Added Value of Subscores for Tests With Polytomous Items

IF 2.1 3区 心理学 Q2 MATHEMATICS, INTERDISCIPLINARY APPLICATIONS
Kylie Gorney, Sandip Sinharay
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引用次数: 0

Abstract

Test-takers, policymakers, teachers, and institutions are increasingly demanding that testing programs provide more detailed feedback regarding test performance. As a result, there has been a growing interest in the reporting of subscores that potentially provide such detailed feedback. Haberman developed a method based on classical test theory for determining whether a subscore has added value over the total score. Sinharay conducted a detailed study using both real and simulated data and concluded that it is not common for subscores to have added value according to Haberman’s criterion. However, Sinharay almost exclusively dealt with data from tests with only dichotomous items. In this article, we show that it is more common for subscores to have added value in tests with polytomous items.
多项式项目测试的子分数附加值
应试者、政策制定者、教师和机构越来越多地要求考试项目提供更详细的考试成绩反馈。因此,人们对有可能提供此类详细反馈的子分数的报告越来越感兴趣。哈伯曼(Haberman)根据经典测试理论开发了一种方法,用于确定子分数是否比总分具有附加值。辛哈雷利用真实数据和模拟数据进行了详细研究,得出结论认为,根据哈伯曼的标准,子分数具有附加值的情况并不常见。不过,辛哈雷几乎只处理了来自只有二分法项目的测试数据。在本文中,我们将证明在具有多义项目的测试中,子分数具有附加值的情况更为常见。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Educational and Psychological Measurement
Educational and Psychological Measurement 医学-数学跨学科应用
CiteScore
5.50
自引率
7.40%
发文量
49
审稿时长
6-12 weeks
期刊介绍: Educational and Psychological Measurement (EPM) publishes referred scholarly work from all academic disciplines interested in the study of measurement theory, problems, and issues. Theoretical articles address new developments and techniques, and applied articles deal with innovation applications.
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