Relevant bibliographies by topics / Multi facet Rasch measurement

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Multi facet Rasch measurement'

Author: Grafiati
Published: 7 June 2025
Last updated: 2 August 2025

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Journal articles on the topic "Multi facet Rasch measurement"

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Hiğde, Emrah, Ahmet Volkan Yüzüak, Zekiye Merve Öcal, and Hilal Aktamış. "A MANY-FACET RASCH MEASUREMENT APPROACH TO ANALYZE THE PREPARED SCIENCE LABORATORY ACTIVITIES BASED ON SCIENCE PROCESS SKILLS AND VIEWS OF PRE-SERVICE SCIENCE TEACHERS." Journal of Baltic Science Education 23, no. 4 (2024): 641–57. http://dx.doi.org/10.33225/jbse/24.23.641.

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The Many-Facet Rasch model is frequently used to analyse and minimize disparities in rater (judge) severity in performance evaluations, in which raters assign scores to test-takers' performances. In this research, the aim of the present study was to analyse science teacher candidates’ laboratory activities by using the Many-facet Rasch model. Rasch model’s surfaces are, respectively: 9 juries, 8 science activities and 24 criteria. The FACETS program was used to do data analysis. Findings show that laboratory activities, which were coded as E8, were found to be the most successful and E2coded a
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P. K., Adeosun, and Ekwere N. S. "Detecting Randomness Effect among Raters in Physics Essay Items using Many-Facet Rasch Measurement." British Journal of Education, Learning and Development Psychology 7, no. 2 (2024): 1–10. http://dx.doi.org/10.52589/bjeldp-xpokqljy.

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This study sought to detect randomness effects among raters in physics essay items using Many-Facet Rasch Measurement. The research design adopted for this study is descriptive research design based on survey method. The population of the study comprised eighty-eight (88) public schools in all the local government areas with a physics student population of 3,642 students and ninety-four (94) physics teachers in all the Senior Secondary Schools in Uyo Senatorial District for the 2022/2023 academic session. Three hundred and sixty-four (364) SSS3 physics students and 37 physics teachers from the
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Mohamat, Rosyafinaz, Bambang Sumintono, and Harris Shah Abd Hamid. "Raters’ Assessment Quality in Measuring Teachers’ Competency in Classroom Assessment: Application of Many Facet Rasch Model." Asian Journal of Assessment in Teaching and Learning 12, no. 2 (2022): 71–88. http://dx.doi.org/10.37134/ajatel.vol12.2.7.2022.

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This study examines the raters’ assessment quality when measuring teachers’ competency in Classroom Assessment (CA) using the Many Facet Rasch Model (MFRM) analysis. The instrument used consists of 56 items built based on 3 main constructs: knowledge in CA, skills in CA, and attitude towards CA. The research design of this study is a quantitative method with a multi-rater approach using a questionnaire distributed to the raters. Respondents are 68 raters consisting of The Head of Mathematics and Science Department, The Head of Mathematics Panel, and the Mathematics Teacher to assess 27 ratees.
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He, Tung-Hsien, Wen Johnny Gou, Ya-Chen Chien, I.-Shan Jenny Chen, and Shan-Mao Chang. "Multi-Faceted Rasch Measurement and Bias Patterns in EFL Writing Performance Assessment." Psychological Reports 112, no. 2 (2013): 469–85. http://dx.doi.org/10.2466/03.11.pr0.112.2.469-485.

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This study applied multi-faceted Rasch measurement to examine rater bias in the assessment of essays written by college students learning English as a foreign language. Four raters who had received different academic training from four distinctive disciplines applied a six-category rating scale to analytically rate essays on an argumentative topic and on a descriptive topic. FACETS, a Rasch computer program, was utilized to pinpoint bias patterns by analyzing the rater-topic, rater-category, and topic-category interactions. Results showed: argumentative essays were rated more severely than wer
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Ekwere, Ndifreke Soni, and Praise Kehinde Adeosun. "Investigating The Central Tendency Effect Among Raters in Complex Problem-Solving Skills in Physics Essay Items: An Application of Many-Facet Rasch Measurement." International Journal for Innovation Education and Research 11, no. 11 (2023): 24–34. http://dx.doi.org/10.31686/ijier.vol11.iss11.4147.

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The study sought to investigate the central tendency effect among raters in complex problem-solving skills in physics essay items using Many-Facet Rasch Measurement. This became necessary because the central tendency effect can affect students' scores. The research design adopted for this study is a descriptive research design based on the survey method. The population of the study comprised eighty-eight (88) public schools in all the local government areas with a physics student population of 3642 students and ninety-four (94) physics teachers in all the Senior Secondary Schools in Uyo Senato
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Kamilah, Kiki, Dewi Marhaeni Diah Herawati, and Noormarina Indraswari. "Evaluation implementation growth monitoring and promotion: a case study East Lampung district." International Journal of Public Health Science (IJPHS) 14, no. 2 (2025): 622. https://doi.org/10.11591/ijphs.v14i2.24094.

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The implementation of growth monitoring and promotion (GMP), which functions to monitor the growth and development of toddlers, is carried out by integrated service post community health volunteers (CHVs) (in Indonesia called Posyandu), allegedly has not been implemented properly. This research aimed to evaluate the implementation of GMP, its barriers, and supporting factors. The research design is concurrent mixed methods. Quantitative data collection was carried out using GMP practice observation sheets with a sample of 30 CHVs. GMP practice observations were carried out by three observers a
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Wigglesworth, Gillian. "Patterns of rater behaviour in the assessment of an oral interaction test." Australian Review of Applied Linguistics 17, no. 2 (1994): 77–103. http://dx.doi.org/10.1075/aral.17.2.04wig.

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Abstract Lack of inter-rater agreement in the assessment of oral tests is wellknown. In this paper, multi-faceted Rasch analysis was used to determine whether any bias was evident in the way a group of raters (N=13) rated two different versions of an oral interaction test, undertaken by the same candidates (N=83) under the two conditions – direct and semi-direct. Rasch measurement allows analysis of the interaction between ‘facets’; in this case, raters, items and candidates are all facets. In this study, the interaction between rater and item was investigated in order to determine whether par
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Haug, Tobias, Jong Nivja De, Franz Holzknecht, et al. "Development and validation of a fluency rating scale for Swiss German Sign Language." Frontiers in Education 9 (December 3, 2024): 1466936. https://doi.org/10.3389/feduc.2024.1466936.

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<strong>Introduction:</strong> Sign language fluency is an area that has received very little attention within research on sign language education and assessment. Therefore, we wanted to develop and validate a rating scale of fluency for Swiss German Sign Language (<em>Deutschschweizerische Geb&auml;rdensprache</em>, DSGS). <strong>Methods:</strong> Different kinds of data were collected to inform the rating scale development. The data were from (1) focus group interviews with sign language teachers (<em>N</em> = 3); (2) annotated DSGS data from users/learners with various levels of proficienc
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Cesilia, C., F. R. Rinawan, P. Santoso, and H. M. Nataprawira. "Post-TB sequelae in adolescent pulmonary TB survivors." IJTLD OPEN 2, no. 1 (2025): 19–25. https://doi.org/10.5588/ijtldopen.24.0039.

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&lt;sec&gt;&lt;title&gt;OBJECTIVE&lt;/title&gt;To compare the persistent clinical symptoms, chest X-ray (CXR), spirometry and echocardiography results in adolescent survivors of drug-susceptible (DS) and drug-resistant (DR) pulmonary TB (PTB).&lt;/sec&gt;&lt;sec&gt;&lt;title&gt;METHODS&lt;/title&gt;This retrospective cohort study was conducted in 52 adolescent PTB survivors. We compared persistent clinical symptoms, CXR, spirometry and echocardiography in DS-TB and DR-TB survivors. χ2 test was used to compare groups (P &lt; 0.05 significant), logistic regression analysis was used to identify r
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Hidayat, Wahyu, M. Noor Anzali, and Muhammad Turmudi. "SPEAKING ENGLISH PERFORMANCE ASSESSMENT WITH THE FACET RASCH MEASUREMENT MODEL." Jurnal Evaluasi Pendidikan 14, no. 1 (2023): 8–11. http://dx.doi.org/10.21009/jep.v14i1.38987.

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This study aims to assess students' English-speaking abilities based on peer assessment. This study is a quantitative study involving 10 students. Data was collected using tests and student speaking assessment rubrics with score criteria from 1 to 5. Speaking assessment criteria are pronunciation, grammar, vocabulary, fluency and understanding. Data were analyzed using Many Faceted Rasch Measurement (MFRM). The Facets Rasch Measurement model is able to see the interaction between respondents and items at once. The research results show that the item index for criteria/quality (6.39), speaker (
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Dissertations / Theses on the topic "Multi facet Rasch measurement"

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Chang, Wen-Chia Claire. "Measuring the complexity of teachers' enactment of practice for equity: A Rasch model and facet theory-based approach." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107345.

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Thesis advisor: Larry H. Ludlow<br>Preparing and supporting teachers to enact teaching practice that responds to diversity, challenges educational inequities, and promotes social justice is a pressing yet daunting and complex task. More research is needed to understand how and to what extent teacher education programs prepare and support teacher candidates to enhance the achievement of all learners while challenging systematic inequity (Cochran-Smith, Ell, Ludlow, Grudnoff, &amp; Aitken, 2014). One piece of empirical evidence needed is a measure that captures the extent to which teachers enact
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Sims, Maureen Estelle. "Rubric Rating with MFRM vs. Randomly Distributed Comparative Judgment: A Comparison of Two Approaches to Second-Language Writing Assessment." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7312.

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The purpose of this study is to explore a potentially more practical approach to direct writing assessment using computer algorithms. Traditional rubric rating (RR) is a common yet highly resource-intensive evaluation practice when performed reliably. This study compared the traditional rubric model of ESL writing assessment and many-facet Rasch modeling (MFRM) to comparative judgment (CJ), the new approach, which shows promising results in terms of reliability and validity. We employed two groups of raters<&hyphen>”novice and experienced<&hyphen>”and used essays that had been previously doubl
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Boffo, Marilisa. "Implicit measurement at the service of mental health: assessment and intervention as the two sides of the same coin." Doctoral thesis, Università degli studi di Padova, 2014. http://hdl.handle.net/11577/3423753.

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Scientific research in psychology is intrinsically bound to the measurement of variables that are per nature highly complex, changeable, and most often unobservable. The design of measurement methods is mostly focused on the attempt to capture the main features of the psychological attribute of interest. The last fifteen years have seen a massive development and use of a new set of measurement instruments that go under the name of implicit measures, which accomplishes the primary goal of indexing psychological attributes interchangeably defined as automatic, uncontrollable, unconscious, impuls
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Ure, Abigail Christine. "The Effect of Raters and Rating Conditions on the Reliability of the Missionary Teaching Assessment." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2456.

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This study investigated how 2 different rating conditions, the controlled rating condition (CRC) and the uncontrolled rating condition (URC), effected rater behavior and the reliability of a performance assessment (PA) known as the Missionary Teaching Assessment (MTA). The CRC gives raters the capability to manipulate (pause, rewind, fast-forward) video recordings of an examinee's performance as they rate while the URC does not give them this capability (i.e., the rater must watch the recording straight through without making any manipulations). Few studies have compared the effect of these tw
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Hecimovich, Mark. "Insight into the development of professional self-confidence in health education: A multi-method study involving the development of two original scales grounded in the Rasch Measurement." Thesis, Hecimovich, Mark (2012) Insight into the development of professional self-confidence in health education: A multi-method study involving the development of two original scales grounded in the Rasch Measurement. PhD thesis, Murdoch University, 2012. https://researchrepository.murdoch.edu.au/id/eprint/15551/.

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Hecht, Martin. "Optimierung von Messinstrumenten im Large-scale Assessment." Doctoral thesis, Humboldt-Universität zu Berlin, Lebenswissenschaftliche Fakultät, 2015. http://dx.doi.org/10.18452/17270.

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Messinstrumente stellen in der wissenschaftlichen Forschung ein wesentliches Element zur Erkenntnisgewinnung dar. Das Besondere an Messinstrumenten im Large-scale Assessment in der Bildungsforschung ist, dass diese normalerweise für jede Studie neu konstruiert werden und dass die Testteilnehmer verschiedene Versionen des Tests bekommen. Hierbei ergeben sich potentielle Gefahren für die Akkuratheit und Validität der Messung. Um solche Gefahren zu minimieren, sollten (a) die Ursachen für Verzerrungen der Messung und (b) mögliche Strategien zur Optimierung der Messinstrumente eruiert werden. Desh
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Su, Jhih-Ying, and 蘇芷瑩. "Applying Many-Facet Rasch Measurement Model to Analyzing Translation Items in the GSAT and AST Tests." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/73179998029917088525.

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碩士<br>國立臺灣師範大學<br>英語學系<br>104<br>In Taiwan, an EFL context, English is a core component of the national senior high school curriculum, of which translation skill is a key objective. As for senior high school, translation is also a testing method in advanced subject tests and general scholastic ability tests. In translation items, raters play a critical role, because they have to judge rater’s ability by giving them scores. The essence of rating is still a complicated process, including rater’s inner knowledge, prior rating experience, or rater characteristics, and all of these reasons might ca
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Lu, Yu-Hua, and 呂玉華. "Using many-facet Rasch measurement to analyze the skill of elite athletes in the women single of table tennis." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/40284057144701446127.

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碩士<br>國立體育大學<br>運動技術研究所<br>97<br>Purpose of Research: Using the many-facet Rasch Measurement to analyze the skills of elite women athletes in the singles of Table Tennis. Subjects of Research: Our nation’s Top 4 Table Tennis women players ware Huang, Lu, Zeng and Lee. They played 13 important matches in the 2009 National Player Ranking Tournament. Method of Research: To analyze the three stages of skill by using video taping. The study design was divided into the master team, guest team, rater and three stages skill and etc. as the four facets. The many-facet Rasch Measurement model was : The
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Teng, Chia-Shin, and 鄧家欣. "The Study of Using Many-Facet Rasch Measurement to Evaluate the Correlation between Sustainable Product Serviceability and Customer Dependence." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/61274059937960218506.

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碩士<br>東海大學<br>工業設計學系<br>97<br>Serviceability of a sustainable product could increase customer dependence, and customer dependence could dominate whether the sustainable product survives on the market. Therefore it is significant to understand the correlation between sustainable product performance and customer dependence. The correlation can reveal whether the product needs to be improved or redesigned. For engineers and designers, a sustainable product’s expected specifications are tangible; however, the product serviceability and the customer dependence are abstract and they are hard to b
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Kastner, Margit, and Barbara Stangl. "Multiple Choice and Constructed Response Tests: Do Test Format and Scoring Matter?" 2011. http://dx.doi.org/10.1016/j.sbspro.2011.02.035.

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Problem Statement: Nowadays, multiple choice (MC) tests are very common, and replace many constructed response (CR) tests. However, literature reveals that there is no consensus whether both test formats are equally suitable for measuring students' ability or knowledge. This might be due to the fact that neither the type of MC question nor the scoring rule used when comparing test formats are mentioned. Hence, educators do not have any guidelines which test format or scoring rule is appropriate. Purpose of Study: The study focuses on the comparison of CR and MC tests. More precisely, short a
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Books on the topic "Multi facet Rasch measurement"

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Linacre, J. Michael. Many-facet Rasch measurement. 2nd ed. MESA Press, 1994.

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Introduction to Many-Facet Rasch Measurement: Analyzing and Evaluating Rater-Mediated Assessments. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2023.

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Introduction to Many-Facet Rasch Measurement: Analyzing and Evaluating Rater-Mediated Assessments. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2023.

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Eckes, Thomas. Introduction to Many-Facet Rasch Measurement: Analyzing and Evaluating Rater-Mediated Assessments. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2015.

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Introduction to Many-Facet Rasch Measurement: Analyzing and Evaluating Rater-Mediated Assessments. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2023.

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Introduction to many-facet Rasch measurement: Analyzing and evaluating rater-mediated assessments. Peter Lang, 2011.

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Eckes, Thomas. Introduction to Many-Facet Rasch Measurement: Analyzing and Evaluating Rater-Mediated Assessments. 2nd Revised and Updated Edition. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2015.

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Eckes, Thomas. Introduction to Many-Facet Rasch Measurement: Analyzing and Evaluating Rater-Mediated Assessments. 2nd Revised and Updated Edition. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2015.

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Eckes, Thomas. Introduction to Many-Facet Rasch Measurement: Analyzing and Evaluating Rater-Mediated Assessments. 2nd Revised and Updated Edition. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2015.

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Book chapters on the topic "Multi facet Rasch measurement"

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Wind, Stefanie A., and Cheng Hua. "Many Facet Rasch Model." In Rasch Measurement Theory Analysis in R. Chapman and Hall/CRC, 2022. http://dx.doi.org/10.1201/9781003174660-6.

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Ockey, Gary J. "Item response theory and many-facet Rasch measurement." In The Routledge Handbook of Language Testing, 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003220756-36.

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Lunz, Mary E., and John A. Stahl. "Ben Wright: A Multi-facet Analysis." In Psychological and Social Measurement. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-67304-2_4.

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Thompson, Murray. "Combining Rasch Scaling and Multi-Level Analysis." In Applied Rasch Measurement: A Book of Exemplars. Springer Netherlands, 2005. http://dx.doi.org/10.1007/1-4020-3076-2_11.

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Nor, Mohd Zali Mohd, Bambang Sumintono, Mohd Shaharul Nizam, and Zulkifle Sani. "Selecting the Top Artisan Woodcraft Projects Using Many Facet Rasch Measurement (MFRM) Model." In Atlantis Highlights in Social Sciences, Education and Humanities. Atlantis Press International BV, 2024. http://dx.doi.org/10.2991/978-94-6463-494-5_15.

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Romine, William, Amy Lannin, Maha K. Kareem, and Nancy Singer. "Using Multi-faceted Rasch Models to Understand Middle School Students’ Argumentation Around Scenarios Grounded in Socio-scientific Issues." In Advances in Applications of Rasch Measurement in Science Education. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-28776-3_16.

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Burdick, Don, A. Jackson Stenner, and Andrew Kyngdon. "From Model to Measurement with Dichotomous Items." In Explanatory Models, Unit Standards, and Personalized Learning in Educational Measurement. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-3747-7_12.

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AbstractPsychometric models typically represent encounters between persons and dichotomous items as a random variable with two possible outcomes, one of which can be labeled success. For a given item, the stipulation that each person has a probability of success defines a construct on persons. This model specification defines the construct, but measurement is not yet achieved. The path to measurement must involve replication; unlike coin-tossing, this cannot be attained by repeating the encounter between the same person and the same item. Such replication can only be achieved with more items w
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Han, Chao. "Detecting and Measuring Rater Effects in Interpreting Assessment: A Methodological Comparison of Classical Test Theory, Generalizability Theory, and Many-Facet Rasch Measurement." In Testing and Assessment of Interpreting. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-8554-8_5.

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Eckes, Thomas. "Many-facet Rasch measurement." In Quantitative Data Analysis for Language Assessment Volume I. Routledge, 2019. http://dx.doi.org/10.4324/9781315187815-8.

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Krakowian, Przemysław. "Multi Facet Rasch Analysis in tests of oral production." In Categories and Units in Language and Linguistics. Wydawnictwo Uniwersytetu Łódzkiego, 2020. http://dx.doi.org/10.18778/142-988-7.10.

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The difficulty in constructing tests of oral production lies with the rating schemes and assessment frameworks, their construction and validation and subsequently application. This paper advocates extensive use of numerical data and statistical procedures alongside qualitative and intuitive methodologies, where the common denominator lies in the fact that all of the empirical measures involved make use of some form of a performance model allowing to make predictions about the examinee behaviour in order to verify goodness of fit of the observable rating data.
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Conference papers on the topic "Multi facet Rasch measurement"

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Du, Mojun. "A Multi-facet Rasch Measurement of Peer Evaluation in Computerized Dynamic ESL Writing." In 2022 International Conference on Artificial Intelligence of Things and Crowdsensing (AIoTCs). IEEE, 2022. http://dx.doi.org/10.1109/aiotcs58181.2022.00011.

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A’laudden, Siti Wan Aisha Wan, Nurfirdawati Muhamad Hanafi, and Azmanirah Ab Rahman. "Central tendency effects using multi-facet Rasch measurement (MFRM) among raters in assessing teaching training." In THE 11TH INTERNATIONAL CONFERENCE ON THEORETICAL AND APPLIED PHYSICS: The Spirit of Research and Collaboration Facing the COVID-19 Pandemic. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0129067.

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Zhang, Xiuyuan. "Investigating Human Essay Rating Quality in a Large-Scale Assessment Using Many-Facet Rasch Measurement." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1440257.

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Zhai, Xiaoming. "Using Many-Facet Rasch Measurement to Investigate Construct-Irrelevant Variance for Contextualized Constructed-Response Assessment." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1690478.

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Jones, Eli. "Are Teacher Candidate Ratings Reliable? What Many-Facet Rasch Measurement Says About Preservice Teacher Supervisor Ratings." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1685609.

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Van Erps, Jurgen, Anna Pakula, Slawomir Tomczewski, Michael Vervaeke, Leszek Salbut, and Hugo Thienpont. "Populating multi-fiber fiberoptic connectors using an interferometric measurement of fiber tip position and facet quality." In SPIE Photonics Europe, edited by Hugo Thienpont, Peter Van Daele, Jürgen Mohr, and Hans Zappe. SPIE, 2010. http://dx.doi.org/10.1117/12.853644.

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Jantana, Witchayarot, Peraphon Sophatsathit, and Achara Chandrachai. "A multi-facet approach using conceptualization, application, and usability measurement to developing financial learning system for hospital." In 2016 IEEE/ACIS 15th International Conference on Computer and Information Science (ICIS). IEEE, 2016. http://dx.doi.org/10.1109/icis.2016.7550813.

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Huhse, D., C. Warmuth, D. Bimberg, A. A. Sysoliatin, and E. M. Dianov. "Generation of ultrashort (<500 fs) wavelength tunable laser pulses by self-seeding and adiabatic soliton compression." In The European Conference on Lasers and Electro-Optics. Optica Publishing Group, 1998. http://dx.doi.org/10.1364/cleo_europe.1998.ctui64.

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Ultrashort, wavelength tunable laser pulses find an increasing range of quite different applications, like measurement techniques of ultrafast physical phenomena (e.g. electro-optic sampling), analysis of environmental data, and telecommunications. A simple way to generate wavelength tunable semiconductor lasers pulses having a width (FWHM) of a few picoseconds is self-seeding (SeSe) of a gain-switched Fabry-Perot (FP) laser diode and subsequent chirp compensation. This technique is particularly simple and low-cost. Neither highly sophisticated laser structures like, e.g. Tunable Twin Guide (T
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