Measurement professionals cannot come to an agreement on the definition of the term „item fairness‟. In this paper a continuous measure of item unfairness is proposed. The more the unfairness measure deviates from zero, the less fair the item is. If the measure exceeds the cutoff value, the item is identified as definitely unfair. The new approach can identify unfair items that would not be ide...

A general framework is presented for the analysis of partially ordered set (poset) data. The work is motivated by the need to analyse poset data such as multi-componential responses in psychological measurement and partially accomplished cognitive tasks in educational measurement. It is shown how the generalized loglinear model can be used to represent poset data that form a lattice and how lat...

In their seminal work on characterizing the manifest probabilities of latent trait models, Cressie and Holland give a theoretically important characterization of the marginal Rasch model. Because their representation of the marginal Rasch model does not involve any latent trait, nor any specific distribution of a latent trait, it opens up the possibility for constructing a Markov chain - Monte ...

Of increasing interest to the educational assessment researchers is the reliability of scores obtained by various measurement procedures like tests, rating scales, surveys, and observation forms. Traditional methods of reliability based on Classical Test Theory (CTT) consider only one source of measurement errors. Generalizability Theory (GT) extends CTT by providing a flexible and practical fr...

“Scientific knowledge represents the accomplishments of many researchers over time” – with this sentence American Psychological Association (2020, p. 253) kicked off its four-chapter coverage on citation and reference. There is no doubt that, as researchers, we influence each other's work. We acknowledge or give credit to work through citation. By examining reference list, can gain insight into...