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| Bookmark Standard Setting× | 项目反应理论 (IRT)× | |
|---|---|---|
| 领域≠ | Education | 心理测量学 |
| 方法族≠ | Process / pipeline | Latent structure |
| 起源年份≠ | 2001 | 1952–1968 |
| 提出者≠ | Howard Mitzel, Daniel Lewis, Richard Patz & Donald Ross Green (CTB/McGraw-Hill) | Frederic M. Lord (and Allan Birnbaum for the 2PL/3PL models) |
| 类型≠ | IRT-based standard-setting procedure using ordered item booklets | Probabilistic measurement model |
| 开创性文献≠ | Cizek, G. J., & Bunch, M. B. (2007). Standard Setting: A Guide to Establishing and Evaluating Performance Standards on Tests. Sage. ISBN: 9781412916820 | Lord, F. M. & Novick, M. R. (1968). Statistical Theories of Mental Test Scores. Addison-Wesley. link ↗ |
| 别名 | Bookmark Method, Bookmark Procedure, Item Mapping Standard Setting, Ordered Item Booklet Method | IRT, latent trait theory, item characteristic curve theory, modern test theory |
| 相关≠ | 3 | 5 |
| 摘要≠ | The Bookmark method is an item-response-theory-based standard-setting procedure in which test items are arranged in a booklet ordered from easiest to hardest. Panelists page through this ordered item booklet and place a 'bookmark' at the point separating items a borderline examinee would likely master from those they would not, judged against a fixed response probability (commonly two-thirds). The latent ability at the bookmark defines the cut score. Developed at CTB/McGraw-Hill, it became one of the dominant methods for large-scale K-12 assessments. | Item response theory models the probability that a respondent answers an item correctly (or endorses it) as a function of the respondent's latent trait level and the item's own statistical properties — difficulty, discrimination, and guessing. Unlike classical test theory, IRT places persons and items on the same scale, yielding measurement that is sample-independent for items and test-independent for persons. |
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