scholarly journals Identifying and monitoring progress in collaboration skills

2021 ◽  
Author(s):  
Claire Scoular
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Skill Development ◽  
Learning Progressions ◽  
Assessment Data ◽  
Response Theory ◽  
Assessment Tasks ◽  
Collaboration Skills ◽  
Collaborative Skills ◽  
Monitoring Progress

The nature of skills such as collaboration is complex, particularly given that there are internal processes at play. Inferences need to be made to interpret explicit behaviours observed from intentionally designed assessment tasks. This paper centres on the approach to develop hypotheses of skill development into validated learning progressions using assessment data. Understanding a skill from a growth perspective is essential for the effective teaching and development of the skill. The application of Item Response Theory (IRT) allows the interpretation of assessment data as levels of proficiency that we can use to map or monitor progress in collaborative skills.

scholarly journals Improving Measurement Precision in Experimental Psychopathology Using Item Response Theory

2019 ◽  
Vol 80 (4) ◽  
pp. 695-725
Author(s):  
Leah M. Feuerstahler ◽  
Niels Waller ◽  
Angus MacDonald
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Computerized Adaptive Testing ◽  
Cognitive Task ◽  
Working Memory Capacity ◽  
Response Theory ◽  
Response Models ◽  
Item Response Models ◽  
Experimental Psychopathology ◽  
Assessment Tasks

Although item response models have grown in popularity in many areas of educational and psychological assessment, there are relatively few applications of these models in experimental psychopathology. In this article, we explore the use of item response models in the context of a computerized cognitive task designed to assess visual working memory capacity in people with psychosis as well as healthy adults. We begin our discussion by describing how item response theory can be used to evaluate and improve unidimensional cognitive assessment tasks in various examinee populations. We then suggest how computerized adaptive testing can be used to improve the efficiency of cognitive task administration. Finally, we explore how these ideas might be extended to multidimensional item response models that better represent the complex response processes underlying task performance in psychopathological populations.

scholarly journals Improved Utilization of ADAS-Cog Assessment Data Through Item Response Theory Based Pharmacometric Modeling

2014 ◽  
Vol 31 (8) ◽  
pp. 2152-2165 ◽  
Author(s):  
Sebastian Ueckert ◽  
◽  
Elodie L. Plan ◽  
Kaori Ito ◽  
Mats O. Karlsson ◽  
...  
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Assessment Data ◽  
Response Theory

scholarly journals The General Motor Ability Hypothesis: An Old Idea Revisited

2018 ◽  
Vol 125 (2) ◽  
pp. 213-233 ◽  
Author(s):  
Beth Hands ◽  
Fleur McIntyre ◽  
Helen Parker
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Assessment Tools ◽  
Motor Ability ◽  
Response Theory ◽  
General Motor ◽  
Motor Assessment ◽  
Motor Abilities ◽  
Assessment Tasks ◽  
Practice Assessment

While specific motor abilities have become a popular explanation for motor performance, the older, alternate notion of a general motor ability should be revisited. Current theories lack consensus, and most motor assessment tools continue to derive a single composite score to represent motor capacity. In addition, results from elegant statistical procedures such as higher order factor analyses, cluster analyses, and Item Response Theory support a more global motor ability. We propose a contemporary model of general motor ability as a unidimensional construct that is emergent and fluid over an individual’s lifespan, influenced by both biological and environmental factors. In this article, we address the implications of this model for theory, practice, assessment, and research. Based on our hypothesis and Item Response Theory, our Lifespan Motor Ability Scale can identify motor assessment tasks that are relevant and important across varied phases of lifespan development.

How Do Psychologists Learn Item Response Theory?

2001 ◽  
Vol 46 (6) ◽  
pp. 629-632
Author(s):  
Robert J. Mislevy
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Response Theory
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