文章基本信息

标题：A LLTM approach to the examination of teachers’ ratings of classroom assessment tasks
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作者：KAREN DRANEY ; MARK WILSON
期刊名称：Psychology Science
印刷版ISSN：1614-9947
出版年度：2008
卷号：50
期号：03
出版社：Pabst Science Publishers
摘要：This paper investigates the use of a specific case of the Linear Logistic Test Model, known as the rating scale rater model, in which the item parameter is conceptualized to include an item difficulty parameter, plus a rating severity parameter. Using this model, the severity of groups of teachers is investigated when they scored sets of 321 pretests and posttests designed to be congruent with an embedded assessment system. The items were included in a linked design involving multiple booklets randomly allocated to students. Individual teachers were found to differ in overall severity, but also showed a reasonable amount of consistency within two of the three district moderation groups. Teachers also showed some mean differences between districts. There is also evidence that the model may be too tightly constrained, and further exploration using a less constrained model is indicated.
关键词：IRT, LLTM, rater effects, teacher effects