Sandy Student

Wyatt Read presented this work today at the UD Steele Symposium!

In anticipation of IOMW 2025, we’ve posted a preprint of the paper we’ll be discussing there. Take a look! osf.io/preprints/ps...

Ever wanted to investigate DIF by more than one variable at once? My colleague Ethan McCormick and I have created an NCME ITEMS module on DIF analysis with multiple background variables using moderated nonlinear factor analysis. Take a look! www.ncme.org/itemsportal/...

Growth across Grades and Common Item Grade Alignment in Vertical Scaling Using the Rasch Model Vertical scales are frequently developed using common item nonequivalent group linking. In this design, one can use upper-grade, lower-grade, or mixed-grade common items to estimate the linking const...

onlinelibrary.wiley.com/doi/full/10....

Out now! @derekbriggs.bsky.social, Laurie Davis and I investigate differences in how much students appear to grow on a vertical scale based solely on the grade alignment of (a large number of) common items. Turns out, the differences are pretty big!

Growth on 2019 State Achievement Tests: Empirical Benchmarks and the Role of Scale Choice Benchmarks for “years of learning”–expectations for annual academic growth in standard deviation units–are popular to contextualize the practical significance of a causal effect. Though they are ap...

It’s new article day! Follow the link for updated benchmarks for grade 3-8 annual growth and an investigation of what drives the considerable variability in growth across different scales. doi.org/10.1080/1934...

Fun find for the ncme archives committee today!

Come be my colleague! We are hiring for a TT assistant professor in education statistics and data science. Please get in touch with any questions! careers.udel.edu/cw/en-us/job...

Not sure there would always be a hypothesis about the rank order of the loadings, but I’d hope that the work that goes into writing good items creates the other ones implicitly

I’m teaching intro EFA next week and this is essentially the perspective I’m teaching from: we’ve spent most of the semester on writing good questions aligned to a theory about the construct of interest, and that doesn’t suddenly disappear when we collect responses and stick them into an EFA

Wasn’t really sure how to start posting here but it turns out the answer was a boring (well, not to me) methods question: anyone ever fit the 2PL IRT model as a nonlinear mixed effects model using the lme4 R package?