Cees A W Glas
Dados Biográficos
| ID | 4798285 |
|---|---|
| NOME | Cees A W Glas |
| PRENOMES | Cees A W |
| SOBRENOME | Glas |
| ASSINATURA | GLAS C A W |
| AFILIAÇÕES | University of Twente |
| ORCID | 0000-0001-6531-5503 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 13 |
| TOTAL DE CITAÇÕES | 3 |
| OBRAS COMO AUTOR | 13 |
| OBRAS COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1987 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
The reliability and construct validity of student perceptions of teaching quality
Student perceptions of teaching quality allow teachers to obtain feedback on their lessons. However, the reliability and validity of student perceptions of teaching quality are subject of scientific debate. In this study, data of 717 students, all aged 14 or 15 years, taught by 26 different mathematic teachers in The Netherlands were analysed to assess the construct validity of student perceptions, using a combined Item Response Theory and Genera…
Assessing Differentiation in All Phases of Teaching (Adapt)
Existing observation instruments to measure differentiated instruction often lack insight into the degree to which teachers’ decisions match the actual needs of their students, and neglect the importance of preparation and evaluation. This article describes the psychometric evaluation of a comprehensive instrument (Assessing Differentiation in All Phases of Teaching; ADAPT) that does not suffer from these shortcomings. To assess its quality, 41 r…
Tablet assessment in primary education
Over the last two decades, the educational use of digital devices, including digital assessments, has become a regular feature of teaching in primary education in the Netherlands. However, researchers have not reached a consensus about the so‐called “mode effect,” which refers to the possible impact of using computer‐based tests (CBT) instead of paper‐and‐pencil‐based tests (PBT) to assess student performance. Some researchers suggest that the oc…
Estimating Optimal Weights for Compound Scores
A method is proposed for constructing indices as linear functions of variables such that the reliability of the compound score is maximized. Reliability is defined in the framework of latent variable modeling [i.e., item response theory (IRT)] and optimal weights of the components of the index are found by maximizing the posterior variance relative to the total latent variable variance. Three methods for estimating the weights are proposed. The f…
Changes in teachers’ instructional skills during an intensive data-based decision making intervention
Item response theory in educational assessment and evaluation
Item response theory provides a useful and theoretically well-founded framework for educational measurement. It supports such activities as the construction of measurement instruments, linking and equating measurements, and evaluation of test bias and differential item functioning. It further provides underpinnings for item banking and flexible test administration designs, such as multiple matrix sampling, flexi-level testing, and computerized ad…
The St George’s Respiratory Questionnaire revisited
Application of the health assessment questionnaire disability index to various rheumatic diseases
Although the HAQ-DI partially functioned differently in the three disease groups, the measurement regarding the disability level of the patients can be made comparable using IRT methods
Psychometric aspects of pupil monitoring systems
Modeling Nonignorable Missing Data in Speeded Tests
In tests with time limits, items at the end are often not reached. Usually, the pattern of missing responses depends on the ability level of the respondents; therefore, missing data are not ignorable in statistical inference. This study models data using a combination of two item response theory (IRT) models: one for the observed response data and one for the missing data indicator. The missing data indicator is modeled using a sequential model w…
Application of Multidimensional Item Response Theory Models to Longitudinal Data
The application of multidimensional item response theory (IRT) models to longitudinal educational surveys where students are repeatedly measured is discussed and exemplified. A marginal maximum likelihood (MML) method to estimate the parameters of a multidimensional generalized partial credit model for repeated measures is presented. It is shown that model fit can be evaluated using Lagrange multiplier tests. Two tests are presented: the first ai…
Testing Linear Models for Ability Parameters in Item Response Models
Methods for testing hypotheses concerning the regression parameters in linear models for the latent person parameters in item response models are presented. Three tests are outlined: A likelihood ratio test, a Lagrange multiplier test and a Wald test. The tests are derived in a marginal maximum likelihood framework. They are explicitly formulated for the 3-parameter logistic model, but it is shown that the approach applies to a broad class of ite…
Validation of listening comprehension tests using item response theory
This paper presents evidence for the construct validity of foreign language listening comprehension tests obtained from native speaker data and target population data on the tests. Data are analysed using the Rasch model and item parameters estimated using conditional maximum likelihood estimation. A statistical test is used to identify causes for lack of fit of the data with the Rasch model, and an iterative item deletion procedure is proposed t…
Item response theory in educational assessment and evaluation
Item response theory provides a useful and theoretically well-founded framework for educational measurement. It supports such activities as the construction of measurement instruments, linking and equating measurements, and evaluation of test bias and differential item functioning. It further provides underpinnings for item banking and flexible test administration designs, such as multiple matrix sampling, flexi-level testing, and computerized ad…
Changes in teachers’ instructional skills during an intensive data-based decision making intervention
Validation of listening comprehension tests using item response theory
This paper presents evidence for the construct validity of foreign language listening comprehension tests obtained from native speaker data and target population data on the tests. Data are analysed using the Rasch model and item parameters estimated using conditional maximum likelihood estimation. A statistical test is used to identify causes for lack of fit of the data with the Rasch model, and an iterative item deletion procedure is proposed t…
Testing Linear Models for Ability Parameters in Item Response Models
Methods for testing hypotheses concerning the regression parameters in linear models for the latent person parameters in item response models are presented. Three tests are outlined: A likelihood ratio test, a Lagrange multiplier test and a Wald test. The tests are derived in a marginal maximum likelihood framework. They are explicitly formulated for the 3-parameter logistic model, but it is shown that the approach applies to a broad class of ite…
Application of Multidimensional Item Response Theory Models to Longitudinal Data
The application of multidimensional item response theory (IRT) models to longitudinal educational surveys where students are repeatedly measured is discussed and exemplified. A marginal maximum likelihood (MML) method to estimate the parameters of a multidimensional generalized partial credit model for repeated measures is presented. It is shown that model fit can be evaluated using Lagrange multiplier tests. Two tests are presented: the first ai…
Modeling Nonignorable Missing Data in Speeded Tests
In tests with time limits, items at the end are often not reached. Usually, the pattern of missing responses depends on the ability level of the respondents; therefore, missing data are not ignorable in statistical inference. This study models data using a combination of two item response theory (IRT) models: one for the observed response data and one for the missing data indicator. The missing data indicator is modeled using a sequential model w…
Psychometric aspects of pupil monitoring systems
Application of the health assessment questionnaire disability index to various rheumatic diseases
Although the HAQ-DI partially functioned differently in the three disease groups, the measurement regarding the disability level of the patients can be made comparable using IRT methods
The St George’s Respiratory Questionnaire revisited
Item response theory in educational assessment and evaluation
Item response theory provides a useful and theoretically well-founded framework for educational measurement. It supports such activities as the construction of measurement instruments, linking and equating measurements, and evaluation of test bias and differential item functioning. It further provides underpinnings for item banking and flexible test administration designs, such as multiple matrix sampling, flexi-level testing, and computerized ad…
Changes in teachers’ instructional skills during an intensive data-based decision making intervention
Estimating Optimal Weights for Compound Scores
A method is proposed for constructing indices as linear functions of variables such that the reliability of the compound score is maximized. Reliability is defined in the framework of latent variable modeling [i.e., item response theory (IRT)] and optimal weights of the components of the index are found by maximizing the posterior variance relative to the total latent variable variance. Three methods for estimating the weights are proposed. The f…
Tablet assessment in primary education
Over the last two decades, the educational use of digital devices, including digital assessments, has become a regular feature of teaching in primary education in the Netherlands. However, researchers have not reached a consensus about the so‐called “mode effect,” which refers to the possible impact of using computer‐based tests (CBT) instead of paper‐and‐pencil‐based tests (PBT) to assess student performance. Some researchers suggest that the oc…
Assessing Differentiation in All Phases of Teaching (Adapt)
Existing observation instruments to measure differentiated instruction often lack insight into the degree to which teachers’ decisions match the actual needs of their students, and neglect the importance of preparation and evaluation. This article describes the psychometric evaluation of a comprehensive instrument (Assessing Differentiation in All Phases of Teaching; ADAPT) that does not suffer from these shortcomings. To assess its quality, 41 r…
The reliability and construct validity of student perceptions of teaching quality
Student perceptions of teaching quality allow teachers to obtain feedback on their lessons. However, the reliability and validity of student perceptions of teaching quality are subject of scientific debate. In this study, data of 717 students, all aged 14 or 15 years, taught by 26 different mathematic teachers in The Netherlands were analysed to assess the construct validity of student perceptions, using a combined Item Response Theory and Genera…
Item response theory (9 obras) · Psychometrics (9 obras) · Computer Science (8 obras) · Mathematics (8 obras) · Psychometric Methodologies and Testing (8 obras) · Psychology (7 obras) · Statistics (7 obras) · Mathematics education (5 obras) · Econometrics (4 obras) · Statistical Methods and Bayesian Inference (4 obras)