Additional test items were taken from Chinese materials. In China, grade 1 test items were taken from the college entrance examination (gaokao), a nation-wide standardized examination of high school learning that determines college entry for the vast majority of students. Test items for grade 3 math and physics came from official Chinese exercise books that are on the list of approved curricular materials provided by the Ministry of Education for university use (see Appendix D for details). References Crocker, L., and J. Algina. 1986. New York: Introduction to Classical and Modern Test Theory. Holt, Rinehart, and Winston. Dorans, N.J. 1989. New Approaches to Assessing Differential Item Functioning: “Two Standardization and the Mantel-Haenszel Method.” 2 (3): Applied Measurement in Education 217-233. Linacre, J.M. 1998. multidimensionality: Which residual data-type works best?” “Detecting 2: 266-283. Journal of Outcome measurement Ludlow, L.H. 1985. strategy for the graphical representation of Rasch model residuals.” “A 45 (4): 851-859. Educational and Psychological Measurement Smith, E.V. 2001. for the reliability of measures and validity of measure “Evidence interpretation: A Rasch measurement perspective.” 2: 281-311. Journal of Applied Measurement Smith, E. V. 2002. Rasch measurement: Detecting and evaluating the impact of “Understanding multidimensionality using item fit statistics and principal component analysis of residuals.” 3(2): 205-231. Journal of Applied Measurement Stone, M.H. 2004. scale construction.” In Introduction to Rasch measurement, “Substantive edited by E.V. Smith and R.M. Smith, 201-225. Maple Grove, MN: JAM Press. Wolfe, E.W. 2004. and Item Banking with the Rasch Model.” In Introduction to “Equating edited by E.V. Smith and R.M. Smith, 366-390. Maple Grove, MN: JAM Rasch measurement, Press. Zwick, R., D.T. Thayer, and C. Lewis. 1999. Empirical Bayes Approach to “An DIF Analysis.” 36(1): 1-28. Journal of Educational Measurement
Additional test items were taken from Chinese materials. In China, grade 1 test items were taken from the college entrance examination (gaokao), a nation-wide standardized examination of high school learning that determines college entry for the vast majority of students. Test items for grade 3 math and physics came from official Chinese exercise books that are on the list of approved curricular materials provided by the Ministry of Education for university use (see Appendix D for details). References Crocker, L., and J. Algina. 1986. Introduction to Classical and Modern Test Theory. New York: Holt, Rinehart, and Winston. Dorans, N.J. 1989. “Two New Approaches to Assessing Differential Item Functioning: Standardization and the Mantel-Haenszel Method.” Applied Measurement in Education 2 (3): 217-233. Linacre, J.M. 1998. “Detecting multidimensionality: Which residual data-type works best?” Journal of Outcome measurement 2: 266-283. Ludlow, L.H. 1985. “A strategy for the graphical representation of Rasch model residuals.” Educational and Psychological Measurement 45 (4): 851-859. Smith, E.V. 2001. “Evidence for the reliability of measures and validity of measure interpretation: A Rasch measurement perspective.” Journal of Applied Measurement 2: 281-311. Smith, E. V. 2002. “Understanding Rasch measurement: Detecting and evaluating the impact of multidimensionality using item fit statistics and principal component analysis of residuals.” Journal of Applied Measurement 3(2): 205-231. Stone, M.H. 2004. “Substantive scale construction.” In Introduction to Rasch measurement, edited by E.V. Smith and R.M. Smith, 201-225. Maple Grove, MN: JAM Press. Wolfe, E.W. 2004. “Equating and Item Banking with the Rasch Model.” In Introduction to Rasch measurement, edited by E.V. Smith and R.M. Smith, 366-390. Maple Grove, MN: JAM Press. Zwick, R., D.T. Thayer, and C. Lewis. 1999. “An Empirical Bayes Approach to DIF Analysis.” Journal of Educational Measurement 36(1): 1-28.