Measuring Measuring: Toward a Theory of Proficiency with the Constructing Measures Framework

Brent Duckor; Karen Draney; Mark Wilson

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Measuring Measuring: Toward a Theory of Proficiency with the Constructing Measures Framework

机译：衡量衡量：以建设性措施框架迈向精通理论

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This paper is relevant to measurement educators who are interested in the variability of understanding and use of the four building blocks in the Constructing Measures framework (Wilson, 2005). It proposes a uni-dimensional structure for understanding Wilson's framework, and explores the evidence for and against this conceptualization. Constructed and fixed choice response items are utilized to collect responses from 72 participants who range in experience and expertise with constructing measures. The data was scored by two raters was analyzed with the Rasch partial credit model using ConQuest (1998). Guided by the 1999 Testing Standards, analyses of validity and reliability evidence provide support for the construct theory and limited uses of the instrument pending item design modifications.

机译：本文与测量教育工作者有关，他们对“构建措施”框架中四个构建模块的理解和使用的可变性感兴趣（Wilson，2005年）。它提出了一个用于理解威尔逊框架的一维结构，并探索了支持和反对这种概念化的证据。构造和固定选择的响应项目用于收集来自72位参与者的响应，这些参与者在构建措施方面具有丰富的经验和专业知识。数据由两个评分者评分，并使用ConQuest（1998）用Rasch部分信用模型进行了分析。在1999年测试标准的指导下，对有效性和可靠性证据的分析为构造理论和仪器的有限使用提供了支持，直到项目设计更改为止。

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《Journal of applied measurement》 |2009年第3期|296-319|共24页
作者
Brent Duckor; Karen Draney; Mark Wilson;
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Dept. of Secondary Education, SH 436, College of Education, San Jose State University, One Washington Square, San Jose, CA 95192-0074, USA;

University of California, Berkeley;

University of California, Berkeley;

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Measuring Measuring: Toward a Theory of Proficiency with the Constructing Measures Framework

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