排序方式： 共有81条查询结果，搜索用时 15 毫秒
1.
Daniel R. Eignor 《Educational Measurement》2008,27(4):30-33
This article discusses a particular type of concordance table and the potential for test score misuse that may result from employing such a table. The concordance that is discussed is typically created between scores on different, nonequatable versions of a test that share the same or close to the same test title. These concordance tables often appear in the context of relating scores on computerized adaptive and paper‐and‐pencil versions of the same test. When such a table is presented in a complete point‐by‐point fashion, relating each reported score on the scale of the new version of the test to a reported score on the scale of the old version of the test, test score users will typically treat the table as if it represented an equating of scores between the two versions, and directly replace scores on the new version of the test by scores on the old version. This clearly represents a misuse of the test scores. Suggestions for avoiding this misuse of test scores from concordance tables are provided. 相似文献
2.
《赣南师范学院学报》2015,(6):28-30
目前IRT参数估计程序大多数都要求大样本容量,而基于小样本容量的IRT参数估计系统非常少,但在测验实践中小样本容量的情况经常出现.本文根据测验的实际和对IRT参数估计方法的比较研究设计开发了一个基于小样本容量的IRT参数估计系统.该系统界面友好,操作简单,估计精度高,有一定的应用推广价值. 相似文献
3.
早期的单维IRT模型忽视了测验多维性的可能,而多维IRT模型对各维度的划分不够明确,不能很好地反映各维度能力的内涵。高阶IRT模型承认测验的多维性,以分测验划分维度,同时又将多个维度的能力统一到一个高阶的能力中,能够在了解被试各维度的能力同时,为被试提供整体的能力估计,它能更好地反映实际,并且适应大规模测验的需求。 相似文献
4.
Sandip Sinharay 《Educational Measurement》2021,40(1):79-91
Technical difficulties occasionally lead to missing item scores and hence to incomplete data on computerized tests. It is not straightforward to report scores to the examinees whose data are incomplete due to technical difficulties. Such reporting essentially involves imputation of missing scores. In this paper, a simulation study based on data from three educational tests is used to compare the performances of six approaches for imputation of missing scores. One of the approaches, based on data mining, is the first application of its kind to the problem of imputation of missing data. The approach based on data mining and a multiple imputation approach based on chained equations led to the most accurate imputation of missing scores, and hence to most accurate score reporting. A simple approach based on linear regression performed the next best overall. Several recommendations are made regarding the reporting of scores to examinees with incomplete data. 相似文献
5.
本研究采用“共同题?锚测验”设计,使用R语言ltm程序包中的IRT两参数模型进行各年级小学生数学学力认知诊断测验和被试参数的估计,并使用equateIRT程序包进行跨年级小学生数学学力认知诊断测验各项参数的等值转换。结果表明,等值转换后各年级测验的题目难度和小学生数学学力均随年级增长而逐渐递增,不同学校、民族、性别学生的数学学力发展差异性特征均与理论假设相符。本研究验证了采用IRT垂直等值方法构建跨年级小学生数学学力发展水平垂直量表的可行性,为制定系统性补救教学方案和自适应题库建设提供了必要的实证证据。 相似文献
6.
杨志明 《教育测量与评价(理论版)》2019,(3):15-18
英语高考试行"一年多考"是一项了不起的进步,但多次考试之间的难度波动往往会给直接使用原始分数做招生决定带来极大的麻烦。本文探讨了稳定测验难度的三种方法:国际考试行业的标准做法、借用标准设定思想的专家评定方法,以及反向使用效度证据的小规模代表性样本试测方法。期待这些方法可以给考试一线工作者提供更多的选择。 相似文献
7.
病态矩阵是IRT理论中项目参数估计必然面对的问题．本文以2PLM参数估计为例．推导出参数估计迭代公式，系统阐述了三种病态控制方法的原理及在编程中数据处理的技巧。 相似文献
8.
Matthias von Davier Kentaro Yamamoto Hyo Jeong Shin Henry Chen Lale Khorramdel Jon Weeks 《Assessment in Education: Principles, Policy & Practice》2019,26(4):466-488
ABSTRACTBased on concerns about the item response theory (IRT) linking approach used in the Programme for International Student Assessment (PISA) until 2012 as well as the desire to include new, more complex, interactive items with the introduction of computer-based assessments, alternative IRT linking methods were implemented in the 2015 PISA round. The new linking method represents a concurrent calibration using all available data, enabling us to find item parameters that maximize fit across all groups and allowing us to investigate measurement invariance across groups. Apart from the Rasch model that historically has been used in PISA operational analyses, we compared our method against more general IRT models that can incorporate item-by-country interactions. The results suggest that our proposed method holds promise not only to provide a strong linkage across countries and cycles but also to serve as a tool for investigating measurement invariance. 相似文献
9.
本文提出了一个符合中国国情的高考改革方案。这一方案的主要特点是以高中校内成绩作为高校招生录取的主要依据,以全国或全省统一考试作为高中成绩的校准参照,统一考试成绩完全与考生脱钩。 相似文献
10.
Single‐best answers to multiple‐choice items are commonly dichotomized into correct and incorrect responses, and modeled using either a dichotomous item response theory (IRT) model or a polytomous one if differences among all response options are to be retained. The current study presents an alternative IRT‐based modeling approach to multiple‐choice items administered with the procedure of elimination testing, which asks test‐takers to eliminate all the response options they consider to be incorrect. The partial credit model is derived for the obtained responses. By extracting more information pertaining to test‐takers’ partial knowledge on the items, the proposed approach has the advantage of providing more accurate estimation of the latent ability. In addition, it may shed some light on the possible answering processes of test‐takers on the items. As an illustration, the proposed approach is applied to a classroom examination of an undergraduate course in engineering science. 相似文献