Atjaunināt sīkdatņu piekrišanu

Applying the Rasch Model: Fundamental Measurement in the Human Sciences 4th edition [Mīkstie vāki]

4.00/5 (2 ratings by Goodreads)
, (The Education University of Hong Kong, HK),
  • Formāts: Paperback / softback, 348 pages, height x width: 254x178 mm, weight: 720 g, 100 Tables, black and white; 74 Line drawings, black and white; 174 Illustrations, black and white
  • Izdošanas datums: 20-Jul-2020
  • Izdevniecība: Routledge
  • ISBN-10: 0367141426
  • ISBN-13: 9780367141424
Citas grāmatas par šo tēmu:
  • Mīkstie vāki
  • Cena: 66,41 €
  • Grāmatu piegādes laiks ir 3-4 nedēļas, ja grāmata ir uz vietas izdevniecības noliktavā. Ja izdevējam nepieciešams publicēt jaunu tirāžu, grāmatas piegāde var aizkavēties.
  • Daudzums:
  • Ielikt grozā
  • Piegādes laiks - 4-6 nedēļas
  • Pievienot vēlmju sarakstam
Applying the Rasch Model: Fundamental Measurement in the Human Sciences 4th editionPalielināt
  • Formāts: Paperback / softback, 348 pages, height x width: 254x178 mm, weight: 720 g, 100 Tables, black and white; 74 Line drawings, black and white; 174 Illustrations, black and white
  • Izdošanas datums: 20-Jul-2020
  • Izdevniecība: Routledge
  • ISBN-10: 0367141426
  • ISBN-13: 9780367141424
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9780367141424.html
Keywords:
Recognised as the most influential publication in the field, ARM facilitates deep understanding of the Rasch model and its practical applications. The authors review the crucial properties of the model and demonstrate its use with examples across the human sciences. Readers will be able to understand and critically evaluate Rasch measurement research, perform their own Rasch analyses and interpret their results. The glossary and illustrations support that understanding, and the accessible approach means that it is ideal for readers without a mathematical background.

Highlights of the new edition include:











More learning tools to strengthen readers understanding including chapter introductions, boldfaced key terms, chapter summaries, activities and suggested readings.





Greater emphasis on the use of R packages; readers can download the R code from the Routledge website.





Explores the distinction between numerical values, quantity and units, to understand the measurement and the role of the Rasch logit scale (Chapter 4).





A new four-option data set from the IASQ (Instrumental Attitude towards Self-assessment Questionnaire) for the Rating Scale Model (RSM) analysis exemplar (Chapter 6).





Clarifies the relationship between Rasch measurement, path analysis and SEM, with a host of new examples of Rasch measurement applied across health sciences, education and psychology (Chapter 10).

Intended as a text for graduate courses in measurement, item response theory, (advanced) research methods or quantitative analysis taught in psychology, education, human development, business, and other social and health sciences. Professionals in these areas will also appreciate the books accessible introduction.

Recenzijas

From a previous edition:

"The tiresome debate about Rasch vs. IRT is over -- if you want to construct valid measurements from uncertain observations you need to understand and learn how to use Rasch measurement. Bond and Fox is your huckleberry -- read it and get to work!" Robert W. Massof, Johns Hopkins University School of Medicine, USA

"Bond & Fox's book is a must read for anyone interested in measurement. This book is my go-to for introducing graduate students to the Rasch model." Kelly D. Bradley, University of Kentucky, USA

"The authors have successfully made sophisticated measurement theory into feasible practice for practitioners by providing clear and intuitive explanations, numerous examples, and nice computer outputs. It is a textbook that I have used and will continue to use in the future." Wen Chung Wang, Hong Kong Institute of Education, Hong Kong

"Bond and Fox provide a clear and accessible introduction to the Rasch model I always recommend their book when a student or colleagues asks me to explain Rasch measurement theory." George Engelhard, Jr., The University of Georgia, USA

"The Rasch model represents modern measurement theory at its best Rasch models are used around the world to create psychometrically defensible scales and tests. Bond and Fox provide an accessible introduction to the Rasch model that describes the logic and essential importance of fundamental measurement in the human sciences." George Engelhard, Jr., The University of Georgia, USA From a previous edition:

"The tiresome debate about Rasch vs. IRT is over if you want to construct valid measurements from uncertain observations you need to understand and learn how to use Rasch measurement. Bond and Fox is your huckleberry read it and get to work!" Robert W. Massof, Johns Hopkins University School of Medicine, USA

"Bond & Fox's book is a must read for anyone interested in measurement. This book is my go-to for introducing graduate students to the Rasch model." Kelly D. Bradley, University of Kentucky, USA

"The authors have successfully made sophisticated measurement theory into feasible practice for practitioners by providing clear and intuitive explanations, numerous examples, and nice computer outputs. It is a textbook that I have used and will continue to use in the future." Wen Chung Wang, Hong Kong Institute of Education, Hong Kong

"The Rasch model represents modern measurement theory at its best Rasch models are used around the world to create psychometrically defensible scales and tests. Bond and Fox provide an accessible introduction to the Rasch model that describes the logic and essential importance of fundamental measurement in the human sciences." George Engelhard, Jr., The University of Georgia, USA

List of Figures
xii
List of Tables
xv
About the Authors xviii
Foreword xx
Preface xxii
Notes on This Volume xxv
Acknowledgments xxviii
1 Why Measurement Is Fundamental
1(17)
Children Can Construct Measures
3(2)
Interval Scales v. Ratio Scales: A Conceptual Explanation
5(1)
Statistics and/or Measurement
6(1)
Why Fundamental Measurement?
7(1)
Derived Measures
7(2)
Conjoint Measurement
9(2)
The Rasch Model for Measurement
11(1)
A More Suitable Analogy for Measurement in the Human Sciences
12(2)
In Conclusion
14(1)
Summary
15(3)
2 Important Principles of Measurement Made Explicit
18(13)
An Example: "By How Much?"
21(5)
Moving from Observations to Measures
26(2)
Summary
28(3)
3 Basic Principles of the Rasch Model
31(19)
The Pathway Analogy
31(10)
A Basic Framework for Measurement
41(2)
The Rasch Model
43(4)
Summary
47(3)
4 Building a Set of Items for Measurement
50(19)
The Nature of the Data
50(1)
Analyzing Dichotomous Data: The BLOT
51(1)
A Simple Rasch Summary: The Item Pathway
52(2)
Item Statistics
54(1)
Item Fit
54(2)
The Wright Map
56(2)
Targeting
58(1)
Comparing Persons and Items
59(1)
Summary
60(2)
Extended Understanding
62(1)
The Problem of Guessing
63(1)
Difficulty, Ability, and Fit
64(2)
The Theory--Practice Dialog
66(1)
Summary
67(2)
5 Invariance: A Crucial Property of Scientific Measurement
69(27)
Person and Item Invariance
72(1)
Common-Item Linking
72(2)
Please Keep in Mind
74(1)
Anchoring Item Values
74(3)
Vertical Scaling
77(1)
Common-Person Linking
78(2)
Invariance of Person Estimates across Tests: Concurrent Validity
80(1)
The PRTIII-Pendulum
81(1)
Common-Person Unking: BLOT & PRTIII
82(5)
The Theory--Practice Dialog
87(1)
Measurement Invariance: Where It Really Matters
88(1)
Failures of Invariance: DIF
89(2)
Differential Rater Functioning
91(1)
DIF: Not Just a Problem, but an Opportunity
92(1)
Summary
92(4)
6 Measurement Using Likert Scales
96(28)
The Rasch Model for Polytomous Data
97(3)
Analyzing Rating Scale Data: The Instrumental Attitude toward Self Assessment
Questionnaire
100(5)
Summary
105(2)
Extended Understanding
107(13)
Summary
120(4)
7 The Partial Credit Rasch Model
124(21)
Clinical Interview Analysis: A Rasch-Inspired Breakthrough
128(1)
Scoring Interview Transcripts
129(3)
Partial Credit Model Results
132(2)
Interpretation
134(3)
The Theory-- Practice Dialog
137(1)
Unidimensionality
137(1)
Summary
138(1)
Extended Understanding
139(2)
Point--Measure Correlations
141(1)
Fit Statistics
142(1)
Dimensionality: Primary Components Factor Analysis of the Rasch Residuals
142(1)
Summary
142(3)
8 Measuring Facets Beyond Ability and Difficulty
145(18)
A Basic Introduction to the Many-Facets Rasch Model
146(1)
Why Not Use Interrater Reliability?
147(1)
Relations among the Rasch Family of Models
148(1)
Data Specifications of the Many-Facets Rasch Model
149(1)
Rating Creativity of junior Scientists
150(2)
Many-Facets A nalysis of Eighth-Grade Writing
152(6)
Summary
158(1)
Extended Understanding
158(1)
Rasch Measurement of Facets Beyond Rater Effects
159(1)
Summary
160(3)
9 Making Measures, Setting Standards, and Rasch Regression
163(30)
Creating a Measure from Existing Data: The RMPFS (ZiYan, EdUHK)
163(1)
Method: Data
163(1)
Physical Fitness Indicators
164(1)
Data Analysis
164(1)
Seven Criteria to Investigate the Quality of Physical Fitness Indicators
165(1)
Results and Discussion
165(2)
Optimising Response Categories
167(1)
Influence of Underfitting Persons on the RMPFS
167(1)
Properties of the RMPFS with Subsamples
168(1)
Age Dependent or Age Related?
168(1)
The Final Version of RMPFS
168(3)
Objective Standard Setting: The OSS Model (Gregory Stone, U Toledo)
171(3)
Early Definitions
174(1)
The Objective Standard Setting Models
175(1)
Objective Standard Setting for Dichotomous Examinations
175(4)
Objective Standard Setting for Judge-Mediated Examinations
179(2)
Fair Standards, Not Absolute Values
181(1)
Rasch Regression (Svetlana Beltyukova, U Toledo)
182(1)
Predicting Physician Assistant Faculty Intention to Leave Academia
182(1)
Rasch Regression Using the Anchored Formulation
183(5)
Rasch Regression: Alternative Approaches
188(1)
Discussion
189(1)
Summary
190(3)
10 The Rasch Model Applied across the Human Sciences
193(29)
Rasch Measurement in Health Sciences
193(3)
Optimising an Existing Instrument: The NIHSS and a Central Role for PCA
196(1)
Creating a Short Form of an Existing Instrument: The FSQ
197(1)
FSQ-SF
198(1)
Theory Guides Assessment Revisions: The PEP-S8
198(1)
Applications in Education and Psychology
199(2)
Rasch Measures as Grist for the Analytical Mill
201(1)
Rasch Gain Calculations: Racking and Stacking
202(1)
Rasch Learning Gain Calculations: The CCI
203(1)
Racking and Stacking
203(1)
Stacking Can Be Enough: UPAM
204(1)
Sub-Test Stmcture Informs Scoring Models
205(1)
Applications to Classroom Testing
206(6)
Can Rasch Measurement Help S.S. Stevens?
212(1)
Using Rasch Measures with Path Analysis (SEM Framework)
212(1)
Rasch Person Measures Used in a Partial Least Squares (PLS) Framework
213(2)
And Those Rasch Measurement SEs?
215(1)
Can We Really Combine SEM and Rasch Models?
216(1)
Conclusion
217(1)
Summary
218(4)
11 Rasch Modeling Applied: Rating Scale Design
222(16)
Rating Scale Design
222(2)
Category Frequencies and Average Measures
224(1)
Thresholds and Category Fit
225(3)
Revising a Rating Scale
228(1)
An Example
228(1)
Guidelines for Collapsing Categories
229(3)
Problems with Negatively Worded Items
232(2)
The Invariance of the Measures across Groups
234(1)
Summary
235(3)
12 Rasch Model Requirements: Model Fit and Unidimensionality
238(30)
Model Fit and Unidimensionality
238(1)
The Data, the Model, and the Residuals
239(1)
Residuals
240(1)
Fit Statistics
241(1)
Expectations of Variation
241(4)
Fit, Misfit, and Interpretation
245(6)
Fit: Issues for Resolution
251(1)
Misfit: A Fundamental Issue
252(3)
Principal Components Analysis of Rasch Residuals: The BLOT as an Exemplar
255(4)
One Dimension, Two Dimensions, Three Dimensions, More?
259(2)
Extended Understanding
261(1)
A Further Investigation: BLOT and PRTIII
262(2)
Summary
264(4)
13 A Synthetic Overview
268(25)
Additive Conjoint Measurement (ACM)
269(4)
The Score Theory, Latent Traits, and Item Response Theory
273(4)
Would You Like an Interval Scale with That?
277(2)
Model Assumptions and Measurement Requirements
279(2)
Construct Validity
281(3)
The Rasch Model and Progress of Science
284(1)
Back to the Beginning and Back to the End
285(3)
Summary
288(5)
Appendix A Getting Started 293(15)
Appendix B Technical Aspects of the Rasch Model 308(10)
Appendix C Going All the Way 318(13)
Glossary 331(10)
Author Index 341(4)
Subject Index 345
Trevor G. Bond is currently Adjunct Professor at the College of Arts, Society and Education at James Cook University, Australia.

Zi Yan is Associate Professor in the Department of Curriculum and Instruction at the Education University of Hong Kong.

Moritz Heene is Full Professor of Learning Sciences Research Methodologies (i.e., Quantitative Methods) at the Ludwig-Maximilians-Universität München, Germany.