Item nonresponses in educational and psychological measurement / von Norman Rose
The question of how to handle missing responses in psychological and educational measurement has been repeatedly and controversially debated for decades. Even in highly respected international studies and large scale assessments, such as the PISA (Program for International Student Assessment), TIMSS (Third International Mathematics and Science Study), and PIRLS (Progress in International Reading Literacy Study) a generally accepted methodology for missing data is still lacking. Since the late 1990s multidimensional item response theory (MIRT) models for item nonresponses have been developed. These models become quickly complex in application and rest upon assumptions that are usually not critically addressed. Although statistical theory of missing data suggests adequate handling of missing responses to avoid inefficient and biased parameter estimation, there is empirical evidence that IRT-based parameter estimation is fairly robust against missing responses. That may question the need for sophisticated IRT model-based approaches. ...
|Dissertation Note:||Jena, Univ., Diss., 2013|
|Subjects:||Probabilistische Testtheorie > Test > Psychologische Diagnostik > Fehlende Daten|
|Type of content:||Hochschulschrift|
|Related resources:||Erscheint auch als Druck-Ausgabe: Item nonresponses in educational and psychological measurement|
|Physical description:||Online-Ressource (PDF-Datei: 7,05 MB, 384 Seiten) : Ill., graph. Darst.|
|Basic Classification:||77.03 Methoden und Techniken der Psychologie|