Peter W van Rijn
Dados Biográficos
| ID | 9103507 |
|---|---|
| NOME | Peter W van Rijn |
| PRENOMES | Peter W |
| SOBRENOME | van Rijn |
| ASSINATURA | VAN RIJN P W |
| AFILIAÇÕES | Educational Testing Service |
| ORCID | 0000-0002-4865-9723 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 2 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 2 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2022 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2024 |
| ÍNDICE H | 0 |
A framework for comparing large-scale survey assessments
Large-scale survey assessments (LSAs) are important tools for measuring educational outcomes and shaping policy decisions. We present a framework for comparing LSAs to facilitate studying the impact of design choice on the precision of results, contrasting India’s National Achievement Survey (NAS), the United States’ National Assessment of Educational Progress (NAEP), and the OECD’s Programme for International Student Assessment (PISA). Our frame…
Item order and speededness
A common approach to increase test security in higher educational high-stakes testing is the use of different test forms with identical items but different item orders. The effects of such varied item orders are relatively well studied, but findings have generally been mixed. When multiple test forms with different item orders are used, we argue that the moderating role of speededness on item order effects cannot be neglected as missing responses…
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Item order and speededness
A common approach to increase test security in higher educational high-stakes testing is the use of different test forms with identical items but different item orders. The effects of such varied item orders are relatively well studied, but findings have generally been mixed. When multiple test forms with different item orders are used, we argue that the moderating role of speededness on item order effects cannot be neglected as missing responses…
A framework for comparing large-scale survey assessments
Large-scale survey assessments (LSAs) are important tools for measuring educational outcomes and shaping policy decisions. We present a framework for comparing LSAs to facilitate studying the impact of design choice on the precision of results, contrasting India’s National Achievement Survey (NAS), the United States’ National Assessment of Educational Progress (NAEP), and the OECD’s Programme for International Student Assessment (PISA). Our frame…
Advanced Causal Inference Techniques (1 obras) · Agricultural risk and resilience (1 obras) · Cartography (1 obras) · Developmental psychology (1 obras) · Geography (1 obras) · Income, Poverty, and Inequality (1 obras) · Item analysis (1 obras) · Item bank (1 obras) · Item response theory (1 obras) · Mathematics (1 obras)