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Designing Rater-Mediated Assessment Systems
Published in George Engelhard, Stefanie A. Wind, Invariant Measurement with Raters and Rating Scales, 2017
George Engelhard, Stefanie A. Wind
The second major observational design for ratings is a linked rating design. These designs have also been described as incomplete assessment networks (e.g., Engelhard, 1997; Wind, Engelhard, & Wesolowski, 2016). Within the context of test equating based on CTT, these designs reflect anchor test designs. In the context of rater-mediated assessments, linked designs are methods for collecting ratings that involve the systematic use of common assessment components through which uncommon assessment components are connected.
CI in single-sided deafness
Published in Acta Oto-Laryngologica, 2021
Anandhan Dhanasingh, Ingeborg Hochmair
The comparison was made by testing the SSD participants with normal hearing (NH) in one ear and a CI in the contralateral ear. In twelve of them – out of which eight were implanted with MED-EL CI device in their deaf ear – thirteen stimuli for both, Ring of fire and Rhapsody in Blue songs, were used to assess their music enjoyment. The SSD–CI users were asked to rate music enjoyment on a scale using two fixed points obtained by presenting song segments separately to the normal acoustic hearing ear, CI ear and combination of both, acoustic and CI ear. Multiple stimuli with Hidden Reference and Anchor test (MUSHRA) score of two hundred allowed avoiding ceiling effects in listening conditions that might be more enjoyable than the single NH ear reference. An additional benefit of this approach was that enjoyment of music with a CI could be directly compared with the enjoyment of the same piece using normal acoustic hearing, although with a single ear.
Measurement of patient-reported outcomes. 1: The search for the Holy Grail
Published in Journal of Medical Economics, 2019
Stephen P. McKenna, Alice Heaney, Jeanette Wilburn, A. Jackson Stenner
A major challenge for PROM developers is how to measure latent variables objectively. The Lexile Framework for Reading is an example of how this could be achieved. By the 1970s, the data from several reading tests had shown successful fit to the Rasch model. This led to the Anchor Test Study10, which was aimed at developing an explanatory theory for reading. The study compared seven major US reading tests and involved over 350,000 students. However, the empirical basis of the calibrations and the lack of construct theory meant that the common unit of measurement was lost as soon as new items were added to the tests11. Following the Anchor Test Study, Stenner et al.12 reported on a 10-year long study of reading comprehension measurement that resulted in the development of the Lexile Framework. This framework evaluates the reading demand (or text complexity) of written material. It is through the development of this framework that the concept of general objectivity emerged.