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Chapters In Books
This chapter defines, explains, and exemplifies the concept of Domain Theory. Another term for applying domain theory to improve education through measurement is the Learning Theory of Progressive Attainments. Our resarch shows how the concept of Domain Theory is rooted in validity theory, then expands that connection to the necessary but often-neglected area of designing research disciplines. We use fluent oral reading as an example of how learning theory of progressive attainments applies to improving education through measurement.
Published in: Advances in Rasch Measurement, Volume One, JAM Press. August 2006
Using principled design experiments, we can test predictions of the theories of progressive attainment in learning domains. These experiments integrate measurement with learning and instruction in realistic, dynamic environments. Critical to the success of such design experiments are measurement scales with certain key properties of invariance.
In this chapter, we present the roots and principles of principled design experiments, then show how they are related to traditional experimental design. We then discuss the dependence of design experiments on invariant measurement scales and on domain-specific theories of progressive attainment. We provide an example of a design experiment and also illustrate the J-curve effect. Finally, we explain the links between widely accepted standard measures and capital creation.
Published in: Advances in Rasch Measurement, Volume One, JAM Press. August 2006
Rasch Model and Conjoint Measurement
In this chapter, we clarify the relationship between the Rasch model, additive conjoint measurement, and Luce and Tukey’s (1964) axiomatization of additive conjoint measurement. We prove a theorem which links the Rasch model with additive conjoint measurement.
Published in: Advances in Rasch Measurement, Volume One, JAM Press. August 2006
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