Polytomous Item Response Theory Models, Issue 144

Front Cover
SAGE, 2006 - Psychology - 107 pages
0 Reviews
Polytomous Item Response Theory Models provides a unified, comprehensive introduction to the range of polytomous models available within item response theory (IRT). It begins by outlining the primary structural distinction between the two major types of polytomous IRT models. This focuses on the two types of response probability that are unique to polytomous models and their associated response functions, which are modeled differently by the different types of IRT model. It describes, both conceptually and mathematically, the major specific polytomous models, including the Nominal Response Model, the Partial Credit Model, the Rating Scale model, and the Graded Response Model.

What people are saying - Write a review

We haven't found any reviews in the usual places.


Nominal Response Model
Polytomous Rasch Models
Samejima Models
Model Selection

Common terms and phrases

Popular passages

Page 99 - Andrich, D. (1995) Models for measurement: Precision and the non-dichotomization of graded responses Psychometrika, 60, 7-26.
Page 96 - II (1977). An application of the continuous response level model to personality measurement. Applied Psychological Measurement, 1, 509-521.
Page 99 - Test theory with qualitative and quantitative latent variables. In R. Langeheine & J. Rost (Eds.), Latent traits and latent class models (pp.
Page 96 - ANDRICH, D. (1979). A model for contingency tables having an ordered response classification. Biometrics, 35, 403-415. ANDRICH, D. (1982). An extension of the Rasch model for ratings providing both location and dispersion parameters.
Page 100 - Efficient nonparametric approaches for estimating the operating characteristics of discrete item responses.

References to this book

All Book Search results »

About the author (2006)

After specializing in psychometric methods and bioethics at the University of Minnesota, Remo taught 3020 and 4050 in the School of Psychology at UQ for a number of years. A stint in the School of Pharmacy at UQ, doing systematic reviews of medicine prescribing and some pharmacoepidemiology, followed. Now Remo has gone back to his roots, measuring health behaviors and community well being in the Healthy Communities Research Center at UQ. Remo's research focuses on health literacy, including the effect of health literacy on health behaviors as well as predictors and components of health literacy. Of particular interest are the issues of health literacy motivation and responsibility. Remo maintains an honorary appointment in the School of Psychology and continues to supervise students in the school.

Dr. Nering joined Measured Progress as a psychometrician in 1999. In this capacity as assistant vice president of psychometrics and research, he is responsible for all psychometric services provided by Measured Progress. He also oversees all research activities and both the summer internship program and the visiting scholar program. Prior to joining Measured Progress, Dr. Nering was a psychometrician for ACT, Inc., where he was extensively involved in research on the computerized adaptive test version of the ACT assessment. He also provided psychometric support for the Council of Chief State School Officers (CCSSO) science test and conducted research for the development division in the Support, Technological Applications, and Research department. In addition to his experience in psychometrics, Dr. Nering has taught at the college level, served as an item writer for a variety of assessment instruments, tested and developed software packages, and published and presented numerous papers on measurement and testing. Dr. Nering's research interests include person fit, item response theory, computer-based testing, and equating. He has presented and published numerous articles on a wide range of psychometric topics, and he is actively involved in the research community in various capacities. Dr. Nering is a member of the National Council of Measurement in Education, American Educational Research Association, American Psychological Association, and the Psychometric Society. For the AERA 2005 conference he was a program chair for Division D – Measurement and Research Methodology. He has also served as treasurer of the Psychometric Society. In addition, Dr. Nering has served as reviewer for several peer journals, including the Journal of Educational Measurement, Applied Psychological Measurement, Psychometrika, and the Journal of Experimental Education. Dr. Nering has a Ph.D. in psychology with a specialization in psychometric methods from the University of Minnesota and a Bachelor's degree in psychology from Kent State University, Kent, OH.