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John R. Staver

Advances in Rasch Analyses in the Human Sciences

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This volume follows the publication of Rasch Analysis in the Human Sciences. This new book presents additional topics not discussed in the previous volume. It examines key topics such as partial credit analysis of data, common person linking, computing equating constants, investigating discrimination, evaluating dimensionality, how to better utilize Wright Maps, how to design tests and surveys using Rasch theory, and many more. The book includes activities which can be used to practice the theme of each chapter and to test the reader's understanding of Rasch techniques. Beginning and ending with a conversation between two students, each chapt… Mehr

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Produktdetails


Weitere Autoren: Boone, William J.
  • ISBN: 978-3-030-43422-9
  • EAN: 9783030434229
  • Produktnummer: 37121277
  • Verlag: Springer International Publishing
  • Sprache: Englisch
  • Erscheinungsjahr: 2021
  • Seitenangabe: 324 S.
  • Masse: H23.5 cm x B15.5 cm x D1.7 cm 493 g
  • Auflage: 1st ed. 2020
  • Abbildungen: Paperback
  • Gewicht: 493

Über den Autor


Professor William Boone is faculty member in the department of Educational Psychology at Miami University. He earned a Ph.D. from the University of Chicago's Department of Education Program in Measurement, Evaluation and Statistical Analysis. His thesis advisor was Benjamin Wright. Dr. Boone lectures and provides workshops concerning Rasch measurement throughout the world. He is the lead author of the book Rasch Analysis in the Human Sciences and he is an author of over 100 articles/reports. His professional goal is to increase the use of Rasch techniques in social science research, market research, and medical research.Professor John Staver is an Professor Emeritus of Science Education at Purdue University where he co-directed the Center for Research and Engagement in Science and Mathematics Education. Dr. Staver earned an Ed.D. in Science Education from Indiana University-Bloomington. His research interests have focused on constructivist epistemology and its implications for improving science teaching and learning.

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