Regardless of your specific research interests, this section will provide you with:
- Quantile research agendas
- Quantile technical research papers
- Citations for books written by the world’s most respected measurement researchers
- Links to measurement research Web sites
We invite you to learn more about MetaMetrics’ understanding of the theory of measurement. Our current research interests include:
- Quantiles (mathematics)
- Measurement error
- Growth-curve modeling
Related Research Citations
Tests and Measurements
Anastasi, A. (1982). Psychological Testing (Fifth Edition). New York: MacMillan Publishing Company, Inc.
Andersen, E. B. (1980). Discrete statistical models with social science applications. Amsterdam: North-Holland.
Brennan, R.L. (1992). Elements of generalizability theory. Iowa City, IA: The American College Testing Program.
Campbell, D.T. & Fiske, D.W. (1959). Convergent and discriminant validation by the multitrait-multimethod matrix. Psychological Bulletin, 56, 81-105.
Haladyna, T.M. (1994). Developing and validating multiple-choice test items. Hillsdale, NJ: Lawrence Erlbaum Associates.
Hambleton, R.K. & Swaminathan, H. (1985). Item response theory: Principles and applications. Boston: Kluwer-Nijhoff Publishing.
Hambleton, R.K., Swaminathan, H., & Rogers, H.J. (1991). Fundamentals of item response theory (Measurement methods for the social sciences, Volume 2). Newbury Park, CA: Sage Publications, Inc.
Sitter, R.R. (1992). Comparing three bootstrap methods for survey data. The Canadian Journal of Statistics, 20(2), 135-154.
Rasch Model
Andrich, D. A. (1988). Rasch models for measurement. Sage University Paper Series on Quantitative Applications in the Social Sciences). Beverly Hills, California: Sage Publications.
Bond, T., & Fox, C. (2001). Applying the Rasch model: Fundamental measurement in the human sciences. Mahwah, New Jersey: Lawrence Erlbaum Associates.
Engelhard, G., Jr., & Wilson, M. (1996). Objective measurement: Theory into practice, Vol. 3. Norwood, New Jersey: Ablex.
Fischer, G. H., & Molenaar, I. (1995). Rasch models: Foundations, recent developments, and applications. New York, New York: Springer-Verlag.
Leonard, H.S. (1962). The use and abuse of measurement as a facet of scientific research. Seattle: University of Washington Press.
Linacre, J. M. (1989). Many-facet Rasch measurement. Chicago, Illinois: MESA Press.
Linacre, J. M. (Ed.). (1995). Rasch Measurement Transactions, 1987-1992. (Vol. 1). Chicago, Illinois: MESA Press.
Linacre, J. M. (Ed.). (1996). Rasch Measurement Transactions, 1992-1995. (Vol. 2). Chicago, Illinois: MESA Press.
Rasch, G. (1960). Probabilistic models for some intelligence and attainment tests (Reprint, with Foreword and Afterword by B. D. Wright, Chicago: University of Chicago Press, 1980). Copenhagen, Denmark: Danmarks Paedogogiske Institut.
Rasch, G. (1961). On general laws and the meaning of measurement in psychology. In Proceedings of the fourth Berkeley symposium on mathematical statistics and probability (pp. 321-333). Berkeley, California: University of California Press.
Rasch, G. (1966). An individualistic approach to item analysis. In P. F. Lazarsfeld & N. W. Henry (Eds.), Readings in mathematical social science (pp. 89-108). Chicago, Illinois: Science Research Associates.
Rasch, G. (1966). An item analysis which takes individual differences into account. British Journal of Mathematical and Statistical Psychology, 19, 49-57.
Rasch, G. (1969, April 14-16). Models for description of the time-space distribution of traffic accidents. [Published as Report No. 9 by the Organisation for Economic Cooperation and Development]. In Session on Probability Models. Symposium on the Use of Statistical Methods in the Analysis of Road Accidents, Road Research Laboratory, Crowthorne, Berkshire, United Kingdom.
Rasch, G. (1977). On specific objectivity: An attempt at formalizing the request for generality and validity of scientific statements. Danish Yearbook of Philosophy, 14, 58-94.
Rasch, G. (1980). Probabilistic Models for Some Intelligence and Attachment Tests. Chicago: The University of Chicago Press (first published in 1960).
Smith, R. M. (1992). Applications of Rasch measurement. Chicago, Illinois: MESA Press.
Willmott, A., & Fowles, D. (1974). The objective interpretation of test performance: The Rasch model applied. Atlantic Highlands, New Jersey: NFER Publishing.
Wilson, M. (1992). Objective measurement: Theory into practice, Vol. 1. Norwood, New Jersey: Ablex.
Wilson, M. (1994). Objective measurement: Theory into practice, Vol. 2. Norwood, New Jersey: Ablex.
Wilson, M., & Engelhard, G. (2000). Objective measurement: Theory into practice, Vol. 5. Westport, Connecticut: Ablex Publishing.
Wilson, M., Engelhard, G., & Draney, K. (Eds.). (1997). Objective measurement: Theory into practice, Vol. 4. Norwood, New Jersey: Ablex.
Wright, B. D., & Masters, G. N. (1982). Rating scale analysis: Rasch measurement. Chicago, Illinois: MESA Press.
Wright, B. D., & Stone, M. H. (1979). Best test design: Rasch measurement. Chicago, Illinois: MESA Press.
Wright, B.D. & Stone, M.H. (1979). Best Test Design. Chicago: MESA Press.
American Educational Research Association (AERA)
AERA is concerned with improving the educational process by encouraging scholarly inquiry related to education and by promoting the dissemination and practical application of research results.
"Applying the Rasch Model"
For many researchers, the Rasch model provides a very practical solution to data analysis in the social sciences. Written by Drs. Trevor Bond and Christine Fox, this book contends that Rasch measurement is the model of choice because it is the closest to realizing the sort of objective fundamental measurement so long revered in the physical sciences.
Australian Council for Educational Research (ACER)
ACER is an independent, educational research organization that provides comprehensive services to the international education community. ACER's mission is to create and disseminate research-based knowledge and tools that can be used to improve learning by undertaking a wide range of research and development, and to provide services and materials in support of educational policy-making and improved professional practice.
Center for Research on Education, Diversity and Excellence (CREDE)
The CREDE mission is to assist the nation's diverse students at risk of educational failure to achieve academic excellence. The center's research and development focuses on critical issues in the education of linguistic and cultural minority students and those placed at risk by factors of race, poverty, and geographic location.
Center for Research on the Education of Students Placed at Risk (CRESPAR)
The mission of CRESPAR is to research, develop, evaluate, and disseminate school and community programs and practices capable of ensuring that each child, regardless of family circumstances or other factors, achieves his or her full potential.
Institute for Objective Measurement (IOM)
Founded in 1996 in North Carolina, IOM's mission is to bring understanding to measurement. The IOM sees itself as a "public" organization whose orientation and focus is outward to the world, as well as inward to the professional growth and support of its members--measurement professionals throughout the world.
Journal of Applied Measurement (JAM)
JAM is a quarterly publication of scholarly work from all academic disciplines that relates to measurement theory and its application to developing variables.
Measurement Excellence and Training Resource Information Center (METRIC)
Formerly the Measurement Excellence Initiative (MEI), METRIC is an important source of information on instruments for measuring variables of importance to health care research and practice, such as quality of life, chronic disease management, health status and quality of care. Resources on measurement theory, conferences, and consultant expertise are also available at the METRIC Web site.
National Center for Educational Statistics (NCES)
NCES is the primary federal entity for collecting and analyzing data that are related to education in the United States and other nations. Since 1969, it has conducted the National Assessment of Educational Progress, or the Nation's Report Card, of what America's students know and can do in various subject areas.
National Center for Research on Evaluation, Standards, and Student Testing (CRESST)
Funded by the U.S. Department of Education and the Office of Educational Research and Improvement, the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) conducts research on important topics related to K-12 educational testing.
National Council of Teachers of Mathematics
The National Council of Teachers of Mathematics is a public voice of mathematics education supporting teachers to ensure equitable mathematics learning of the highest quality for all students through vision, leadership, professional development and research. The NCTM site offers links to research and publications information, as well as to mathematics lessons and resources categorized by both topic and grade level.
National Mathematics Advisory Panel, U.S. Department of Education
On March 13, 2008, the National Mathematics Advisory Panel presented "Foundations for Success: The Final Report of the National Mathematics Advisory Panel" to the President of the United States and the Secretary of Education. In response to a Panel recommendation, the U.S. Department of Education, in partnership with the Conference Board of Mathematical Sciences, hosted the first National Math Panel Forum on October 6-7, 2008. The Forum brought together various organizations and other interested parties to use the Panel's findings and recommendations as a platform for action. Here are some of the relevant resources provided by the panel:
- Parent Resources — A summary of the relevant findings of the final report is now available in English PDF (406K) | MS Word (77K) and Spanish PDF (409K) | MS Word (83K).
- Teacher Resources — Doing What Works is a research-based tool for teachers including how to apply the Math Panel's findings in the classroom, and offers lessons that build over time.
No Child Left Behind (NCLB)
In January 2001, President George W. Bush announced No Child Left Behind, his framework for bipartisan education reform that he described as "the cornerstone of [his] Administration." The NCLB Act, which reauthorizes the Elementary and Secondary Education Act of 1965 (ESEA), incorporates the President's proposed principles and strategies, including increased accountability for states, school districts and schools; greater choice for parents and students in low-performing schools; more flexibility for states and local educational agencies (LEAs) in the use of federal education dollars; and a stronger emphasis on reading, especially for our youngest children.
Regional Educational Laboratory (REL) Network
This network of 10 Regional Educational Laboratories serves geographic regions that span the United States, working to ensure that those involved in educational improvement at the local, state, and regional levels have access to the best available information from research and practice. The work of each Laboratory is shaped by the concerns, issues, opportunities, and special attributes of its region.
- Southwest Educational Development Laboratory
(TX, OK, LA, AR, NM) - Northeast and Islands Regional Educational Laboratory/The Lab at Brown University
(CT, ME, MA, NH, NY, RI, VT, PR, VI) - Laboratory for Student Success
(PA, NJ, DE, MD, Washington DC) - Appalachia Educational Laboratory
(WV, VA, KY, TN) - North Central Regional Educational Laboratory
(IL, IN, IA, MI, MN, OH, WI) - Mid-Continent Research for Education and Learning
(CO, KS, MO, NB, ND, SD, WY) - SERVE
(AL, FL, GA, MI, NC, SC) - WestEd
(AZ, CA, NV, UT) - Northwest Regional Educational Laboratory
(AK, ID, MT, OR, WA) - Pacific Resources for Education and Learning
(American Samoa, Commonwealth of the Northern Mariana Islands, Federated States of Micronesia, Guam, Hawaii, Republic of the Marshall Islands and the Republic of Palau)
U.S. Department of Education
In 1980, the U.S. Department of Education was created by bringing together offices from several other departments. Its original directive remains its mission today — to ensure equal access to education and to promote educational excellence throughout the nation.
What Works Clearinghouse
The What Works Clearinghouse, established by the U.S. Department of Education’s Institute of Education Sciences, provides educators, policymakers and the public with a central, independent and trusted source of scientific evidence of what works in education. WWC is administered by the Department through a contract to a joint venture of the American Institutes for Research and the Campbell Collaboration.
Winsteps
Winsteps is a software program that constructs Rasch measures from simple rectangular data sets, usually of people and items. Typical applications include educational tests, psychological assessments, attitude surveys, patient performance protocols and calibrating adaptive-test item banks.