Deep Explanatory Polytomous Item-Response Model for Predicting Idiosyncratic Affective Ratings

2021 ◽  
Author(s):  
Yan Zhou ◽  
Tsukasa Ishigaki ◽  
Shiro Kumano
Keyword(s):  
Item Response ◽  
Response Model ◽  
Item Response Model ◽  
Polytomous Item ◽  
Affective Ratings ◽  
Polytomous Item Response

Introduction to bifactor polytomous item response theory analysis

2017 ◽  
Vol 60 ◽  
pp. 41-63 ◽  
Author(s):  
Michael D. Toland ◽  
Isabella Sulis ◽  
Francesca Giambona ◽  
Mariano Porcu ◽  
Jonathan M. Campbell
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Response Theory ◽  
Theory Analysis ◽  
Polytomous Item ◽  
Item Response Theory Analysis ◽  
Polytomous Item Response Theory ◽  
Polytomous Item Response

scholarly journals Extensions of the skew-normal ogive item response model

2014 ◽  
Vol 28 (1) ◽  
pp. 1-23 ◽  
Author(s):  
Jorge Luis Bazán ◽  
Márcia D. Branco ◽  
Heleno Bolfarine
Keyword(s):  
Item Response ◽  
Response Model ◽  
Item Response Model ◽  
Skew Normal

Are Teachers' Unions Really to Blame? Collective Bargaining Agreements and Their Relationships with District Resource Allocation and Student Performance in California

2011 ◽  
Vol 6 (3) ◽  
pp. 354-398 ◽  
Author(s):  
Katharine O. Strunk
Keyword(s):  
Resource Allocation ◽  
Collective Bargaining ◽  
Student Performance ◽  
Item Response ◽  
Response Model ◽  
Item Response Model ◽  
Teachers Unions ◽  
Achievement Growth ◽  
Unique Measure ◽  
Level Student

Increased spending and decreased student performance have been attributed in part to teachers' unions and to the collective bargaining agreements (CBAs) they negotiate with school boards. However, only recently have researchers begun to examine impacts of specific aspects of CBAs on student and district outcomes. This article uses a unique measure of contract restrictiveness generated through the use of a partial independence item response model to examine the relationships between CBA strength and district spending on multiple areas and district-level student performance in California. I find that districts with more restrictive contracts have higher spending overall, but that this spending appears not to be driven by greater compensation for teachers but by greater expenditures on administrators' compensation and instruction-related spending. Although districts with stronger CBAs spend more overall and on these categories, they spend less on books and supplies and on school board–related expenditures. In addition, I find that contract restrictiveness is associated with lower average student performance, although not with decreased achievement growth.

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