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Assessment in Education: Principles, Policy & Practice Volume 15, 2008 - Issue 3: International Comparative Studies in Achievement
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Paul E. Newton Office of the Qualifications and Examinations Regulator, E-mail: [email protected]
,
Gordon Stobart Institute of Education, University of London, E-mail: [email protected]
,
Harvey Goldstein Graduate School of Education, University of Bristol, E-mail: [email protected]
,
Harvey Goldstein Graduate School of Education, University of Bristol, E-mail: [email protected]
,
Paul E. Newton Office of the Qualifications and Examinations Regulator, E-mail: [email protected]
,
Wynne Harlen Graduate School of Education, University of Bristol, E-mail: [email protected]
,
Jo‐Anne Baird Graduate School of Education, University of Bristol, E-mail: [email protected]
,
Wynne Harlen Graduate School of Education, University of Bristol, E-mail: [email protected]
,
Jan Winter Graduate School of Education, University of Bristol, E-mail: [email protected]
&
Paul E. Newton Office of the Qualifications and Examinations Regulator, E-mail: [email protected]
 show all
Pages 307-320 | Published online: 31 Oct 2008
 
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Notes

1. There are also applications where unordered categorical responses are modelled but these are rarely used.

2. The article actually uses the alternative −(θ − bi ) instead of (αi + θj ) but adding a subscript for person makes matters clearer, as does the use of Greek symbols throughout rather than mixing Latin and Greek.

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