Modeling for Directly Setting Theory-Based Performance Levels

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dc.catalogadordfo
dc.contributor.authorTorres Irribarra, David Esteban
dc.contributor.authorDiakow, Ronli
dc.contributor.authorFreund, Rebecca
dc.contributor.authorWilson, Mark
dc.date.accessioned2024-03-18T14:59:55Z
dc.date.available2024-03-18T14:59:55Z
dc.date.issued2015
dc.description.abstractThis paper presents the Latent Class Level-PCM as a method for identifying and interpretinglatent classes of respondents according to empirically estimated performance levels. The model,which combines elements from latent class models and reparameterized partial credit modelsfor polytomous data, can simultaneously (a) identify empirical boundaries between performancelevels and (b) estimate an empirical location of the centroid of each level. This provides moredetailed information for establishing performance levels and interpreting student performancein the context of these levels. The paper demonstrates the use of the Latent Class L-PCM on anassessment of student reading proficiency for which there are strong ties between the hypothesizedtheoretical levels and the polytomously scored assessment data. Graphical methods for evaluatingthe estimated levels are illustrated
dc.fuente.origenORCID
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/84597
dc.information.autorucEscuela de Psicología; Torres Irribarra David Esteban; S/I; 120988
dc.issue.numero3
dc.language.isoen
dc.nota.accesoContenido parcial
dc.pagina.final422
dc.pagina.inicio396
dc.revistaPsychological Test and Assessment Modeling
dc.rightsacceso restringido
dc.subjectConstruct Modeling
dc.subjectPerformance Levels
dc.subjectOrdered Latent Class Analysis
dc.subjectStandard Setting
dc.subjectLevel Partial Credit Model
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.titleModeling for Directly Setting Theory-Based Performance Levels
dc.typeartículo
dc.volumen57
sipa.codpersvinculados120988
sipa.trazabilidadORCID;2024-03-18
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