Search for dissertations about: "Item Response Theory"
Showing result 1 - 5 of 31 swedish dissertations containing the words Item Response Theory.
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1. The Measurement of Subjective Well-Being: Item Response Theory, Classical Test Theory, and Multidimensional Item Response Theory
Abstract : For over 35 years, modern science has conceptualized happiness as subjective well-being, which has until recently been understood as a dual construct consisting of an affective component (positive and negative affect) and a cognitive component (life satisfaction). Nevertheless, for the last five years, theoretical work and both quantitative and qualitative empirical work have suggested that the concept of subjective well-being omits both a lay and an Eastern way of understanding happiness. READ MORE
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2. Test Design for Mean Ability Growth and Optimal Item Calibration for Achievement Tests
Abstract : In this thesis, we examine two topics in the area of educational measurement. The first topic studies how to best design two achievement tests with common items such that a population mean-ability growth is measured as precisely as possible. The second examines how to calibrate newly developed test items optimally. READ MORE
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3. Adolescent mental health : time trends and validity of self-report measures
Abstract : Background: Studies of time trends of adolescent self-reported mental health suggest an increase of mental health symptoms globally. Unfortunately, several studies within the field have methodological problems, such as short time-period between measurements and different mental health measures over time. READ MORE
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4. Achievement tests and optimal design for pretesting of questions
Abstract : Achievement tests are used to measure the students' proficiency in a particular knowledge. Computerized achievement tests (e.g. GRE and SAT) are usually based on questions available in an item bank to measure the proficiency of students. READ MORE
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5. Contributions to Kernel Equating
Abstract : The statistical practice of equating is needed when scores on different versions of the same standardized test are to be compared. This thesis constitutes four contributions to the observed-score equating framework kernel equating. READ MORE