Assessing proxies of knowledge and difficulty with rubric‐based instruments.
The fields of psychometrics, economic education, and education have developed statistically‐valid methods of assessing knowledge and learning. These methods include item response theory, value‐added learning models, and disaggregated learning. These methods, however, focus on multiple‐choice or sing...
| Publicado en: | Southern Economic Journal Vol. 90; no. 2; pp. 510 - 535 |
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| Autores principales: | , |
| Formato: | Artículo |
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Wiley-Blackwell
Oct2023
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=172876394&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 172876394 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00384038 SEJ jtl: Southern Economic Journal issn: 00384038 maglogo: N pubinfo: dt: Oct2023 vid: 90 iid: 2 pid: 480 pub: Wiley-Blackwell artinfo: ui: 172876394 10.1002/soej.12658 ppf: 510 ppct: 25 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P size: 3MB tig: atl: Assessing proxies of knowledge and difficulty with rubric‐based instruments. aug: au: Smith, Ben O. Wooten, Jadrian J. affil: Department of Economic, University of Nebraska at Omaha, Omaha Nebraska,, USA Department of Economic, Virginia Polytechnic Institute and State University, Blacksburg Virginia,, USA su: Item response theory Economics education Psychometrics Labor economics Scoring rubrics Value-added assessment (Education) Educational outcomes sug: subj: Item response theory Economics education Psychometrics Labor economics Scoring rubrics Value-added assessment (Education) Educational outcomes keyword: assessment measuring knowledge rubric assessment assessment measuring knowledge rubric assessment ab: The fields of psychometrics, economic education, and education have developed statistically‐valid methods of assessing knowledge and learning. These methods include item response theory, value‐added learning models, and disaggregated learning. These methods, however, focus on multiple‐choice or single response assessments. Faculty and administrators routinely assess knowledge through papers, thesis presentations, or other demonstrations of knowledge assessed with rubric rows. This paper presents a statistical approach to estimating a proxy for student ability and rubric row difficulty. Moreover, we have developed software so that practitioners can more easily apply this method to their instruments. This approach can be used in researching education treatment effects, practitioners measuring learning outcomes in their own classrooms, or estimating knowledge for administrative assessment. As an example, we have applied these new methods to projects in a large Labor Economics course at a public university. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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