7/10/07, Hendrickson, Peter wrote:
>...and even if we had a common curriculum, how would we know that
>the instruction had a similar degree of commonality? Our commitment
>to monitoring fidelity of implementation is honored, for the most
>part, in the breach.
>Everett (WA) Public Schools
Trevor G BOND Ph D
Professor and Head of Dept
Educational Psychology, Counselling & Learning Needs
D2-2F-01A EPCL Dept.
Hong Kong Institute of Education
10 Lo Ping Rd, Tai Po
New Territories HONG KONG
Voice: (852) 2948 8473
Fax: (852) 2948 7983
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