Relevant bibliographies by topics / Assessment and psychometrics

Academic literature on the topic 'Assessment and psychometrics'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Assessment and psychometrics.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Assessment and psychometrics"

1

Ruud, T., R. E. Drake, and G. R. Bond. "Measuring Fidelity to Evidence-Based Practices: Psychometrics." Administration and Policy in Mental Health and Mental Health Services Research 47, no. 6 (July 31, 2020): 871–73. http://dx.doi.org/10.1007/s10488-020-01074-7.

Full text
Abstract:
Abstract This special section presents the psychometric properties of fidelity scales used in a national mental health services project in Norway to improve the quality of care of people with psychoses. Across Norway, 39 clinical units in six health trusts participated. The project provided education, implementation support and fidelity assessments. The papers in the section address the psychometrics of fidelity measurement for the specific evidence-based practices: illness management and recovery, family psychoeducation, physical healthcare and antipsychotic medication management. Another paper analyzes the psychometrics of a scale measuring individualization and quality improvement that may be used in conjunction with fidelity scales for specific evidence-based practices. The first paper in the section presents the development and field of fidelity scales, and the two final papers with comments add some additional perspectives and discuss fidelity scales in a wider context. The psychometrics of the five scales were good to excellent. Fidelity assessment is a necessary and effective strategy for quality improvement.
APA, Harvard, Vancouver, ISO, and other styles
2

Coombes, Lee, Martin Roberts, Daniel Zahra, and Steven Burr. "Twelve tips for assessment psychometrics." Medical Teacher 38, no. 3 (October 16, 2015): 250–54. http://dx.doi.org/10.3109/0142159x.2015.1060306.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Gresham, Frank M. "Alternative psychometrics for authentic assessment?" School Psychology Quarterly 6, no. 4 (1991): 305–9. http://dx.doi.org/10.1037/h0088824.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Hunt, Earl, and Anne Thissen-Roe. "Interleaving Instruction and Assessment." Journal of Cognitive Education and Psychology 4, no. 1 (January 2004): 47–64. http://dx.doi.org/10.1891/194589504787382901.

Full text
Abstract:
Assessment is conducted for three reasons; personnel selection in academic, industrial, and government situations, certification of individuals and accountability of training institutions, and to provide formative instruction. The first goal has dominated much of psychometrics over the past century, the second goal is relatively new, and the third is not yet in widespread use. We review the mathematics of personnel selection and argue that there is not a great deal to be gained by improvement of present testing methods for personnel selection unless the institution doing the selection is either extremely large or highly selective. We concentrate on the third use, providing formative instruction. Formative instruction ought to diagnose an individual’s capabilities and knowledge, rather than simply grading them on a satisfactory-unsatisfactory scale. However the idea of grading is, in some fashion, built into traditional psychometric forms of testing. We sketch the beginnings of a psychometric approach intended to provide analyses for formative testing. Examples are given from the field of science instruction.
APA, Harvard, Vancouver, ISO, and other styles
5

Davies, Mark G., Michael J. Rowan, and John Feely. "Psychometrics in assessing hepatic encephalopathy – a brief review." Irish Journal of Psychological Medicine 8, no. 2 (September 1991): 144–46. http://dx.doi.org/10.1017/s0790966700015135.

Full text
Abstract:
AbstractHepatic encephalopathy is a neuropsychiatric disorder usually associated with severe hepatic insufficiency. It may however be divided into clinical and subclinical groupings. Psychometric testing, serial EEG's, EEG spectral analysis and event related potentials are all presently being used to quantify and differentiate between the various stages of hepatic encephalopathy. We review the use of psychometrics in hepatic encephalopathy and discuss evidence that these findings are comparable with the more objective data of electrophysiological studies. An adequate, simple and inexpensive assessment may be carried out using a battery of psychometric tests which include number connection tests and five pointed star construction.
APA, Harvard, Vancouver, ISO, and other styles
6

(Aiden) Loe, Bao Sheng, Mark Abrahams, and Philippa Riley. "Opening the Black Box: A practitioner’s guide to Artificial Intelligence and Machine Learning in assessment (Part 1)." Assessment and Development Matters 10, no. 2 (2018): 29–33. http://dx.doi.org/10.53841/bpsadm.2018.10.2.29.

Full text
Abstract:
Key digested messageThe use of machine learning (ML) and Artificial Intelligence (AI) is beginning to impact the assessment of human characteristics across a number of domains. Assessment practitioners are increasingly presented with assessments which purport to be‘ML or AI scored’, as well as new approaches to assessment design which previously used psychometrics. Computer-driven scoring can appear opaque and confusing to the assessment user who is unlikely to understand why or how a score is derived.In the first of two articles, we explain what is and is not machine learning, and how it differs from psychometric approaches and Artificial Intelligence. The second part will build on this to guide assessment practitioners on the questions to ask and issues to consider when deciding whether to use ML-based assessment, as well as signposting some jargon used by data scientists.
APA, Harvard, Vancouver, ISO, and other styles
7

Dai, Shenghai. "Handling Missing Responses in Psychometrics: Methods and Software." Psych 3, no. 4 (November 19, 2021): 673–93. http://dx.doi.org/10.3390/psych3040043.

Full text
Abstract:
The presence of missing responses in assessment settings is inevitable and may yield biased parameter estimates in psychometric modeling if ignored or handled improperly. Many methods have been proposed to handle missing responses in assessment data that are often dichotomous or polytomous. Their applications remain nominal, however, partly due to that (1) there is no sufficient support in the literature for an optimal method; (2) many practitioners and researchers are not familiar with these methods; and (3) these methods are usually not employed by psychometric software and missing responses need to be handled separately. This article introduces and reviews the commonly used missing response handling methods in psychometrics, along with the literature that examines and compares the performance of these methods. Further, the use of the TestDataImputation package in R is introduced and illustrated with an example data set and a simulation study. Corresponding R codes are provided.
APA, Harvard, Vancouver, ISO, and other styles
8

Shirinkina, E. V. "Psychometric Assessment Standards Based on the «Performance Based Assessment» Methodology." Quality and life 29, no. 1 (March 15, 2021): 15–19. http://dx.doi.org/10.34214/2312-5209-2021-29-1-15-19.

Full text
Abstract:
The relevance of the study is due to the fact that there has been a request for a comprehensive assessment of knowledge and skills based on the methodology of competency-based assignments, which consists in a performance-based assessment. In the article, the author presents the psychometric standards and recommendations existing in foreign practice that are necessary for a fair, reliable and objective assessment of the learning outcomes of company employees. The purpose of the work is to study existing standards and recommendations for assessing learning outcomes in the KPI system. The empirical basis of the study was the data of the International Test Commission; British Psychological Society – British Psychological Society, BPS and others. The author analyzes the empirical base of the research and systematizes the existing standards and recommendations for assessing testing. The practical significance of the research results lies in the fact that, given the challenges and demands of the modern world, most organizations will allow them to form a systemic development of the measurement process and quickly respond to new challenges that arise before psychometrics.
APA, Harvard, Vancouver, ISO, and other styles
9

Cordier, Reinie, Renée Speyer, Matthew Martinez, and Lauren Parsons. "Reliability and Validity of Non-Instrumental Clinical Assessments for Adults with Oropharyngeal Dysphagia: A Systematic Review." Journal of Clinical Medicine 12, no. 2 (January 16, 2023): 721. http://dx.doi.org/10.3390/jcm12020721.

Full text
Abstract:
This systematic review on non-instrumental clinical assessment in adult oropharyngeal dysphagia (OD) provides an overview of published measures with reported reliability and validity. In alignment with PRISMA, four databases (CINAHL, Embase, PsycINFO, and PubMed) were searched, resulting in a total of 16 measures and 32 psychometric studies included. The included measures assessed any aspect of swallowing, consisted of at least one specific subscale relating to swallowing, were developed by clinical observation, targeted adults, and were developed in English. The included psychometric studies focused on adults, reported on measures for OD-related conditions, described non-instrumental clinical assessments, reported on validity or reliability, and were published in English. Methodological quality was assessed using the standard quality assessment QualSyst. Most measures targeted only restricted subdomains within the conceptual framework of non-instrumental clinical assessments. Across the 16 measures, hypothesis testing and reliability were the most reported psychometrics, whilst structural validity and content validity were the least reported. Overall, data on the reliability and validity of the included measures proved incomplete and frequently did not meet current psychometric standards. Future research should focus on the development of comprehensive non-instrumental clinical assessments for adults with OD using contemporary psychometric research methods.
APA, Harvard, Vancouver, ISO, and other styles
10

Schroeder, Amber N., Kaleena R. Odd, and Julia H. Whitaker. "Agree to disagree: Examining the psychometrics of cybervetting." Journal of Managerial Psychology 35, no. 5 (June 25, 2020): 435–50. http://dx.doi.org/10.1108/jmp-09-2018-0420.

Full text
Abstract:
PurposeDue to the paucity of research on web-based job applicant screening (i.e. cybervetting), the purpose of the current study was to examine the psychometric properties of cybervetting, including an examination of the impact of adding structure to the rating process.Design/methodology/approachUsing a mixed-factorial design, 122 supervisors conducted cybervetting evaluations of applicant personality, cognitive ability, written communication skills, professionalism, and overall suitability. Cross-method agreement (i.e. the degree of similarity between cybervetting ratings and other assessment methods), as well as interrater reliability and agreement were examined, and unstructured versus structured cybervetting rating formats were compared.FindingsCybervetting assessments demonstrated high interrater reliability and interrater agreement, but only limited evidence of cross-method agreement was provided. In addition, adding structure to the cybervetting process did not enhance the psychometric properties of this assessment technique.Practical implicationsThis study highlighted that whereas cybervetting raters demonstrated a high degree of consensus in cybervetting-based attributions, there may be concerns regarding assessment accuracy, as cybervetting-based ratings generally differed from applicant test scores and self-assessment ratings. Thus, employers should use caution when utilizing this pre-employment screening technique.Originality/valueWhereas previous research has suggested that cybervetting ratings demonstrate convergence with other traditional assessments (albeit with relatively small effects), these correlational links do not provide information regarding cross-method agreement or method interchangeability. Thus, this study bridges a crucial gap in the literature by examining cross-method agreement for a variety of job-relevant constructs, as well as empirically testing the impact of adding structure to the cybervetting rating process.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Assessment and psychometrics"

1

Moshfegh, Nicole. "The multidimensional wellbeing assessment| Preliminary validation in an Iranian sample." Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3629335.

Full text
Abstract:

Although nations with a dominant worldview of individualism are a minority in the world as a whole, most psychological models are generated based on research conducted in these countries. Existing models and measures of well-being tend to have an individualistic, Western cultural bias, making it difficult to assess the well-being of those whose dominant worldview is more consistent with collectivism. Due to the absence of an existing cross-culturally relevant measure of well-being, the Multidimensional Well-Being Assessment (MWA) was developed. As attention to Middle Eastern populations has not typically received much consideration in psychological literature, this study aimed to inform researchers and clinicians of critical issues relevant to the well-being of those with ancestry and identity in Iran in addition to examining the validity of the MWA in an Iranian sample. This study used a non-random sampling method for data collection and utilized a cross-sectional correlational design to examine both the validity of the MWA and the relationship of dimensions of well-being to several demographic variables. A total of 62 participants were included in this study. The MWA showed good to excellent reliability on most MWA contexts and dimensions, in addition to showing significant positive correlations with two additional measures of well-being and significant negative correlations with a measure of distress and dysfunction. Significant correlations between several demographic variables (including age, length of time in the United States, and relationship status) and several dimensions on the MWA were also found. This study has implications for future research within the fields of culture and well-being with particular attention to unique findings within the Iranian population.

APA, Harvard, Vancouver, ISO, and other styles
2

Stilson, Frederick R. B. "Psychometrics of OSCE Standardized Patient Measurements." Scholar Commons, 2008. https://scholarcommons.usf.edu/etd/36.

Full text
Abstract:
This study examined the reliability and validity of scores taken from a series of four task simulations used to evaluate medical students. The four role-play exercises represented two different cases or scripts, yielding two pairs of exercises that are considered alternate forms. The design allowed examining what is essentially the ceiling for reliability and validity of ratings taken in such role plays. A multitrait-multimethod (MTMM) matrix was computed with exercises as methods and competencies (history taking, clinical skills, and communication) as traits. The results within alternate forms (within cases) were then used as a baseline to evaluate the reliability and validity of scores between the alternate forms (between cases). There was much less of an exercise effect (method variance, monomethod bias) in this study than is typically found in MTMM matrices for performance measurement. However, the convergent validity of the dimensions across exercises was weak both within and between cases. The study also examined the reliability of ratings by training raters to watch video recordings of the same four exercises who then complete the same forms used by the standardized patients. Generalizability analysis was used to compute variance components for case, station, rater, and ratee (medical student), which allowed the computation of reliability estimates for multiple designs. Both the generalizability analysis and the MTMM analysis indicated that rather long examinations (approximately 20 to 40 exercises) would be needed to create reliable examination scores for this population of examinees. Additionally, interjudge agreement was better for more objective dimensions (history taking, physical examination) than for the more subjective dimension (communication).
APA, Harvard, Vancouver, ISO, and other styles
3

Woldoff, Sarah Beth Herbert James D. "Reliability of the global assessment of functioning scale /." Philadelphia, Pa. : Drexel University, 2004. http://dspace.library.drexel.edu/handle/1860/364.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Saldana, Lisa. "Children's reactions to participation in assessment procedures : the reactions to procedures measure (RPM) /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3102328.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Brennan, Caitlin W. "Patient Acuity: Concept Clarification and Psychometric Assessment." Case Western Reserve University School of Graduate Studies / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=case1277406093.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Gendron, Sylvie. "Development and reliability assessment of a questionnaire." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61345.

Full text
Abstract:
This report describes a methodological study in which an interviewer-administered questionnaire was developed for use among incarcerated injection drug users (IDU) and assessed for reliability. A conceptual framework postulating psychosocio-behavioural determinants of condom use intention based on the Theory of Planned Behaviour (Ajzen, 1985) and the AIDS Risk Reduction Model (Catania et al., 1990) is presented first. This framework is specifically designed to include elements deemed relevant for the planning of HIV/AIDS preventive interventions targeted at incarcerated IDU. Questionnaire elaboration then involved a qualitative elicitation study, content validation, pilot testing, assessment of the internal consistency of eighteen additive scales defined a priori, and test-retest analyses. Results indicate that it is possible to obtain reliable data from incarcerated IDU. This sets the stage for eventual assessment of construct validity to assist in the choice of relevant measures and findings for consideration in the design of HIV/AIDS preventive public health interventions.
APA, Harvard, Vancouver, ISO, and other styles
7

Walker, Bridget Anne. "The initial psychometric assessment of the BEACONS positive behavior support individual and team self-assessment and program review /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7605.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Mason, Haley Alissa. "Determining Reliability Of The PEAK Assessment Tool Using Split Half Reliability." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/theses/1789.

Full text
Abstract:
The present study looked at the internal reliability of the PEAK Relational Training Assessment, using a split-half method of measurement. The reliability of the assessment questions within each of the four factors, within the PEAK Relational Training Assessment was estimated through this process. Eighteen participants, between the ages of 26 months and ten years old were included in the study. All participants had been diagnosed with either a language based or developmental disability, including autism, seizure disorder, Down syndrome and related language disorders. The PEAK Relational Training Assessment (PEAK-D) was administered by a direct-care provider for each of the 18 participants and during standard instructional periods. Results indicate that for each of the 18 participants, there was a strong correlation between scores when one half of the items in each factor were compared to the remaining half. Results did show internal reliability for the PEAK-D when using split-half methodology.
APA, Harvard, Vancouver, ISO, and other styles
9

Langenbrunner, Mary R., Mary Ellen Cox, and Donna Cherry. "Psychometrics of LOCA: Level of Conflict Assessment of Divorcing or Separating Couples." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/3459.

Full text
Abstract:
This study provides evidence for the psychometrics of a 25-item instrument that measures divorcing individuals' perceived level of interparental conflict. The Level of Conflict Assessment (LOCA) was administered to 484 individuals who were attending a state-mandated parent education seminar for divorcing or separating parents. The unique feature of this instrument is that it was designed to measure perceived levels of conflict at the time of divorce. The internal consistency reliability of the scale was very high (α = .94). Through generalized linear modeling regression (specifically Gamma with log-link), five out of eight items were statistically significant, establishing a level of scale validity.
APA, Harvard, Vancouver, ISO, and other styles
10

Idani, Arman. "Assessment of individual differences in online social networks using machine learning." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/270109.

Full text
Abstract:
The services that define our personal and professional lives are increasingly accessed through digital devices, which store extensive records of our behaviour. An individual's psychological profile can be accurately assessed using offline behaviour, and I investigate if an automated machine learning system can measure the same psychological factors, only from observing the footprints of online behaviour, without observing any offline behaviour or any direct input from the individual. Prior research shows that psychological traits such as personality can be predicted using these digital footprints, although current state-of-the-art accuracy is below psychometric standards of reliability and self-reports consistently outperform machine-ratings in external validity. I introduce a new machine learning system that is capable of doing five-factor personality assessments, as well as other psychological assessments, from online data as accurately as self-report questionnaires in terms of reliability, internal consistency and external and discriminant validity, and demonstrate that passive psychological assessment can be a realistic option in addition to self-report questionnaires for both research and practice. Achieving this goal is not possible using conventional dimensionality reduction and linear regression models. Here I develop a supervised dimensionality reduction method capable of intelligently selecting only useful parts of data for the relevant prediction at hand which also does not lose variance when eliminating redundancies. In the learning stage, instead of linear regression models, I use an ensemble of decision trees which are able to distinguish scenarios where the same observations on digital data can mean different things for different individuals. This work highlights the interesting idea that similar to how a human expert who is able to assess personality from offline behaviour, an expert machine learning system is able to assess personality from online behaviour. It also demonstrates that big-5 personality are predictors of how predictable users are in social media, with neuroticism having the greatest correlation with unpredictability, while openness having the greatest correlation with predictability.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Assessment and psychometrics"

1

Psychometric foundations and behavioral assessment. Newbury Park, Calif: Sage Publications, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Rust, John. Modern psychometrics: The science of psychological assessment. London: Routledge, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Rust, John. Modern psychometrics: The science of psychological assessment. 2nd ed. London: Routledge, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Susan, Golombok, ed. Modern psychometrics: The science of psychological assessment. 3rd ed. Hove, East Sussex: Routledge, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Rust, John. Modern psychometrics: The science of psychological assessment. London: Routledge, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

North Atlantic Treaty Organization. Advisory Group for Aerospace Research and Development. Performance assessment register. Neuilly sur Seine, France: AGARD, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

I, Dorfman William, and Hersen Michel, eds. Understanding psychological assessment. New York: Kluwer Academic/Plenum Publishers, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

An introduction to psychological assessment and psychometrics. Los Angeles: SAGE, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Lichtenberger, Elizabeth O. Essentials of KABC-II Assessment. New York: John Wiley & Sons, Ltd., 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Tallent, Norman. The practice of psychological assessment. Englewood Cliffs, N.J: Prentice Hall, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Assessment and psychometrics"

1

Rust, John, Michal Kosinski, and David Stillwell. "Personality assessment in the workplace." In Modern Psychometrics, 113–28. Fourth edition. | Milton Park, Abingdon, Oxon ; New York, NY: Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781315637686-7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Connolly, K. J. "Psychometrics and nutrition." In Nutritional Status Assessment, 457–73. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4899-6946-0_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Almond, Russell G., Linda S. Steinberg, and Robert J. Mislevy. "A Framework for Reusing Assessment Components." In New Developments in Psychometrics, 281–88. Tokyo: Springer Japan, 2003. http://dx.doi.org/10.1007/978-4-431-66996-8_31.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

DiBello, Louis V., and William Stout. "Student Profile Scoring for Formative Assessment." In New Developments in Psychometrics, 81–92. Tokyo: Springer Japan, 2003. http://dx.doi.org/10.1007/978-4-431-66996-8_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Houston, Kathleen, and Eileen Cunningham. "Psychometrics and assessment day tests." In How to Succeed at Assessment Centres, 36–55. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-46932-8_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Mislevy, Robert J., Seth Corrigan, Andreas Oranje, Kristen DiCerbo, Malcolm I. Bauer, Alina von Davier, and Michael John. "Psychometrics and Game-Based Assessment." In Technology and Testing, 23–48. New York: Routledge, 2015. http://dx.doi.org/10.4324/9781315871493-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Mislevy, Robert J., and Maria Bolsinova. "Concepts and Models from Psychometrics." In Methodology of Educational Measurement and Assessment, 81–107. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74394-9_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Takeuchi, Kazuo. "Application of IRT in Assessment of Chewing Ability." In New Developments in Psychometrics, 247–54. Tokyo: Springer Japan, 2003. http://dx.doi.org/10.1007/978-4-431-66996-8_27.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Nishisato, Shizuhiko. "Geometric Perspectives of Dual Scaling for Assessment of Information in Data." In New Developments in Psychometrics, 453–62. Tokyo: Springer Japan, 2003. http://dx.doi.org/10.1007/978-4-431-66996-8_51.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Iwasaki, Manabu, and Reiko Abe. "An Assessment of Non-Monotonicity of Missing-Data Patterns for Incomplete Multivariate Data." In New Developments in Psychometrics, 363–69. Tokyo: Springer Japan, 2003. http://dx.doi.org/10.1007/978-4-431-66996-8_41.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Assessment and psychometrics"

1

Zahoor, Sarim, Juan Antonio Montes, and Angela Wahl. "ADCO’S Leadership Talent Psychometrics: Objective Measurement of Leadership Qualities for Potential Assessment and Development." In Abu Dhabi International Petroleum Exhibition and Conference. Society of Petroleum Engineers, 2014. http://dx.doi.org/10.2118/172064-ms.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Lehrer, Richard. "Keynote: Accountable assessment." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_9.

Full text
Abstract:
There is widespread agreement about the importance of accounting for the extent to which educational systems advance student learning. Yet, the forms and formats of accountable assessments often ill serve students and teachers; the summative judgements of student performance that are typically employed to indicate proficiencies on benchmarks of student learning commonly fail to capture student performance in ways that are specific and actionable for teachers. Timing is another key barrier to the utility of summative assessment. In the US, summative evaluations occur at the end of the school year and may serve future students, but do not help teachers better support the students who were tested. In contrast, formative assessments provide actionable grounds to improve the quality of instruction on the basis of both the granularity and specificity of their content and their timing. Unfortunately, the psychometric qualities of formative assessments are often unknown. I describe an innovative approach to assessment that aims to blend the productive characteristics of both summative and formative assessment. The resulting assessment system is accountable to students and teachers by providing actionable information for improving classroom instruction, and at the same time, it addresses the demands of psychometric quality for purposes of system accountability as it is currently practiced (in the US). The innovative assessment system relies on partnership with teachers to generate (1) a shared conceptual frame for describing instructional goals and valued forms of teaching and learning; (2) a set of electronic tools to help teachers detect, share, analyse, and interpret student learning data; and (3) classroom and school-level community professional development structures to support and sustain a widespread practice of assessing to guide instruction. These features are coupled with new psychometric models, developed by the Berkeley Evaluation and Research Center, that provide more robust estimates of student learning by linking information from multiple sources, including student classroom work, student responses to formative assessments, and summative evaluations. (Mark Wilson will address the psychometric modeling during this conference.) Here I describe challenges and prospects for this innovation with a case study of its implementation in a K–5 elementary school that is seeking to improve the quality of instruction and students’ understandings of measure and rational number arithmetic.
APA, Harvard, Vancouver, ISO, and other styles
3

Sabbag, Anelise, Joan Garfield, and Andrew Zieffler. "Quality assessments in statistics education: a focus on the goals instrument." In Advances in Statistics Education: Developments, Experiences, and Assessments. International Association for Statistical Education, 2015. http://dx.doi.org/10.52041/srap.15214.

Full text
Abstract:
Research in statistics education and measurement suggest the use of quality instruments with good psychometric characteristics to measure students’ learning outcomes. However, very few quality instruments have been developed, evaluated, and are available to researchers to measure students’ statistical knowledge. This paper reports the development of the Goals and Outcomes Associated with Learning Statistics (GOALS) instrument, which was designed to measure statistical reasoning learning outcomes in a first course in statistics.
APA, Harvard, Vancouver, ISO, and other styles
4

Hadiana, Deni, Bahrul Hayat, and Burhanuddin Tola. "EVALUATION OF PSYCHOMETRIC PROPERTY ITEMS OF COMPUTER-BASED NATIONAL EXAMS BASED ON ITEM RESPONSE THEORY AND RESPONSE TIME." In International Conference on Educational Assessment and Policy. Kementerian Pendidikan dan Kebudayaan, 2019. http://dx.doi.org/10.26499/iceap.v0i0.227.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Figueira, Ana Paula Couceiro, Sofia Campos, and Célia Ribeiro. ""THE IMPORTANCE OF UNDERSTANDING METAPHORS WORKING WITH FIGURATIVE LANGUAGE: SOME TOOLS"." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact090.

Full text
Abstract:
"We present two versions of assessment/intervention tools for metaphors awareness or their comprehension: the TCM, Metaphor Comprehension Test, for children aged 9 to 14, or elementary school (Portugal), and the junior TCM, for children aged 4 to 6 years, or preschool age. They are versions/adaptations for European Portuguese of existing tools in Italian. The authors of the Italian versions are professors at the University of Sapienza, Rome, Italy, with internationally recognized work, presenting the original versions with good psychometric qualities. At the moment, the two instruments are already adapted for Portuguese, in the process of being applied in order to obtain the normative data and their validation. We expect, similar to what happens with the Italian versions, to obtain valid tools, with triple instrumentality: psychometric assessment and dynamic assessment and intervention resource, for various stages of development."
APA, Harvard, Vancouver, ISO, and other styles
6

GEROLDI, C., GB FRISONI, O. ZANETTI, A. BIANCHETTI, M. TRABUCCHI, D. DE LEO, and V. BOCOLA. "ASSESSMENT OF DEPRESSION WITH PSYCHOMETRIC SCALES IN ALZHEIMER'S DISEASE." In IX World Congress of Psychiatry. WORLD SCIENTIFIC, 1994. http://dx.doi.org/10.1142/9789814440912_0110.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

R, Moses Daniel, and Sarguna K. "Impact of Psychometric Assessment in Contemporary Human Asset Practices." In CAASR International Conference on Contemporary Management Practices. Canadian Arena of Applied Scientific Research Ltd, 2015. http://dx.doi.org/10.18797/caasr/iccmp/2015/11/27/02.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Gulati, Jayati, Bharti Suri, Luiz Capretz, Bimlesh Wadhwa, and Anu Lather. "Developing a Suitability Assessment Criteria for Software Developers: Behavioral Assessment Using Psychometric Test." In CSSE 2021: 2021 4th International Conference on Computer Science and Software Engineering. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3494885.3494898.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Tarakanov, A. V. "Value And Semantic Psychometric Creativity And Creativity Self-Assessment Correlates." In SCTCGM 2018 - Social and Cultural Transformations in the Context of Modern Globalism. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.03.02.108.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Barnes, Chloe. "A Study on Psychometric Assessment Data for Autonomous Dementia Detection." In PETRA '22: The15th International Conference on PErvasive Technologies Related to Assistive Environments. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3529190.3534726.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Assessment and psychometrics"

1

Stone, Gregory. Discussion & analysis: Spatial reasoning assessment. The Learning Partnership, January 2021. http://dx.doi.org/10.51420/report.2021.2.

Full text
Abstract:
A complete Rasch multi-faceted analysis was performed on the draft Spatial Reasoning Assessment. While the psychometric report presents the complete analysis for the examination, this discussion proceeds step-by-step to understand the way in which the analysis proceeded, and the findings therein. The findings were that holistically, the instrument performed admirably. As a pretest, it is likely that students were not expected to demonstrate certain reasoning skills (e.g., GIS) as indeed they did not. The rating scale functions well to capture the examiner judgement. Overall, the instrument works together as a functional assessment, capturing the general construct of Spatial Reasoning.
APA, Harvard, Vancouver, ISO, and other styles
2

Proctor, Susan P., and Kristin J. Heaton. Automated Neuropsychological Assessment Metrics Version 4 (ANAM4): Select Psychometric Properties and Administration Procedures. Fort Belvoir, VA: Defense Technical Information Center, December 2012. http://dx.doi.org/10.21236/ada569537.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Proctor, Susan P., and Kristin J. Heaton. Automated Neuropsychological assessment Metrics Version 4 (ANAM4): Select Psychometric Properties and Administration Procedures. Fort Belvoir, VA: Defense Technical Information Center, December 2014. http://dx.doi.org/10.21236/ada624139.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Proctor, Susan P., and Kristin J. Heaton. Automated Neuropsychological Assessment Metrics Version 4 (ANAM4): Select Psychometric Properties and Administration Procedures. Fort Belvoir, VA: Defense Technical Information Center, December 2013. http://dx.doi.org/10.21236/ada624156.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Proctor, Susan P., and Kristin J. Heaton. Automated Neuropsychological Assessment Metrics Version 4 (ANAM4): Examination of Select Psychometric Properties and Administration Procedures. Fort Belvoir, VA: Defense Technical Information Center, December 2009. http://dx.doi.org/10.21236/ada518883.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Proctor, Susan P., and Kristin J. Heaton. Automated Neuropsychological Assessment Metrics Version 4 (ANAM4): Examination of Select Psychometric Properties and Administration Procedures. Fort Belvoir, VA: Defense Technical Information Center, December 2011. http://dx.doi.org/10.21236/ada569144.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Proctor, Susan P., and Kristin J. Heaton. Automated Neuropsychological Assessment Metrics Version 4 (ANAM4): Examination of Select Psychometric Properties and Administration Procedures. Fort Belvoir, VA: Defense Technical Information Center, December 2010. http://dx.doi.org/10.21236/ada569145.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Schoen, Robert C., Daniel Anderson, and Charity Bauduin. Elementary Mathematics Student Assessment: Measuring Grade 3, 4, and 5 Students’ Performace in Number (Whole Numbers and Fractions), Operations, and Algebraic Thinking in Spring 2016. Florida State University Library, May 2018. http://dx.doi.org/10.33009/fsu.1653497279.

Full text
Abstract:
This report provides a description of the development process, field testing, and psychometric properties of a student mathematics test designed to assess grades 3, 4, and 5 student abilities. The test was administered to 2,754 participating grade 3, 4, and 5 students in 55 schools located in 10 public school districts in Florida during spring 2016. Focused on number (including whole number and fractions), operations, and algebraic thinking, the student assessment was designed to serve as a baseline measure of student achievement in a randomized controlled trial evaluating the impact of a teacher professional development program called Cognitively Guided Instruction (CGI) on student learning.
APA, Harvard, Vancouver, ISO, and other styles
9

Carvalho, Rita, João Tavares, and Liliana Sousa. Instruments for assessing loneliness in older people in Portugal: a Scoping Review protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, October 2021. http://dx.doi.org/10.37766/inplasy2021.10.0002.

Full text
Abstract:
Review question / Objective: The objective of this scoping review is to map the instruments validate for the Portuguese older population (65+ years old) that assess loneliness; and to identify their psychometric properties and contexts where they have been in use. The questions for this scoping review are: What are the validated instruments for Portugal that assess loneliness in the older individuals? What are the psychometric properties of those instruments? In which contexts were the loneliness assessment instruments used? Eligibility criteria: Participants – This scoping review will consider all studies that included older adults with 65 years and over. Concept – This review will be included studies that assess loneliness or cover loneliness by validated instruments that address different dimensions, including, but not limited to, emotional or social. Context – This scoping review will consider studies that used validated instruments the loneliness in Portuguese older adults including, but not limited to the context of community, intermediate care, long-term care or acute care. Types of sources - This scoping review will consider quantitative and mixed-method studies. In the quantitative designs include experimental, quasi-experimental, observational and analytical observational studies including prospective and retrospective cohort studies, case-control studies, and analytical cross-sectional studies will be considered for inclusion. This review will also consider descriptive observational study designs including case series, individual case reports, and descriptive cross-sectional studies for inclusion.
APA, Harvard, Vancouver, ISO, and other styles
10

Mueller, Christian, Emily Bullock, and Stephen Leierer. Examining Psychometric and Measurement Properties of the Career Thoughts Inventory: Demonstration and Use of the Rasch Measurement Model in Career Assessment Research Technical Report No. 51. Florida State University Libraries, April 2010. http://dx.doi.org/10.17125/fsu.1526312891.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Assessment and psychometrics' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography