Handbook of Modern Item Response Theory

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Wim J. van der Linden, Ronald K. Hambleton
Springer Science & Business Media, Nov 15, 1996 - Social Science - 512 pages
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Item response theory has become an essential component in the toolkit of every researcher in the behavioral sciences. It provides a powerful means to study individual responses to a variety of stimuli, and the methodology has been extended and developed to cover many different models of interaction. This volume presents a wide-ranging handbook to item response theory - and its applications to educational and psychological testing. It will serve as both an introduction to the subject and also as a comprehensive reference volume for practitioners and researchers. It is organized into six major sections: the nominal categories model, models for response time or multiple attempts on items, models for multiple abilities or cognitive components, nonparametric models, models for nonmonotone items, and models with special assumptions. Each chapter in the book has been written by an expert of that particular topic, and the chapters have been carefully edited to ensure that a uniform style of notation and presentation is used throughout. As a result, all researchers whose work uses item response theory will find this an indispensable companion to their work and it will be the subject's reference volume for many years to come.

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Item Response Theory Brief History Common Models and Extensions
Part I Models for Items with Polytomous Response Formats
The Nominal Categories Model
A Response Model for MultipleChoice Items
The Rating Scale Model
Graded Response Model
The Partial Credit Model
A Steps Model to Analyze Partial Credit
Loglinear Multidimensional Item Response Models for Polytomously Scored Items
Multicomponent Response Models
Multidimensional Linear Logistic Models for Change
Part IV Nonparametric Models
Nonparametric Models for Dichotomous Responses
Nonparametric Models for Polytomous Responses
A Functional Approach to Modeling Test Data
Part V Models for Nonmonotone Items

Sequential Models for Ordered Responses
A Generalized Partial Credit Model
Part II Models for Response Time or Multiple Attempts on Items
A Logistic Model for TimeLimit Tests
Models for Speed and TimeLimit Tests
MultipleAttempt SingleItem Response Models
Part III Models for Multiple Abilities or Cognitive Components
Unidimensional Linear Logistic Rasch Models
Response Models with Manifest Predictors
NormalOgive Multidimensional Model
A Linear Logistic Multidimensional Model for Dichotomous Item Response Data
A Hyperbolic Cosine IRT Model for Unfolding Direct Responses of Persons to Items
PARELLA An IRT Model for Parallelogram Analysis
Part VI Models with Special Assumptions About the Response Process
Multiple Group IRT
Logistic Mixture Models
Models for Locally Dependent Responses Conjunctive Item Response Theory
Mismatch Models for Test Formats that Permit Partial Information to be Shown
Subject Index
Author Index

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About the author (1996)

Dave Bartram is Past President of the International Test Commission and is heading ITC projects on international guidelines for standards in test use and standards for computer-based testing and the Internet. He is Chair of the British Psychological Society's Steering Committee on Test Standards and Convenor of the European Federation of Psychologists' Associations Standing Committee on Tests and Testing. He is President-Elect of the IAAP's Division 2.
Professor Bartram is Research Director for SHL Group plc. Prior to his appointment with SHL in 1998, he was Dean of the Faculty of Science and the Environment, and Professor of Psychology in the Department of Psychology at the University of Hull. He is a Chartered Occupational Psychologist, a Fellow of the British Psychological Society (BPS) and a Fellow of the Ergonomics Society. In 2004 he received the BPS award for Distinguished Contributions to Professional Psychology. His specialist area is computer-based testing and Internet assessment systems. Within SHL he is leading the development of their next generation of Internet-based delivery systems and the development of a multi-dimensional generic Competency Framework.
He has published large numbers of popular, professional and academic articles and book chapters, and has been the Senior Editor of the BPS Test Reviews. He has been an editor or co-author of several works including the 1992, 1995 and 1997 BPS Reviews of Psychometric Tests; Organisational Effectiveness: the Role of Psychology (with Ivan Robertson and Militza Callinan, published in 2002 by Wiley) and the BPS Open Learning Programme for Level A (Occupational) Test Use (with Pat Lindley, published by BPS Blackwell in1994).

Ronald K. Hambleton holds the title of Distinguished University Professor and is Chairperson of the Research and Evaluation Methods Program and Executive Director of the Center for Educational Assessment at the University of Massachusetts, Amherst, in the United States. He earned a B.A. in 1966 from the University of Waterloo in Canada with majors in mathematics and psychology, and an M.A. in 1967 and Ph.D. in 1969 from the University of Toronto with specialties in psychometric methods and statistics. Professor Hambleton teaches graduate-level courses in educational and psychological testing, item response theory and applications, and classical test theory models and methods, and offers seminar courses on applied measurement topics. He is co-author of several textbooks including (with H. Swaminathan and H. Jane Rogers) Fundamentals of Item Response Theory (published by Sage in 1991) and Item Response Theory: Principles and Applications (published by Kluwer in 1985), and co-editor of several books including International Perspectives on Academic Assessment (with Thomas Oakland, published by Kluwer in 1995), Handbook of Modern Item Response Theory (with Wim van der Linden, published by Springer in 1997) and Adaptation of Educational and Psychological Tests for Cross-Cultural Assessment (with Peter Merenda and Charles Spielberger, published by Erlbaum in 2005). His research interests are in the areas of item response model applications to educational achievement and credentialing exams, standard-setting, test adaptation methodology, score reporting and computer-based testing. He has received several honors and awards for his more than 35 years of measurement research includinghonorary doctorates from Umea University in Sweden and the University of Oviedo in Spain, the 1994 National Council on Measurement in Education Career Award, the 2003 Association of Test Publisher National Award for Contributions to Computer-Based Testing, and the 2005 E. F. Lindquist Award for Contributions to Assessment. Professor Hambleton is a frequent consultant to state departments of education, national government agencies and credentialing organizations.

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