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Educational Measurement-Issues and Practice最新文献

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Digital Module 42: An Introduction to Analyzing Unstructured Data in Education 数字模块42：教育中非结构化数据分析导论
IF 2.2 4区 教育学
Educational Measurement-Issues and Practice Pub Date : 2026-10-15 DOI: 10.1111/emip.70047
Mo Zhang, Mengxiao Zhu
{"title":"Digital Module 42: An Introduction to Analyzing Unstructured Data in Education","authors":"Mo Zhang,&nbsp;Mengxiao Zhu","doi":"10.1111/emip.70047","DOIUrl":"https://doi.org/10.1111/emip.70047","url":null,"abstract":"<div>\u0000 \u0000 <p>Unstructured data, for example, text, audio, handwriting and drawings, video, and interaction logs, are increasingly abundant in education. However, they lack the predefined schema that conventional psychometric tools assume. This module introduces a principled, end-to-end workflow for turning such data into defensible measures. In this module, we first define unstructured data (Section 1) and then proceed to four analytic stages: preprocessing across modalities (Section 2), data representation (Section 3), making inferences (Section 4), and evaluating the resulting measures against psychometric standards (Section 5). Finally, Section 6 gives an overview of data privacy, consent, and governance. We demonstrate the methodologies using a dataset collected from a collaborative problem-solving task. By the end, learners will have a conceptual map of the analysis pipeline from raw signals to valid inference, a solid understanding of modern representation methods, and a framework for evaluating and governing measures built from unstructured data in the field of education.</p>\u0000 </div>","PeriodicalId":47345,"journal":{"name":"Educational Measurement-Issues and Practice","volume":"45 4","pages":""},"PeriodicalIF":2.2,"publicationDate":"2026-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149205867","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Bob Mislevy's Contributions to Bayesian Networks in Educational Assessment Bob Mislevy对贝叶斯网络在教育评估中的贡献
IF 2.2 4区 教育学
Educational Measurement-Issues and Practice Pub Date : 2026-10-13 DOI: 10.1111/emip.70022
Roy Levy
{"title":"Bob Mislevy's Contributions to Bayesian Networks in Educational Assessment","authors":"Roy Levy","doi":"10.1111/emip.70022","DOIUrl":"https://doi.org/10.1111/emip.70022","url":null,"abstract":"<p>Bayesian networks emerged as a psychometric modeling paradigm in the 1990s and have been gainfully employed in a variety of educational assessment contexts and applications. This article surveys Bob Mislevy's work on Bayesian networks and related graphical models in educational assessment. It is argued that Mislevy made seminal and influential contributions in this space, shaping how these models would be conceived, used, and further developed.</p>","PeriodicalId":47345,"journal":{"name":"Educational Measurement-Issues and Practice","volume":"45 4","pages":""},"PeriodicalIF":2.2,"publicationDate":"2026-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149205650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Devising a Principled Rapid Guessing Workflow: Identification, Impact, and Treatment of Rapid Guessing in Cognitive Assessment 设计一个有原则的快速猜测工作流程：认知评估中快速猜测的识别、影响和处理
IF 2.2 4区 教育学
Educational Measurement-Issues and Practice Pub Date : 2026-10-09 DOI: 10.1111/emip.70051
Dr. Tobias Deribo, Prof. Frank Goldhammer, Lothar Persic-Beck, Prof. Ulf Kroehne
{"title":"Devising a Principled Rapid Guessing Workflow: Identification, Impact, and Treatment of Rapid Guessing in Cognitive Assessment","authors":"Dr. Tobias Deribo,&nbsp;Prof. Frank Goldhammer,&nbsp;Lothar Persic-Beck,&nbsp;Prof. Ulf Kroehne","doi":"10.1111/emip.70051","DOIUrl":"https://doi.org/10.1111/emip.70051","url":null,"abstract":"<p>Low-stakes assessments are particularly vulnerable to rapid guessing behavior, where responses may reflect minimal cognitive engagement, potentially biasing scores and weakening inferences. Drawing on a scoping review of more than 70 studies, we summarize how rapid guessing is identified, its impact on key parameters, and how it is treated. Detection methods range from time-based thresholds to statistical models using response-time or residual data, each balancing practicality and precision. Treatments include filtering, downweighting, and model-based adjustments, with differing consequences for score meaning and comparability. However, decisions about identifying rapid guessing, evaluating its impact, and selecting treatments are often not explicitly linked, making it difficult to arrive at coherent analytic choices. To address this, we propose a four-step workflow and reporting guidelines: (1) clarify construct relevance, (2) screen using context-appropriate methods, (3) assess impact via sensitivity analysis, and (4) justify a treatment. Together, these tools provide a practical framework for defensible educational measurement practice.</p>","PeriodicalId":47345,"journal":{"name":"Educational Measurement-Issues and Practice","volume":"45 4","pages":""},"PeriodicalIF":2.2,"publicationDate":"2026-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/emip.70051","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149146303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Calibration and Design Considerations for Multidimensional Multistage Testing 多维多阶段测试的校准和设计考虑
IF 2.2 4区 教育学
Educational Measurement-Issues and Practice Pub Date : 2026-10-09 DOI: 10.1111/emip.70050
Xi Wang, Catherine Welch
{"title":"Calibration and Design Considerations for Multidimensional Multistage Testing","authors":"Xi Wang,&nbsp;Catherine Welch","doi":"10.1111/emip.70050","DOIUrl":"https://doi.org/10.1111/emip.70050","url":null,"abstract":"<p>Multidimensional multistage testing (MMST) combines multidimensional item response theory (MIRT) with adaptive multistage testing design to measure multiple related constructs efficiently. Despite its potential for large-scale assessments, little research has examined calibration methods under MMST. This study compared concurrent calibration, fixed item parameter calibration, and concurrent calibration with multiple panels using a simulated three-stage MMST design with a within-item two-dimensional MIRT structure. Sample size, trait correlation, and routing stage length were manipulated across 36 conditions. Results showed that larger sample sizes and longer routing stages generally reduced RMSE for discrimination parameters, whereas higher trait correlations increased discrimination RMSE. In contrast, ability RMSE decreased as trait correlation increased, while the effects of sample size and routing stage length were less uniform. Difficulty RMSE remained relatively stable across conditions. Differences among calibration methods were generally small, with no significant pairwise differences among methods.</p>","PeriodicalId":47345,"journal":{"name":"Educational Measurement-Issues and Practice","volume":"45 4","pages":""},"PeriodicalIF":2.2,"publicationDate":"2026-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149146193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
An Omitted Variables Approach to Disentangling Differential Prediction in College Admissions 一种省略变量的方法来解开大学招生中的差异预测
IF 2.2 4区 教育学
Educational Measurement-Issues and Practice Pub Date : 2026-09-29 DOI: 10.1111/emip.70048
Saron Demeke, Paul R. Sackett, Nathan R. Kuncel, Samuel D. Lee
{"title":"An Omitted Variables Approach to Disentangling Differential Prediction in College Admissions","authors":"Saron Demeke,&nbsp;Paul R. Sackett,&nbsp;Nathan R. Kuncel,&nbsp;Samuel D. Lee","doi":"10.1111/emip.70048","DOIUrl":"https://doi.org/10.1111/emip.70048","url":null,"abstract":"<p>Standardized tests used in college admissions have raised fairness concerns, with critics arguing bias against underrepresented groups. Recent research suggests that apparent differential prediction may reflect omitted variables (OVs), which are unmeasured factors that systematically differ across groups and influence performance. We examined 499,622 Black and White SAT takers across 142 institutions to test whether OVs help account for prediction differences in forecasting first-year GPA using SAT scores, high school GPA, and both. Black students’ college grades were overpredicted by .11–.24 GPA points, while SES showed smaller effects. Adding omitted variables reduced Black overprediction by 54%–72%. High school SES and racial composition showed the largest effects, suggesting that similar admission scores signal different preparation levels depending on school context. Our findings highlight that typically unmeasured differences that shape academic performance, rather than flaws in traditional predictors, account for a substantial portion of differential prediction.</p>","PeriodicalId":47345,"journal":{"name":"Educational Measurement-Issues and Practice","volume":"45 4","pages":""},"PeriodicalIF":2.2,"publicationDate":"2026-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/emip.70048","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149146816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Special Issue: Contributions of Robert J. Mislevy 特刊：Robert J. Mislevy的贡献
IF 2.2 4区 教育学
Educational Measurement-Issues and Practice Pub Date : 2026-09-14 DOI: 10.1111/emip.70036
Randy E. Bennett
{"title":"Special Issue: Contributions of Robert J. Mislevy","authors":"Randy E. Bennett","doi":"10.1111/emip.70036","DOIUrl":"https://doi.org/10.1111/emip.70036","url":null,"abstract":"","PeriodicalId":47345,"journal":{"name":"Educational Measurement-Issues and Practice","volume":"45 4","pages":""},"PeriodicalIF":2.2,"publicationDate":"2026-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148962627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
On the Cover: Sequential Posterior Updating in Bayesian Adaptive Testing 封面：贝叶斯自适应检验中的顺序后验更新
IF 2.2 4区 教育学
Educational Measurement-Issues and Practice Pub Date : 2026-09-04 DOI: 10.1111/emip.70046
{"title":"On the Cover: Sequential Posterior Updating in Bayesian Adaptive Testing","authors":"","doi":"10.1111/emip.70046","DOIUrl":"https://doi.org/10.1111/emip.70046","url":null,"abstract":"","PeriodicalId":47345,"journal":{"name":"Educational Measurement-Issues and Practice","volume":"45 3","pages":""},"PeriodicalIF":2.2,"publicationDate":"2026-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148942355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Bob Mislevy and Assessment as an Enabling Technology in the Digital Revolution 鲍勃·米斯莱维和评估作为数字革命中的一项使能技术
IF 2.2 4区 教育学
Educational Measurement-Issues and Practice Pub Date : 2026-08-31 DOI: 10.1111/emip.70042
John T. Behrens, Kristen E. DiCerbo, Sarah F. DeMark
{"title":"Bob Mislevy and Assessment as an Enabling Technology in the Digital Revolution","authors":"John T. Behrens,&nbsp;Kristen E. DiCerbo,&nbsp;Sarah F. DeMark","doi":"10.1111/emip.70042","DOIUrl":"https://doi.org/10.1111/emip.70042","url":null,"abstract":"<p>This paper traces more than a decade of collaboration between Bob Mislevy and Cisco, documenting his pivotal role in transforming educational assessment during the emerging digital revolution (2000–2014). The Cisco Networking Academy Program, serving millions of students globally, became the first large-scale implementation of Evidence Centered Design (ECD) and a proving ground for his ideas. Five innovations are described: (a) application of ECD to a global assessment ecosystem; (b) NetPASS, a pioneering system for automated performance assessment using Bayesian inference networks; (c) integration of assessment into the Packet Tracer simulation platform; and (d) extensions to game-based assessment through projects like SimCityEDU, and (e) broad impacts of the ECD logic on software development in general. The paper illustrates how Mislevy contributed to a paradigm shift from technology-enhanced assessment to assessment-enhanced technology and concludes with reflections on the intellectual and personal qualities that distinguished his contributions, including his integration of epistemological rigor with practical problem-solving and his concern for the social impacts of assessment.</p>","PeriodicalId":47345,"journal":{"name":"Educational Measurement-Issues and Practice","volume":"45 3","pages":""},"PeriodicalIF":2.2,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/emip.70042","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148943691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Evaluating Response Processes Underlying Multiple-Choice and Short-Answer Questions Using Eye-Tracking Data 利用眼动追踪数据评估多项选择题和简答题的反应过程
IF 2.2 4区 教育学
Educational Measurement-Issues and Practice Pub Date : 2026-08-31 DOI: 10.1111/emip.70040
Thai Ong, Su Somay, Linda Ranieri, Crystal Bing, Ulana Dubas, Andrew Houriet, Melissa Margolis, Victoria Yaneva, Brian Clauser
{"title":"Evaluating Response Processes Underlying Multiple-Choice and Short-Answer Questions Using Eye-Tracking Data","authors":"Thai Ong,&nbsp;Su Somay,&nbsp;Linda Ranieri,&nbsp;Crystal Bing,&nbsp;Ulana Dubas,&nbsp;Andrew Houriet,&nbsp;Melissa Margolis,&nbsp;Victoria Yaneva,&nbsp;Brian Clauser","doi":"10.1111/emip.70040","DOIUrl":"https://doi.org/10.1111/emip.70040","url":null,"abstract":"<p>The analysis of eye-tracking data has been shown to be useful in supporting inferences about the underlying processes of test takers responding to multiple-choice questions (MCQs; Yaneva et al.), especially when framed as one piece of evidence within an overall validity argument. The same type of eye-tracking data can also be collected with other item formats such as short-answer questions (SAQs). In the present study, we leveraged eye-tracking data to evaluate the extent to which test takers engage in different processes when responding to MCQs and SAQs. We randomly assigned medical students matched test items presented in either MCQ or SAQ format and collected eye-tracking data as they responded to each item. We then compared various eye-tracking measures (sequencing order, location, and duration of visual fixations) across the two item formats. The results provided little evidence of differences in the response process for the two item formats.</p>","PeriodicalId":47345,"journal":{"name":"Educational Measurement-Issues and Practice","volume":"45 3","pages":""},"PeriodicalIF":2.2,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148943730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Hybrid Modified Angoff Standard Setting Method for Polytomous Items 一种混合型修正Angoff多同构项目标准制定方法
IF 2.2 4区 教育学
Educational Measurement-Issues and Practice Pub Date : 2026-08-27 DOI: 10.1111/emip.70044
Joe Betts, Cary Lin, William Muntean, Shu-chuan Kao
{"title":"A Hybrid Modified Angoff Standard Setting Method for Polytomous Items","authors":"Joe Betts,&nbsp;Cary Lin,&nbsp;William Muntean,&nbsp;Shu-chuan Kao","doi":"10.1111/emip.70044","DOIUrl":"https://doi.org/10.1111/emip.70044","url":null,"abstract":"<p>This research evaluates a Hybrid Angoff Method for standard setting procedures that utilize polytomous items. The method combines an Option Angoff with a Mean Angoff method to reduce the complexity of implementing judgments on polytomous items. The results were encouraging both with support for utilizing the method and panelist perceptions. The hybrid method provides a potential option for programs using polytomously scored items on their exams when implementing a standard setting panel.</p>","PeriodicalId":47345,"journal":{"name":"Educational Measurement-Issues and Practice","volume":"45 3","pages":""},"PeriodicalIF":2.2,"publicationDate":"2026-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148849100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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