The papers by Jack Stenner included in this book document the technical details of an art and science of measurement that creates new entrepreneurial business opportunities. Jack brought theory, instruments, and data together in ways that are applicable not only in the context of a given test of reading or mathematics ability, but which more importantly catalyzed literacy and numeracy capital in new fungible expressions. Though Jack did not reflect in writing on the inferential, constructive processes in which he engaged, much can be learned by reviewing his work with his accomplishments in mind. A Foreword by Stenner's colleague and co-author on multiple works, William P. Fisher, Jr., provides key clues concerning (a) how Jack's understanding of measurement and its values aligns with social and historical studies of science and technology, and (b) how recent developments in collaborations of psychometricians and metrologists are building on and expanding Jack's accomplishments. This is an open access book.
Author(s): William P. Fisher, Paula J. Massengill
Publisher: Springer
Year: 2022
Language: English
Pages: 384
City: Singapore
Preface
Acknowledgements
Introduction: Koans, Semiotics, and Metrology in Stenner’s Approach to Measurement-Informed Science and Commerce
Contents
The Standardized Growth Expectation: Implications for Education Evaluation
1 Grade-To-Grade Variation in SGEs
2 Test-To-Test Variation
3 Summer Loss Phenomenon
4 The Edumetric Ration
5 A Prospectus for Research
References
Construct Definition Methodology and Generalizability Theory Applied to Career Education Measurement
1 Construct Definition
2 An Illustration of Generalizability Theory
3 Some Special Applications
4 Toward a Theory of the Indicant
5 Generalizability of Ratings
6 Competency Testing
7 Generalizability of Class Means
8 Issues of Test Bias
References
Testing Construct Theories
1 Advantages in Analyzing Item-Score Variation
2 Construct-Specification Equation
3 Illustration
4 Conclusion
References
Toward a Theory of Construct Definition
1 Terminology
2 Advantages of Focusing on Variation in Item Scale Values
3 Building a Theory of Receptive Vocabulary
4 Conclusion
References
Most Comprehension Tests Do Measure Reading Comprehension: A Response to McLean and Goldstein
Measuring Reading Comprehension with the Lexile Framework
1 Objectivity and the Idea of Measurement
2 The Problem of General Objectivity: A Dialog Between the Behavioral and Physical Sciences
2.1 Psychometrician
2.2 Physicist
2.3 Psychometrician
2.4 Physicist
2.5 Psychometrician
2.6 Physicist
3 Measurement Defined
4 Local and General Objectivity
5 An Application to Reading Comprehension
6 The Lexile Theory
7 The Semantic Component
8 The Syntactic Component
9 The Calibration Equation
10 The Lexile Scale
11 Testing the Lexile Equation
12 Lexile Measures and Probable Error
13 Application of the Lexile Scale
14 Benefits of Objective Measurement
15 A Refutable Construct Theory
16 Correspondence Tables via Theory
17 A Generalized Linking Solution
18 A Reproducible Unit of Measurement
19 Model Fit
20 Frames of Reference
References
Readability and Reading Ability
1 Uniform Measures
2 The Evolution of Science
3 The Imaginary Inch
4 One Kind of Reading Ability
4.1 Davis—1940s
4.2 Anchor Study—1970s
4.3 ETS Studies—1980s and 1990s
5 Lexiles
5.1 Lexile Accuracies
5.2 Lexile Items
5.3 Calculating Lexiles
5.4 Lexile Relationships
5.5 Using Lexiles
6 The One Minute Self-report
7 The Three Minute Observation
8 The Fifteen Minute Measurement
8.1 Lexile Perspectives
8.2 Reading Education
References
Mapping Variables
1 The Origin of Mapping
2 Maps of Variables
3 Using Maps
4 Graphs as Maps
5 A Map Is an Analogy
6 Summary
References
Theory Referenced Measurement: Combining Substantive Theory and the Rasch Model
1 Level 1
2 Level 2
3 Level 3
4 Level 4
5 Level 5
6 In Conclusion
References
Matching Students to Text: The Targeted Reader
1 The Lexile Framework® for Reading
2 The Lexile Map
3 The Shoe Store Story
References
Does the Reader Comprehend the Text Because the Reader Is Able or Because the Text Is Easy?
1 Introduction
2 The Problem of Placing Reading Comprehension in the Mind of the Reader
3 A Lexile Framework Primer
3.1 Measuring the Readability of Text
3.2 Measuring Reader Ability and Comprehension
3.3 The Conceptual Framework
3.4 Different Tasks and Subjective Raters
4 Implications for Reading Research
5 Implications for Reading Assessment
6 Conclusion
References
From Model to Measurement with Dichotomous Items
1 The Atomic Model
2 Molecular Models
3 Parameterizations
4 Unidimensionality, Replication, and Measurement
5 The Stringency Construct for Model Specifications
6 Doubly Monotonic Models
7 Numerical Conjoint Measurement Models
8 The Score Sufficiency Condition and Its Implications
9 Tightening via Theory
10 Applying the Framework
11 Summary and Conclusion
References
Generally Objective Measurement of Human Temperature and Reading Ability: Some Corollaries
1 Human Body Temperature
2 Reader Ability
References
A Technology Roadmap for Intangible Assets Metrology
1 Introduction
2 Measurement, Mediating Instruments, and Making Markets
3 The Rasch Reading Law and Stenner’s Law
3.1 Six Developmental Stages
3.2 The Rasch Reading Law
3.3 Stenner’s Law
4 A Technology Roadmap for Intangible Assets
5 Conclusion
References
How to Model and Test for the Mechanisms That Make Measurement Systems Tick
1 Introduction
2 Model and Theory
2.1 The NexTemp® Thermometer
2.2 The Lexile Framework for Reading®
3 Distinguishing Features of Causal Rasch Models
4 Conclusion
References
Can Psychometricians Learn to Think Like Physicists?
Reference
Metrology for the Social, Behavioral, and Economic Sciences
1 The Technologies to Be Developed
2 Justification for NSF SBE Attention
References
Causal Rasch Models
1 Quantity Versus Heterogeneous Orders
2 The Measurement Mechanism
3 Distinguishing Features of Causal Rasch Models
4 Illustrating the Tradeoff Property
5 Instrument Validity and Instrument Validation
6 Conclusion
References
Comparison Is Key
1 The Strategy of Comparison
2 Constructing Experimental Comparisons
3 Additive Conjoint Measurement
References
Individual-Centered Versus Group-Centered Measures
References
Theory-Based Metrological Traceability in Education: A Reading Measurement Network
1 Introduction
1.1 Transparent Instruments, Invisible Production
1.2 Shortsightedly Focusing Attention on the Local Measurement Outcome
1.3 Consequences for Psychology and the Social Sciences
2 Metrological Traceability for Reading Measurement
3 Implications for Psychology and the Social Sciences
4 Theory for Reading Measurement
4.1 Syntactic and Semantic Elements
4.2 The Specification Equation
5 Benefits of Metrological Comparability
6 Discussion
7 Conclusion
References
Towards an Alignment of Engineering and Psychometric Approaches to Uncertainty in Measurement: Consequences for the Future
1 Introduction
2 Uncertainty in Metrology and Psychometrics
3 The Contrasting Shapes of Uncertainty
4 The Role of Uncertainty in Unit Definition
5 Uncertainty Budgets
6 Implications for a New Art and Science of Self-Organizing Complex Adaptive Systems
References
The Unreasonable Effectiveness of Theory Based Instrument Calibration in the Natural Sciences: What Can the Social Sciences Learn?
1 Introduction
2 A Reading Example
3 Conclusion
Appendix A. The NexTemp Thermometer
Appendix B. Edsphere
Appendix C. Mathematics ability measurement
References
On the Complex Geometry of Individuality and Growth: Cook’s 1914 “Curves of Life” and Reading Measurement
1 Growth in Reading Ability
2 Aesthetics
3 Science
4 Democracy
5 Conclusion
References
Index
