Andrew D Ho
Biographic Data
| ID | 5742607 |
|---|---|
| NAME | Andrew D Ho |
| GIVEN NAMES | Andrew D |
| FAMILY NAME | Ho |
| SIGNATURE | HO A D |
| AFFILIATIONS | Harvard Graduate School of Education |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 1 |
Validation of the EQ-5D in Taiwan using item response theory
The EQ-5D scale shows promise for use in the general population. The IRT model informs our interpretation of the EQ-5D scores. Given the time constraints in clinical settings, we suggest using the first three items in EQ-5D to measure the health-related quality of life for patients with chronic diseases
Descriptive Statistics for Modern Test Score Distributions
Many statistical analyses benefit from the assumption that unconditional or conditional distributions are continuous and normal. More than 50 years ago in this journal, Lord and Cook chronicled departures from normality in educational tests, and Micerri similarly showed that the normality assumption is met rarely in educational and psychological practice. In this article, the authors extend these previous analyses to state-level educational test …
Changing “Course”
In massive open online courses (MOOCs), low barriers to registration attract large numbers of students with diverse interests and backgrounds, and student use of course content is asynchronous and unconstrained. The authors argue that MOOC data are not only plentiful and different in kind but require reconceptualization—new educational variables or different interpretations of existing variables. The authors illustrate this by demonstrating the i…
Estimating Trends From Censored Assessment Data Under No Child Left Behind
Under the No Child Left Behind Act, large-scale test score trend analyses are widespread. These analyses often gloss over interesting changes in test score distributions and involve unrealistic assumptions. Further complications arise from analyses of unanchored, censored assessment data, or proportions of students lying within performance levels defined by unspecified cut scores. This article introduces ‘‘shift models,’’ particularly the ‘‘norma…
Changing “Course”
In massive open online courses (MOOCs), low barriers to registration attract large numbers of students with diverse interests and backgrounds, and student use of course content is asynchronous and unconstrained. The authors argue that MOOC data are not only plentiful and different in kind but require reconceptualization—new educational variables or different interpretations of existing variables. The authors illustrate this by demonstrating the i…
Estimating Trends From Censored Assessment Data Under No Child Left Behind
Under the No Child Left Behind Act, large-scale test score trend analyses are widespread. These analyses often gloss over interesting changes in test score distributions and involve unrealistic assumptions. Further complications arise from analyses of unanchored, censored assessment data, or proportions of students lying within performance levels defined by unspecified cut scores. This article introduces ‘‘shift models,’’ particularly the ‘‘norma…
Changing “Course”
In massive open online courses (MOOCs), low barriers to registration attract large numbers of students with diverse interests and backgrounds, and student use of course content is asynchronous and unconstrained. The authors argue that MOOC data are not only plentiful and different in kind but require reconceptualization—new educational variables or different interpretations of existing variables. The authors illustrate this by demonstrating the i…
Descriptive Statistics for Modern Test Score Distributions
Many statistical analyses benefit from the assumption that unconditional or conditional distributions are continuous and normal. More than 50 years ago in this journal, Lord and Cook chronicled departures from normality in educational tests, and Micerri similarly showed that the normality assumption is met rarely in educational and psychological practice. In this article, the authors extend these previous analyses to state-level educational test …
Validation of the EQ-5D in Taiwan using item response theory
The EQ-5D scale shows promise for use in the general population. The IRT model informs our interpretation of the EQ-5D scores. Given the time constraints in clinical settings, we suggest using the first three items in EQ-5D to measure the health-related quality of life for patients with chronic diseases
Statistics (3 works) · Econometrics (2 works) · Geography (2 works) · Item response theory (2 works) · Mathematics (2 works) · Psychology (2 works) · Psychometric Methodologies and Testing (2 works) · Psychometrics (2 works) · Advanced Statistical Modeling Techniques (1 works) · Asynchronous communication (1 works)