Linking with the Bayesian Item Response Theory Model

Research Problem IRT models specified as linear mixed models are not new (e.g., Adams, Wilson, & Wu, 1997; Kamata, 2001; Mellenbergh, 1994; Rijmen et al., 2003). Some have discussed evaluating DIF in these frameworks too (e.g., Noorgate and De Boeck, 2005). To our knowledge, these methods have not been explored to which the extent they properly link scores. Heterotypic Continuity We approach this research primarily from a psychological measurement lens, where heterotypic continuity is often of concern.

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Measuring Psychological Constructs over a Developmental Span: Methodological Approaches

Background Petersen, I. T., Lindhiem, O., LeBeau, B., Bates, J. E., Pettit, G. S., Lansford, J. E., & Dodge, K. A. (2018). Development of internalizing problems from adolescence to emerging adulthood: Accounting for heterotypic continuity with vertical scaling. Developmental psychology, 54(3), 586. Peterson, I.T. & LeBeau, B. (In Press). Language Ability in the Development of Externalizing Behavior Problems in Childhood. Journal of Educational Psychology. Peterson, I.T. & LeBeau, B. (Under Review).

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Differentiating Among Gifted Learners: A Comparison of Classical Test Theory and Item Response Theory on Above-Level Testing

Above Level Testing Participate in a Talent Search (for example, a university-based talent search) Above-level testing in school using available instruments or through a university program. For example, Above-level testing helps us discover talented students and tailor educational options for them BESTS In School Testing Belin-Blank Exceptional Student Talent Search (BESTS) 4th – 6th graders: Take I-Excel in school, not on the traditional open Saturday testing offered throughout the U.

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