115 學年度第 1 學期教育學系教育數位評量與數據分析碩士班林素微教師數學評量專題研究課程大綱

單一課程對應校能力指標程度 The Degree to Which Single Course Corresponds to School Competence
編號 No.	校核心能力 School Core Competencies	符合程度 Degree of conformity
1	公民力 (Citizen)	5
2	自學力 (Self-learning)	5
3	資訊力 (Information)	5
4	創造力 (Creativity)	5
5	溝通力 (Communication)	5
6	就業力(Employability)	5

單一課程對應系能力指標程度 The Degree to Which Single Course Corresponds to Department Competence
編號 No.	類別 Category	系核心能力 Department Core Competencies	符合程度 Degree of conformity
01	系所	能分析與解釋量化與類別資料	5
02	系所	能批判量化研究設計	5
03	系所	能創新評量工具（碩）	5
04	系所	能整合科技進行測驗創新議題探討	5
05	系所	能發表測驗統計議題的論文	5
06	系所	能提供基礎水準測驗與統計問題的諮詢服務（碩）	5

單一課程對應院能力指標程度 The Degree to Which Single Course Corresponds to College Competence
編號 No.	院核心能力 College Core Competencies	符合程度 Degree of conformity
1	探究能力	5
2	語文與溝通能力	5
3	創新與實踐能力	5
4	專業知能	5

教科書或參考用書 Textbooks or Reference Books

館藏書名 Library Books

備註 Remarks

Key Journals:

1.Journal of Educational Measurement (JEM): Flagship applied-theoretical measurement journal: test theory, scaling, equating, standard setting, validity
2.Psychometrika: The premier quantitative-theory journal: IRT, factor analysis, SEM, classification, latent-variable theory
3.Applied Psychological Measurement (APM): Applied/methodological studies on IRT, CTT, equating, CAT
Educational and Psychological Measurement (EPM): Scale development, validity, reliability, quantitative methods
4.Journal of Educational and Behavioral Statistics (JEBS): Statistical methodology for educational/behavioral data — multilevel models, psychometric statistics
Large-scale Assessments in Education (LSAE): Open-access journal dedicated to PISA/TIMSS/PIAAC/NAEP-type methodology and findings
International Journal of Testing (IJT) Taylor & Francis / ITC Cross-cultural test development, adaptation, fairness, testing policy
Journal for Research in Mathematics Education (JRME) NCTM Leading U.S. journal for empirical/theoretical research on math teaching and learning
Educational Studies in Mathematics (ESM) Springer International theoretical/empirical mathematics education research
ZDM – Mathematics Education Springer International math education research; strong overlap with assessment and comparative studies

Classic Textbooks (The Core Dissertation Toolkit)
Textbook Author(s), Year Covers
Statistical Theories of Mental Test Scores Lord & Novick, 1968 CTT foundations + early IRT (Birnbaum chapters)
Standards for Educational and Psychological Testing AERA/APA/NCME, 2014 Authoritative U.S. professional testing standards
Fundamentals of Item Response Theory Hambleton, Swaminathan & Rogers, 1991 Standard first IRT read: 1PL/2PL/3PL, invariance, DIF, CAT
The Theory and Practice of Item Response Theory (2nd ed.) de Ayala, 2022 Comprehensive current IRT text: polytomous models, MIRT, DIF, software
Item Response Theory: Foundations for Psychologists and Social Scientists Embretson & Reise, 2000/2013 Applied IRT with strong polytomous-model coverage
Multidimensional Item Response Theory Reckase, 2009 Definitive MIRT text: model forms, dimensionality, estimation, adaptive testing
Diagnostic Measurement: Theory, Methods, and Applications Rupp, Templin & Henson, 2010 Standard CDM/DCM reference; 2012 AERA Division D award winner
Test Equating, Scaling, and Linking: Methods and Practices (3rd ed.) Kolen & Brennan, 2014 Equating/scaling essential for PISA/TIMSS/NAEP work

Seminal Papers Every Student Should Master
Paper Author(s), Year Why It's Essential
"Some Latent Trait Models and Their Use in Inferring an Examinee's Ability" Birnbaum, 1968 Introduced 2PL/3PL models — the operational basis of nearly all large-scale math testing
"Cognitive Assessment Models With Few Assumptions..." Junker & Sijtsma, 2001 Canonical formalization of the DINA model
"DINA Model and Parameter Estimation: A Didactic" de la Torre, 2009 The go-to worked example for CDM estimation using math data
"Rule Space: An Approach for Dealing With Misconceptions..." Tatsuoka, 1983 First operational cognitive-diagnostic model; origin of the field's benchmark math dataset
"The Generalized DINA Model Framework" de la Torre, 2011 Unifying CDM framework (G-DINA) used across most current applications
Explanatory Item Response Models De Boeck & Wilson, 2004 Recasts IRT as GLMM/NLMM — essential for covariate-driven item/person modeling
"The Use of Test Scores From Large-Scale Assessment Surveys" Braun & von Davier, 2017 Demystifies plausible-value methodology underlying PISA/TIMSS/NAEP scores
PISA 2022 Technical Report OECD, 2024 Primary source for PISA's actual sampling/scaling/QA procedures
"Automatic Item Generation: Theory and Practice" Gierl & Haladyna (Eds.), 2013 Establishes AIG as a field — required before engaging any AI-item-generation literature
"The Rise of Artificial Intelligence in Educational Measurement" Bulut et al., 2024 Current field-defining synthesis of AI's role in assessment, scoring, and item generation

Key Professional Organizations
• NCME (National Council on Measurement in Education) — ncme.org
• Psychometric Society (publishes Psychometrika; hosts IMPS annual meeting) — psychometricsociety.org
• AERA Division D (Measurement and Research Methodology) — aera.net/Division-D
• OECD PISA Programme — oecd.org/PISA
• IEA / TIMSS & PIRLS International Study Center — iea.nl/studies/iea/timss
• NCES NAEP ("The Nation's Report Card") — nces.ed.gov/nationsreportcard/tdw

Recommended Reading Sequence
1. Foundations first: Lord & Novick (1968) → Hambleton, Swaminathan & Rogers (1991) → de Ayala (2022)
2. Advance to multidimensionality and diagnosis: Reckase (2009) → Junker & Sijtsma (2001) → de la Torre (2009, 2011) → Rupp, Templin & Henson (2010)
3. Ground in mathematics-specific applications: Tatsuoka (1983, 1990) → Bradshaw et al. (2014) → Templin & Bradshaw (2014)
4. Move to large-scale operational context: OECD PISA Technical Report → TIMSS Technical Report → Braun & von Davier (2017) → Chmielewski et al. (2018)
5. Finish at the research frontier: Gierl & Haladyna (2013) → Bulut et al. (2024) → Leng, Bezirhan & von Davier (2026)