| 期刊論文| 1. | 張麗麗、羅素貞(20110900)。Rasch多向度模式檢核「國小數學問題解決態度量表」(MPSAS)之心理計量特性。教育與心理研究，34(3)，153-185。 延伸查詢 | | 2. | Smith, E. V.(2001)。Evidence for the reliability of measurement and the validity of measure interpretation: A Rasch measurement perspective。Journal of Applied Mesurement，3，205-231。  | | 3. | Briggs, D. C.、Alonzo, A. C.、Schwab, C.、Wilson, M.(2006)。Diagnostic Assessment With Ordered Multiple-Choice Items。Educational Assessment，11(1)，33-63。 | | 4. | 陳靜姿(20000300)。兒童分數詞瞭解之研究。科學教育研究與發展季刊，18，59-68。 延伸查詢 | | 5. | Andrich, A.、Styles, I.(2011)。Distractors with information in multiple-choice items: A rationale based on the Rasch model。Journal of Applied Measurement，12(1)，67-95。 | | 6. | Bock, R. D.(1972)。Estimating item parameters and latent proficiency when the responses are scored in two or more nominal categories。Psychometrika，37(1)，29-51。 | | 7. | Green, B. F.、Crone, G. R.、Folk, V. G.(1989)。A method for studying differential distractor functioning。Journal of Educational Measurement，26(2)，147-160。 | | 8. | Frary, R. B.(1989)。Partial-credit scoring methods for multiple-choice tests。Applied Measurement in Education，2(1)，79-96。 | | 9. | Herrmann-Abell, C. F.、DeBoer, G. E.(2011)。Using distractor-driven standards-based multiple-choice assessments and Rasch modeling to investigate hierarchies of chemistry misconceptions and detect structural problems with individual items。Chemistry Education Research and Practice，12，184-192。 | | 10. | Huynh, H.(1996)。Decomposition of a Rasch partial credit model item into independent binary and indecomposable trinary items。Psychometrika，61(1)，31-39。 | | 11. | Jiao, H.、Liu, J.、Haynie, K.、Woo, A.、Gorham, J.(2012)。Comparison between dichotomous and polytomous scoring of innovative items in a large-scale computerized adaptive test。Educational and Psychological Measurement，77(3)，493-509。 | | 12. | Olive, J.(1999)。From fractions to rational numbers of arithmetic: A reorganization hypothesis。Mathematical Thinking and Learning，1(4)，279-314。 | | 13. | Olive, J.、Steffe, L. P.(2002)。The construction of an iterative fractional scheme: The case of Joe。Journal of Mathematical Behavior，20(4)，413-437。 | | 14. | Penfield, R. D.(2008)。An odds ratio approach for assessing differential distractor functioning effects under the nominal response model。Journal of Educational Measurement，45(3)，247-269。 | | 15. | Penfield, R. D.(2010)。Modeling DIF effects using distractor-level invariance effects: Implications for understanding the causes of DIF。Applied Psychological Measurement，34(3)，151-165。 | | 16. | Penfield, R. D.(2011)。How are the form and magnitudes of DIF effects in multiplechoice items determined by distractor-level invariance effects?。Educational and Psychological Measurement，71(1)，54-67。 | | 17. | Sadler, P. M.(1998)。Psychometric models of student conceptions in science: Reconciling qualitative studies and distractor-driven assessment instruments。Journal of Research in Science Teaching，35(3)，265-296。 | | 18. | Steffe, L. P.(2002)。A new hypothesis concerning children's fractional knowledge。Journal of Mathematical Behavior，20(3)，267-307。 | | 19. | Suh, Y.、Bolt, D. M.(2011)。A nested logit approach for investigating distractors as causes of differential item functioning。Journal of Educational Measurement，48(2)，188-205。 | | 20. | Thissen, D.、Steinberg, L.、Fitzpatrick, A. R.(1989)。Multiple-choice models: The distractors are also part of the item。Journal of Educational Measurement，26(2)，161-176。 | | 21. | Smith, R. M.(1987)。Assessing partial knowledge in vocabulary。Journal of Educational Measurement，24(3)，217-231。 | | 22. | Wilson, M.(1992)。The ordered partition model: An extension of the partial credit model。Applied Psychological Measurement，16(3)，309-325。 | | 23. | Hestenes, D.、Wells, W.、Swackhamer, G.(1992)。Force concept inventory。The Physics Teacher，30(3)，141-158。 | | 24. | de la Torre, J.(2009)。A cognitive diagnosis model for cognitively based multiple-choice options。Applied Psychological Measurement，33(3)，163-183。 | | 25. | Andrich, D.(1978)。A Rating Formulation for Ordered Response Categories。Psychometrika，43(4)，561-573。 | | 26. | Wang, W.-C.(1998)。Rasch analysis of distractors in multiple-choice items。Journal of Outcome Measurement，2(1)，43-65。 | | 27. | Masters, G. N.(1982)。A Rasch model for partial credit scoring。Psychometrika，47(2)，149-174。 | 研究報告| 1. | King, J, V.、Gardner, D. A.、Zucker, S.、Jorgensen, M. A.(2004)。The distractor rationale taxonomy: Enhancing multiple-choice items in reading and mathematics。 | 學位論文| 1. | 王淑芬(2004)。兒童的分數概念研究：一個國小三年級的個案(碩士論文)。臺中師範學院。 延伸查詢 | | 2. | 李端明(1997)。「分數詞」之解題活動類型：一個國小四年級兒童之個案研究(碩士論文)。國立嘉義師範學院。 延伸查詢 | | 3. | 侯君玲(2010)。中年級兒童整數與分數概念發展之研究(碩士論文)。國立屏東教育大學。 延伸查詢 | | 4. | 鍾啟芳(2006)。兒童的分數概念研究：一個國小五年級的個案(碩士論文)。國立臺中教育大學。 延伸查詢 | | 5. | Ma, X.(2004)。An investigation of alternative approaches to scoring multiple response items on a certification exam(博士論文)。University of Massachusetts，Amherst, MA。 | | 6. | Ning, T. C.(1992)。Children's meaning of fractional number words(博士論文)。The University of Georgia，Athens, GA。 | 圖書| 1. | Linacre, J. M.(2005)。A user's guide to WINSTEPS: Rasch-model computer programs。Chicago, IL：Winsteps。 | | 2. | Pellegrino, J. W.、Chudowsky, N.、Glaser R.(2001)。Knowing What Students Know: The Science and Design of Educational Assessment。Washington, DC：Center for Education, National Research Council。 | | 3. | Andrich, D.(1988)。Rasch model for measurement。Newbury Park, CA：Sage。 | | 4. | Andrich, D.、Sheridan, B.、Luo, G.(2007)。RUMM 2020。Perth, Australia：RUMM Laboratory。 | | 5. | Engelhard, G. Jr.(2013)。Invariant measurement: Using Rasch models in the social, behavioral, and health sciences。New York, NY：Routledge。 | | 6. | Haladyna, T. M.(2004)。Developing and validating multiple-choice test items。Mahwah, NJ：Lawrence Erlbaum Associates。 | | 7. | Steffe, L. P.、Olive, J.(2010)。Children's fractional knowledge。New York, NY：Springer。 | | 8. | Wiggins, Grant P.(1998)。Educative assessment: Designing assessments to inform and improve student performance。San Francisco, CA：Jossey-Bass Publishers。 | | 9. | Wright, B. D.、Masters, G. N.(1982)。Rating scale analysis: Rasch measurement。Chicago：MESA Press。 | | 10. | Wright, B. D.、Stone, M. H.(1979)。Best Test Design: Rasch Measurement。Chicago, IL：Mesa Press。 | | 11. | Rasch, G.(1980)。Probabilistic models for some intelligence and attainment tests。Chicago, Illinois：The University of Chicago Press。 | 其他| 1. | Lin, J.，Chu, K. L.，Meng, Y.(2010)。Distractor rationale taxonomy: Diagnostic assessment o f reading with ordered multiple-choice items，http://www.pearsonassessments.com/。 | 圖書論文| 1. | Briggs, D. C.、Alonzo, A. C.(2012)。The psychometric modeling of ordered multiple-choice item responses for diagnostic assessment with a learning progression。Learning Progressions in Science: Current Challenges and Future Directions。Rotterdam：Sense Publishers。 | | 2. | Pellegrino, J. W.、Baxter, G. P.、Glaser, R.(1999)。Addressing the "two disciplines" problem: Linking theories of cognition and learning with assessment and instructional practices。Review of research in education。Washington, DC：American Educational Research Association。 | | 3. | Thissen, D.,、Steinberg, L.、Wainer, H.(1993)。Detecting of differential item functioning using the parameters of item response models。Differential item functioning。Hillsdale, NJ：Lawrence Erlbaum。 | | 4. | Andrich, D.(2004)。Understanding resistance to the data-model relationship in Rasch's paradigm: A reflection for the next generation。Introduction to Rasch measurement。Maple Grove, MN：JAM Press。 | | 5. | Asril, A.、Marais, I.(2011)。Applying a Rasch model distractor analysis。Application of Rasch measurement in learning environments research。Rotterdam, The Netherlands：Sense。 | | 6. | Linacre, J. M.(2004)。Optimizing rating scale category effectiveness。Introduction to Rasch measurement: Theory, models and applications。Maple Grove, Minnesota：JAM Press。 | | 7. | Holland, P. W.、Thayer, D. T.、Holland, W. P.(1988)。Differential Item Performance and the Mantel-Haenszel Procedure。Test Validity。Hillsdale, NJ：Lawrence Erlbaum Associates, Inc.。 | |