This document discusses key concepts in measurement and assessment including constructs, sub-constructs, and linking indicators. It defines measurement as determining learner achievement through instruments like tests and exams. Construct modeling is presented as a four step process involving construct maps, item design, outcome spaces, and measurement models. Construct maps visually represent constructs, items should align with construct map levels, outcome spaces code student responses, and measurement models statistically relate data to constructs. Sub-constructs are secondary constructs and linking indicators connect measures to natural science outcomes.

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Topic :Measurement , Construct, sub-Constructs and Linkage indicators
Presented to,
Dr. Nasir Mehmood
(Professor/Dean Faculty of Education)
Presented by;
Imtiaz Hussain
M.Phill (Scholar)
Roll # BN-725592
Departmentof
ECE & ETE
ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD
Course: TEST & SCALE DEVELOPMENT
Code:(3759)
Semester : Autumn, 2017

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What is Measurement?
Measurement-is the process of determining the
quantity of achievement of learners by means of
appropriate measuring instruments.

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Instruments used in Measurement?
1. Examination 2.Test
3.Quiz 4.Item

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Results of Measurement
1.Score: Is a number that indicates the quantity of
achievement of an individual in a test .
2.Achievement- Is the level of measure of
knowledge of performance of a student in a subject
taught in school.

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Construct Modeling
Construct modeling is an integrated assessment
approach comprised of four building blocks or
steps
•Construct Map
•Items Design
•Outcome Space
•Measurement Model

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Construct Map
A type of construct that is particularly suitable for a
visual representation is called a construct map.
Example: A learning evolution could be visualized as a single construct map,

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Items Design
Items should be designed to align with the different
levels of the construct map. An item can measure a
single level or multiple levels of the construct.

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Outcome Space
The outcome space assists in identifying student responses .It is the coding
scheme or scoring guide for an item that maps students responses onto levels
on the construct map.
Scoring guide for Written Portion of Model.
Question
Your friend does not understand how water vapor, water and ice are all the same thing. Explain
why water looks different in these different states.
Code
0 No response
1 Descriptive – describes water in each state exactly as it appears, defines what a phase change is.
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Mixed Model
Although the student may mention atoms or molecules, student describes how a phase change
occurs on a macro level.
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Incomplete Particle Model
Although student may identify particles as molecules, they do not fully understand what an atom
or molecule is. Student is able to distinguish spacing between molecules in each state OR
difference in movement in each state.
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Basic Particle Model
Student identifies particles as water molecules. Student is able to describe spacing between
molecules in each state. Student is unable to distinguish movement during the different phases.
For example, can describe movement of a liquid and a gas, but a solid does not move.
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Complete Particle Model
Student identifies particles as water molecules. Student is able to describe spacing between

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Measurement Model
This statistical model is used to relate the scored
data back to the construct map. Thus, it can be
seen as a technical version of the construct map
The model is visualized through the use of
Wright maps, which are an aggregation of all
students’ proficiency levels in relation to all the
item difficulties

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Constructs
Constructs are the building blocks of theories,
helping to explain how and why certain
phenomena behave the way that they do.

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Sub-Constructs
A secondary or subsidiary construct is called a sub-construct.

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Linking indicators
Indicators that link well with outcomes measured and modeled
by natural scientists

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READINGS
1. Embretson, S. & Reise, S. (2000). Item response theory for
psychologists. Mahwah, NJ: Lawrence Erlbaum
Associates.
2. Wilson, M. (2009). Measuring progressions: Assessment
structures underlying a learning progression. Journal of
Research in Science Teaching, 46(6), 716-730.
3. Wilson, M. (2005). Constructing Measures: An item
response modeling approach. Mahwah, NJ: Lawrence
Erlbaum Associates.
4. Wilson, M., & Sloane, K. (2000). From principles to
practice: An embedded assessment system. Applied
Measurement in Education, 13, 181-208.

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Any

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THANKS TO ALL