[Rasch] Invariance of Item Difficulty, Northwest Evaluation Association "MAP" test
trevor.bond at jcu.edu.au
Fri Jul 11 06:04:36 EST 2008
Dear Steve et al,
The NWEA evidence for item invariance is absolutely stunning.
As Carly Simon sings about my name-sake Bond, James Bond:
Nobody does it better,
Makes you feel sad for the rest
Nobody does it half as good as you...etc"
As to whether learning Maths, say, by radical constructivism produces
a meaningfully different item order from the ubiquitous drill and
kill approach, is an open question: philosophically and empirically.
Kingsbury's evidence for invariance suggests very strongly that NWEA
items are anchored in bedrock
You ask this: Thus, if what my school is doing differs from what the
state is doing by no more than typical 2003 instruction differed from
typical 1983 instruction, I'll probably be ok?
My reply: Even if your school is different, it needs to be different
from the schools that produced all of those calibration checks across
SEVEN states for up to 20 years.
AND who is going to subject kids to 6 days of Maths testing and why?
"Nobody Does It Better" is a power ballad composed by Marvin Hamlisch
with lyrics by Carole Bayer Sager. It was recorded by Carly Simon as
the theme song for the 1977 James Bond film The Spy Who Loved Me. It
was the first Bond theme song to be titled differently from the name
of the film, although the phrase "the spy who loved me" is included
in the lyrics. Released as a single from the film's soundtrack album,
the song became a hit (reaching #2 on the US singles chart and #1 on
the Adult Contemporary chart) and is still popular today.
At 10:52 AM -0400 7/10/08, Steven L. Kramer wrote:
>I didn't understand your first sentence. Are you saying that NWEA
>has probably checked for invariance? Definitely checked? Checked
>whether different curricula cause variance?
>Regarding the second part of your message: I take this to mean that
>Kingsbury's research indicates item difficulties on a large math
>scale did not drift over roughly 20 years--an indicator that my
>fears may not be borne out, i.e., that on generic math scales "item
>invariance" can be met for students going to school at very
>different times/circumstances/curricula? Thus, if what my school is
>doing differs from what the state is doing by no more than typical
>2003 instruction differed from typical 1983 instruction, I'll
>probably be ok?
>Am I interpreting correctly?
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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