Claims

Item response theory yields lesson-level standardized coefficients for both rubric subscales

Claim · All claims
Evidence · 1 study · design r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i? Graded-response item response theory scoring produces a lesson-level standardized coefficient for the higher-order thinking subscale and for the real-world relevance subscale. → Darling-Aduana 2021

Evidence

Darling-Aduana 2021

Darling-Aduana, J. (2021). Development and validation of a measure of authentic online work. Education Tech Research Dev. https://doi.org/10.1007/s11423-021-10007-6

q3 · i? · design · r2

Scale-scoring analysis following PCA, applied to lesson observations from a large U.S. online course provider's courses. The article reports generating "a lesson-level standardized coefficient using item response theory" for each subscale; specific IRT parameters are not printed in the supplied text.

"I validated the scale using principal component analysis before generating a lesson-level standardized coefficient using item response theory for both the higher-order thinking and real-world relevance subscales."

Discussion

Page metadata
Field Value
type claim
id irt-lesson-level-authenticity-coefficients
title Item response theory yields lesson-level standardized coefficients for both rubric subscales
description Item response theory yields lesson-level standardized coefficients for both rubric subscales
status review
evidence_strength moderate
newest_evidence 2021
generated by process:wiki-ingest on 2026-10-29
trust unverified — no one has confirmed this page's content
sources 1 — darling-aduana-2021

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