Detecting Intervention Effects Using a Multilevel Latent Transition Analysis with a Mixture IRT Model

Autor/inn/en	Cho, Sun-Joo; Cohen, Allan S.; Bottge, Brian
Titel	Detecting Intervention Effects Using a Multilevel Latent Transition Analysis with a Mixture IRT Model
Quelle	78 (2013) 3, S.576-600 (25 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1007/S11336-012-9314-0
Schlagwörter	Intervention; Item Response Theory; Statistical Analysis; Models; Measurement; Program Effectiveness; Problem Solving; Hierarchical Linear Modeling; Individual Differences; Control Groups; Comparative Analysis; Fractions; Mathematics Tests; Scores; Mathematics Achievement; Computation; Instructional Effectiveness; Pretests Posttests; Middle School Students; Learning Disabilities; Maximum Likelihood Statistics + Suchen Sie Ihr Suchwort? Item-Response-Theorie; Statistische Analyse; Analogiemodell; Messverfahren; Problemlösen; Individueller Unterschied; Bruchrechnung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterrichtserfolg; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Learning handicap; Lernbehinderung
Abstract	A multilevel latent transition analysis (LTA) with a mixture IRT measurement model (MixIRTM) is described for investigating the effectiveness of an intervention. The addition of a MixIRTM to the multilevel LTA permits consideration of both potential heterogeneity in students' response to instructional intervention as well as a methodology for assessing stage sequential change over time at both student and teacher levels. Results from an LTA-MixIRTM and multilevel LTA-MixIRTM were compared in thecontext of an educational intervention study. Both models were able to describe homogeneities in problem solving and transition patterns. However, ignoring a multilevel structure in LTA-MixIRTM led to different results in group membership assignment in empirical results. Results for the multilevel LTA-MixIRTM indicated that there were distinct individual differences in the different transition patterns. The students receiving the intervention treatment outscored their business as usual (i.e., control group) counterparts on the curriculum-based Fractions Computation test. In addition, 27.4 % of the students in the sample moved from the low ability student-level latent class to the high ability student-level latent class. Students were characterized differently depending on the teacher-level latent class. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01