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三基于项目反应理论多侧面Rasch模型的分析28(第7页)

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[5],D.,Hu,B.,Fan,X.,&Li,K.MeasurementqualityoftheeseEarlyRatingScale(iionusingmultivariategeneralizabilitytheory[J].JournalofPsychoedualAssessment,2014,32(3):236-248.

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[16]本部分基于本项目研究两篇已发表论文整理而成:(1),D.Z.,Hu,B.Y.,Fan,X.T.,&Li,K.J.Measurementqualityoftheeseearlyratingsvestigationusingmultivariategeneralizabilitytheory[J].JournalofPsychoEdualAssessment,2014,32(3):236-248.(2)陈德枝,秦金亮,李克建.中国托幼机构教育质量评价的多元概化理论分析[J].幼儿教育,2013,(10).

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[26]Li,K.,Hu,B.,Pan,Y.,Qin,J.,&Fan,X.eseEarlyChildhoodEirial)(CECERS):avaliditystudy[J].EarlyChildhoodResearchQuarterly,2014,29(3):268-282.

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[28]本部分内容来源:陈德枝,秦金亮,李克建.托幼机构教育质量评价中评分员偏差的多侧面Rasch分析[J].心理科学,2016,(3).感谢《心理科学》杂志社授权使用本论文。

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[35]Linacre,J.M.AUser’sGuidetoFacetsRasputerPrograms[M].ESAPress,2012.

[36]孙晓敏,薛刚.多面Rasch模型在结构化面试中的应用[J].心理学报,2008,40(9):1030-1039.

[37]Tajeddin,Z.,&Alemi,M.PragmaticratertraiaffeativeL2teacher’ratingadbias?[J].IranianJournalofLaing,2014,4(1):66-83.

[38]姚若松,赵葆楠,刘泽,苗群鹰.无领导小组讨论的多侧面Rasch模型应用[J].心理学报,2013,45(9):1039-1049;Farrokhi,F.,Esfandiari,R.,&Schaefer,E.AmaRaschmeasurementofdiffereylehreetypesofassessment[J].JapanAssofeTeag,2012,34(1):79-102.

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