共查询到20条相似文献，搜索用时 28 毫秒
1.
Seonghoon Kim 《Journal of Educational Measurement》2013,50(4):381-389
With known item response theory (IRT) item parameters, Lord and Wingersky provided a recursive algorithm for computing the conditional frequency distribution of number‐correct test scores, given proficiency. This article presents a generalized algorithm for computing the conditional distribution of summed test scores involving real‐number item scores. The generalized algorithm is distinct from the Lord‐Wingersky algorithm in that it explicitly incorporates the task of figuring out all possible unique real‐number test scores in each recursion. Some applications of the generalized recursive algorithm, such as IRT test score reliability estimation and IRT proficiency estimation based on summed test scores, are illustrated with a short test by varying scoring schemes for its items. 相似文献
2.
Guemin Lee 《Journal of Educational Measurement》2000,37(2):91-112
The primary purpose of this study was to investigate the appropriateness and implication of incorporating a testlet definition into the estimation of procedures of the conditional standard error of measurement (SEM) for tests composed of testlets. Another purpose was to investigate the bias in estimates of the conditional SEM when using item-based methods instead of testlet-based methods. Several item-based and testlet-based estimation methods were proposed and compared. In general, item-based estimation methods underestimated the conditional SEM for tests composed for testlets, and the magnitude of this negative bias increased as the degree of conditional dependence among items within testlets increased. However, an item-based method using a generalizability theory model provided good estimates of the conditional SEM under mild violation of the assumptions for measurement modeling. Under moderate or somewhat severe violation, testlet-based methods with item response models provided good estimates. 相似文献
3.
An approach called generalizability in item response modeling (GIRM) is introduced in this article. The GIRM approach essentially incorporates the sampling model of generalizability theory (GT) into the scaling model of item response theory (IRT) by making distributional assumptions about the relevant measurement facets. By specifying a random effects measurement model, and taking advantage of the flexibility of Markov Chain Monte Carlo (MCMC) estimation methods, it becomes possible to estimate GT variance components simultaneously with traditional IRT parameters. It is shown how GT and IRT can be linked together, in the context of a single-facet measurement design with binary items. Using both simulated and empirical data with the software WinBUGS, the GIRM approach is shown to produce results comparable to those from a standard GT analysis, while also producing results from a random effects IRT model. 相似文献
4.
Won-Chan Lee Stella Y. Kim Jiwon Choi Yujin Kang 《Journal of Educational Measurement》2020,57(2):230-254
This article considers psychometric properties of composite raw scores and transformed scale scores on mixed-format tests that consist of a mixture of multiple-choice and free-response items. Test scores on several mixed-format tests are evaluated with respect to conditional and overall standard errors of measurement, score reliability, and classification consistency and accuracy under three item response theory (IRT) frameworks: unidimensional IRT (UIRT), simple structure multidimensional IRT (SS-MIRT), and bifactor multidimensional IRT (BF-MIRT) models. Illustrative examples are presented using data from three mixed-format exams with various levels of format effects. In general, the two MIRT models produced similar results, while the UIRT model resulted in consistently lower estimates of reliability and classification consistency/accuracy indices compared to the MIRT models. 相似文献
5.
ABSTRACTCurrent procedures for equating number-correct scores using traditional item response theory (IRT) methods assume local independence. However, when tests are constructed using testlets, one concern is the violation of the local item independence assumption. The testlet response theory (TRT) model is one way to accommodate local item dependence. This study proposes methods to extend IRT true score and observed score equating methods to the dichotomous TRT model. We also examine the impact of local item dependence on equating number-correct scores when a traditional IRT model is applied. Results of the study indicate that when local item dependence is at a low level, using the three-parameter logistic model does not substantially affect number-correct equating. However, when local item dependence is at a moderate or high level, using the three-parameter logistic model generates larger equating bias and standard errors of equating compared to the TRT model. However, observed score equating is more robust to the violation of the local item independence assumption than is true score equating. 相似文献
6.
April L. Zenisky Ronald K. Hambleton Stephen G. Sired 《Journal of Educational Measurement》2002,39(4):291-309
Measurement specialists routinely assume examinee responses to test items are independent of one another. However, previous research has shown that many contemporary tests contain item dependencies and not accounting for these dependencies leads to misleading estimates of item, test, and ability parameters. The goals of the study were (a) to review methods for detecting local item dependence (LID), (b) to discuss the use of testlets to account for LID in context-dependent item sets, (c) to apply LID detection methods and testlet-based item calibrations to data from a large-scale, high-stakes admissions test, and (d) to evaluate the results with respect to test score reliability and examinee proficiency estimation. Item dependencies were found in the test and these were due to test speededness or context dependence (related to passage structure). Also, the results highlight that steps taken to correct for the presence of LID and obtain less biased reliability estimates may impact on the estimation of examinee proficiency. The practical effects of the presence of LID on passage-based tests are discussed, as are issues regarding how to calibrate context-dependent item sets using item response theory. 相似文献
7.
The analytically derived asymptotic standard errors (SEs) of maximum likelihood (ML) item estimates can be approximated by a mathematical function without examinees' responses to test items, and the empirically determined SEs of marginal maximum likelihood estimation (MMLE)/Bayesian item estimates can be obtained when the same set of items is repeatedly estimated from the simulation (or resampling) test data. The latter method will result in rather stable and accurate SE estimates as the number of replications increases, but requires cumbersome and time-consuming calculations. Instead of using the empirically determined method, the adequacy of using the analytical-based method in predicting the SEs for item parameter estimates was examined by comparing results produced from both approaches. The results indicated that the SEs yielded from both approaches were, in most cases, very similar, especially when they were applied to a generalized partial credit model. This finding encourages test practitioners and researchers to apply the analytically asymptotic SEs of item estimates to the context of item-linking studies, as well as to the method of quantifying the SEs of equating scores for the item response theory (IRT) true-score method. Three-dimensional graphical presentation for the analytical SEs of item estimates as the bivariate function of item difficulty together with item discrimination was also provided for a better understanding of several frequently used IRT models. 相似文献
8.
主观题评分质量的估计方法评述 总被引：2，自引：0，他引：2
GUAN Dandan 《中国考试》2008,(10)
在心理测量理论中,主观题的评分质量是一个值得研究的课题。本文分别介绍了三大测量理论(经典测量理论、概化理论、项目反应理论)对于主观题评分质量的估计方法,并对其优劣进行了比较。概化理论和项目反应理论在评价主观题评分质量上具有较明显的优势,如何结合使用三大理论,为主观题评分质量获取更多有价值的信息是值得深入探讨的问题。 相似文献
9.
Mark J. Gierl Dianne Henderson Michael Jodoin Don Klinger 《Journal of Experimental Education》2013,81(3):261-279
In test development, item response theory (IRT) is a method to determine the amount of information that each item (i.e., item information function) and combination of items (i.e., test information function) provide in the estimation of an examinee's ability. Studies investigating the effects of item parameter estimation errors over a range of ability have demonstrated an overestimation of information when the most discriminating items are selected (i.e., item selection based on maximum information). In the present study, the authors examined the influence of item parameter estimation errors across 3 item selection methods—maximum no target, maximum target, and theta maximum—using the 2- and 3-parameter logistic IRT models. Tests created with the maximum no target and maximum target item selection procedures consistently overestimated the test information function. Conversely, tests created using the theta maximum item selection procedure yielded more consistent estimates of the test information function and, at times, underestimated the test information function. Implications for test development are discussed. 相似文献
10.
Michael T. Kane 《Journal of Educational Measurement》1987,24(4):333-345
In judgmental standard setting procedures (e.g., the Angoff procedure), expert raters establish minimum pass levels (MPLs) for test items, and these MPLs are then combined to generate a passing score for the test. As suggested by Van der Linden (1982), item response theory (IRT) models may be useful in analyzing the results of judgmental standard setting studies. This paper examines three issues relevant to the use of lRT models in analyzing the results of such studies. First, a statistic for examining the fit of MPLs, based on judges' ratings, to an IRT model is suggested. Second, three methods for setting the passing score on a test based on item MPLs are analyzed; these analyses, based on theoretical models rather than empirical comparisons among the three methods, suggest that the traditional approach (i.e., setting the passing score on the test equal to the sum of the item MPLs) does not provide the best results. Third, a simple procedure, based on generalizability theory, for examining the sources of error in estimates of the passing score is discussed. 相似文献
11.
Mary Pommerich 《Journal of Educational Measurement》2006,43(2):97-111
Domain scores have been proposed as a user-friendly way of providing instructional feedback about examinees' skills. Domain performance typically cannot be measured directly; instead, scores must be estimated using available information. Simulation studies suggest that IRT-based methods yield accurate group domain score estimates. Because simulations can represent best-case scenarios for methodology, it is important to verify results with a real data application. This study administered a domain of elementary algebra (EA) items created from operational test forms. An IRT-based group-level domain score was estimated from responses to a subset of taken items (comprised of EA items from a single operational form) and compared to the actual observed domain score. Domain item parameters were calibrated both using item responses from the special study and from national operational administrations of the items. The accuracy of the domain score estimates were evaluated within schools and across school sizes for each set of parameters. The IRT-based domain score estimates typically were closer to the actual domain score than observed performance on the EA items from the single form. Previously simulated findings for the IRT-based domain score estimation procedure were supported by the results of the real data application. 相似文献
12.
《Learning and individual differences》2007,17(1):25-34
This paper serves as an illustration of the usefulness of structurally incomplete designs as an approach to reduce the length of educational questionnaires. In structurally incomplete test designs, respondents only fill out a subset of the total item set, while all items are still provided to the whole sample. The scores on the unadministered items are subsequently dealt with by using methods for the estimation of missing data. Two structurally incomplete test designs — one recording two thirds, and the other recording a half of the potentially complete data — were applied to the complete item scores on 8 educational psychology scales. The incomplete item scores were estimated with missing data method Data Augmentation. Complete and estimated test data were compared at the estimates of total scores, reliability, and predictive validity of an external criterion. The reconstructed data yielded estimates that were very close to the values in the complete data. As expected the statistical uncertainty was higher in the design that recorded fewer item scores. It was concluded that the procedure of applying incomplete test designs and subsequently dealing with the missing values is very fruitful for reducing questionnaire length. 相似文献
13.
以概化理论和项目反应理论为代表的现代测验理论是在克服经典测验理论缺陷的基础上产生的。概化理论是在经典测验理论的基础上,引入实验设计和方差分析技术,对测评情境中的各类误差进行分解和控制的一种现代测量理论,其发展主要经历了一元概化理论和多元概化理论两个阶段。目前,其应用主要集中在评价、考试和评定量表编制三个领域。项目反应理论是在克服经典测验理论题目参数等指标的变异性基础上发展起来的一种现代测验理论,其发展经历了早期理论探索、理论初步形成和理论逐渐完善三个阶段。它主要用于处理分数等值和测验项目参数、测验和项目的质量的分析,剥离测验情境中评委特征对测验结果的影响,以及测查项目功能差异、编制适应性测验等。 相似文献
14.
Holmes Finch 《Journal of Educational Measurement》2008,45(3):225-245
Missing data are a common problem in a variety of measurement settings, including responses to items on both cognitive and affective assessments. Researchers have shown that such missing data may create problems in the estimation of item difficulty parameters in the Item Response Theory (IRT) context, particularly if they are ignored. At the same time, a number of data imputation methods have been developed outside of the IRT framework and been shown to be effective tools for dealing with missing data. The current study takes several of these methods that have been found to be useful in other contexts and investigates their performance with IRT data that contain missing values. Through a simulation study, it is shown that these methods exhibit varying degrees of effectiveness in terms of imputing data that in turn produce accurate sample estimates of item difficulty and discrimination parameters. 相似文献
15.
16.
R. Darrell Bock David Thissen Michele F. Zimowski 《Journal of Educational Measurement》1997,34(3):197-211
In classical test theory, a test is regarded as a sample of items from a domain defined by generating rules or by content, process, and format specifications, l f the items are a random sample of the domain, then the percent-correct score on the test estimates the domain score, that is, the expected percent correct for all items in the domain. When the domain is represented by a large set of calibrated items, as in item banking applications, item response theory (IRT) provides an alternative estimator of the domain score by transformation of the IRT scale score on the test. This estimator has the advantage of not requiring the test items to be a random sample of the domain, and of having a simple standard error. We present here resampling results in real data demonstrating for uni- and multidimensional models that the IRT estimator is also a more accurate predictor of the domain score than is the classical percent-correct score. These results have implications for reporting outcomes of educational qualification testing and assessment. 相似文献
17.
《教育实用测度》2013,26(2):125-141
Item parameter instability can threaten the validity of inferences about changes in student achievement when using Item Response Theory- (IRT) based test scores obtained on different occasions. This article illustrates a model-testing approach for evaluating the stability of IRT item parameter estimates in a pretest-posttest design. Stability of item parameter estimates was assessed for a random sample of pretest and posttest responses to a 19-item math test. Using MULTILOG (Thissen, 1986), IRT models were estimated in which item parameter estimates were constrained to be equal across samples (reflecting stability) and item parameter estimates were free to vary across samples (reflecting instability). These competing models were then compared statistically in order to test the invariance assumption. The results indicated a moderately high degree of stability in the item parameter estimates for a group of children assessed on two different occasions. 相似文献
18.
Adam E. Wyse 《Educational Measurement》2017,36(4):16-27
This article illustrates five different methods for estimating Angoff cut scores using item response theory (IRT) models. These include maximum likelihood (ML), expected a priori (EAP), modal a priori (MAP), and weighted maximum likelihood (WML) estimators, as well as the most commonly used approach based on translating ratings through the test characteristic curve (i.e., the IRT true‐score (TS) estimator). The five methods are compared using a simulation study and a real data example. Results indicated that the application of different methods can sometimes lead to different estimated cut scores, and that there can be some key differences in impact data when using the IRT TS estimator compared to other methods. It is suggested that one should carefully think about their choice of methods to estimate ability and cut scores because different methods have distinct features and properties. An important consideration in the application of Bayesian methods relates to the choice of the prior and the potential bias that priors may introduce into estimates. 相似文献
19.
Christine E. DeMars 《Structural equation modeling》2013,20(4):610-632
In structural equation modeling software, either limited-information (bivariate proportions) or full-information item parameter estimation routines could be used for the 2-parameter item response theory (IRT) model. Limited-information methods assume the continuous variable underlying an item response is normally distributed. For skewed and platykurtic latent variable distributions, 3 methods were compared in Mplus: limited information, full information integrating over a normal distribution, and full information integrating over the known underlying distribution. Interfactor correlation estimates were similar for all 3 estimation methods. For the platykurtic distribution, estimation method made little difference for the item parameter estimates. When the latent variable was negatively skewed, for the most discriminating easy or difficult items, limited-information estimates of both parameters were considerably biased. Full-information estimates obtained by marginalizing over a normal distribution were somewhat biased. Full-information estimates obtained by integrating over the true latent distribution were essentially unbiased. For the a parameters, standard errors were larger for the limited-information estimates when the bias was positive but smaller when the bias was negative. For the d parameters, standard errors were larger for the limited-information estimates of the easiest, most discriminating items. Otherwise, they were generally similar for the limited- and full-information estimates. Sample size did not substantially impact the differences between the estimation methods; limited information did not gain an advantage for smaller samples. 相似文献
20.
Nilufer Kahraman 《Journal of Educational Measurement》2013,50(2):227-246
This article considers potential problems that can arise in estimating a unidimensional item response theory (IRT) model when some test items are multidimensional (i.e., show a complex factorial structure). More specifically, this study examines (1) the consequences of model misfit on IRT item parameter estimates due to unintended minor item‐level multidimensionality, and (2) whether a Projection IRT model can provide a useful remedy. A real‐data example is used to illustrate the problem and also is used as a base model for a simulation study. The results suggest that ignoring item‐level multidimensionality might lead to inflated item discrimination parameter estimates when the proportion of multidimensional test items to unidimensional test items is as low as 1:5. The Projection IRT model appears to be a useful tool for updating unidimensional item parameter estimates of multidimensional test items for a purified unidimensional interpretation. 相似文献