Examining the Psychometric Impact of Targeted and Random Double-Scoring in Mixed-Format Assessments

Abstract

Double-scoring constructed-response items is a common but costly practice in mixed-format assessments. This study explored the impacts of Targeted Double-Scoring (TDS) and random double-scoring procedures on the quality of psychometric outcomes, including student achievement estimates, person fit, and student classifications under various conditions that reflect operational performance assessments. Using a simulation study, our results suggest no notable advantages for TDS over the random double-scoring approach across various psychometric outcomes, regardless of conditions related to student misfit, rater misfit, and rater severity. This study holds significant implications for mixed-format assessments, offering insights into a comprehensive evaluation of double-scoring methods. We recommend that researchers consider these findings when considering among double-scoring procedures.