Educational Measurement-Issues and Practice最新文献_第10页

An Investigation of the Nature and Consequence of the Relationship between IRT Difficulty and Discrimination IRT难度与歧视关系的性质及后果研究

IF 2 4区教育学

Educational Measurement-Issues and Practice Pub Date : 2022-09-08 DOI: 10.1111/emip.12522

Sandra M. Sweeney, Sandip Sinharay, Matthew S. Johnson, Eric W. Steinhauer

{"title":"An Investigation of the Nature and Consequence of the Relationship between IRT Difficulty and Discrimination","authors":"Sandra M. Sweeney, Sandip Sinharay, Matthew S. Johnson, Eric W. Steinhauer","doi":"10.1111/emip.12522","DOIUrl":"10.1111/emip.12522","url":null,"abstract":"The focus of this paper is on the empirical relationship between item difficulty and item discrimination. Two studies—an empirical investigation and a simulation study—were conducted to examine the association between item difficulty and item discrimination under classical test theory and item response theory (IRT), and the effects of the association on various quantities of interest. Results from the empirical investigation show that item difficulty and item discrimination are negatively correlated under classical test theory, mostly negatively correlated under the two-parameter logistic model, and mostly positively correlated under the three-parameter logistic model; the magnitude of the correlation varied over the different data sets. Results from the simulation study reveal that a failure to incorporate the correlation between item difficulty and item discrimination in IRT simulations may provide the investigator with inaccurate values of important quantities of interest, and may lead to incorrect operational decisions. Implications to practice and future directions are discussed.","PeriodicalId":47345,"journal":{"name":"Educational Measurement-Issues and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45419783","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

Digital Module 29: Multidimensional Item Response Theory Equating 数字模块29:多维项目反应理论等价

IF 2 4区教育学

Educational Measurement-Issues and Practice Pub Date : 2022-09-08 DOI: 10.1111/emip.12525

Stella Y. Kim

引用次数: 2

On the Cover: Person Infit Density Contour 封面:人的密度轮廓

IF 2 4区教育学

Educational Measurement-Issues and Practice Pub Date : 2022-09-08 DOI: 10.1111/emip.12526

Yuan-Ling Liaw

引用次数: 0

A Special Case of Brennan's Index for Tests That Aim to Select a Limited Number of Students: A Monte Carlo Simulation Study 以选拔有限数量学生为目的的测试的布伦南指数的一个特例:蒙特卡洛模拟研究

IF 2 4区教育学

Educational Measurement-Issues and Practice Pub Date : 2022-09-08 DOI: 10.1111/emip.12528

Serkan Arikan, Eren Can Aybek

{"title":"A Special Case of Brennan's Index for Tests That Aim to Select a Limited Number of Students: A Monte Carlo Simulation Study","authors":"Serkan Arikan, Eren Can Aybek","doi":"10.1111/emip.12528","DOIUrl":"10.1111/emip.12528","url":null,"abstract":"Many scholars compared various item discrimination indices in real or simulated data. Item discrimination indices, such as item-total correlation, item-rest correlation, and IRT item discrimination parameter, provide information about individual differences among all participants. However, there are tests that aim to select a very limited number of students, examinees, or candidates for allocated schools and job positions. Thus, there is a need to evaluate the performances of CTT and IRT item discrimination indices when the test purpose is to select a limited number of students. The purpose of the current Monte Carlo study is to evaluate item discrimination indices in the case of selecting a limited number of high-achieving students. The results showed that a special case of Brennan's index, B10–90, provided more accurate information for this specific test purpose. Additionally, the effects of various factors, such as test length, ability distributions of examinees, and item difficulty variance on item discrimination indices were investigated. The performance of each item discrimination index is discussed in detail.","PeriodicalId":47345,"journal":{"name":"Educational Measurement-Issues and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43556492","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

Supporting the Interpretive Validity of Student-Level Claims in Science Assessment with Tiered Claim Structures 用分层诉求结构支持科学评估中学生层次诉求的解释效度

IF 2 4区教育学

Educational Measurement-Issues and Practice Pub Date : 2022-08-06 DOI: 10.1111/emip.12523

Sanford R. Student, Brian Gong

引用次数: 0

Average Rank and Adjusted Rank Are Better Measures of College Student Success than GPA 平均排名和调整排名是比GPA更好的衡量大学生成功的标准

IF 2 4区教育学

Educational Measurement-Issues and Practice Pub Date : 2022-08-01 DOI: 10.1111/emip.12521

Donald Wittman

{"title":"Average Rank and Adjusted Rank Are Better Measures of College Student Success than GPA","authors":"Donald Wittman","doi":"10.1111/emip.12521","DOIUrl":"10.1111/emip.12521","url":null,"abstract":"I show that there are better measures of student college performance than grade point average (GPA) by undertaking a fine-grained empirical investigation of grading within a large public university. The value of using GPA as a measure of comparative performance is undermined by academically weaker students taking courses where the grading is more generous. In fact, college courses composed of weaker performing students (whether measured by their relative performance in other classes, SAT scores, or high school GPA) have higher average grades. To partially correct for idiosyncratic grading across classes, alternative measures, student class rank and the student's average class rank, are introduced. In comparison to a student's lower-division grade, the student's lower-division rank is a better predictor of the student's grade in the upper-division course. Course rank and course grade are adjusted to account for different levels of academic competitiveness across courses (more precisely, student fixed-effects are derived). SAT scores and high school GPA are then used to predict college performance. Higher explained variation (R2) is obtained when the dependent variable is average class rank rather than GPA. Still higher explained variation occurs when the dependent variable is adjusted rank.","PeriodicalId":47345,"journal":{"name":"Educational Measurement-Issues and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/emip.12521","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45018605","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

Reconceptualization of Coefficient Alpha Reliability for Test Summed and Scaled Scores 测试求和分数和标度分数的Alpha信度系数的重新定义

IF 2 4区教育学

Educational Measurement-Issues and Practice Pub Date : 2022-07-07 DOI: 10.1111/emip.12520

Rashid S. Almehrizi

{"title":"Reconceptualization of Coefficient Alpha Reliability for Test Summed and Scaled Scores","authors":"Rashid S. Almehrizi","doi":"10.1111/emip.12520","DOIUrl":"10.1111/emip.12520","url":null,"abstract":"Coefficient alpha reliability persists as the most common reliability coefficient reported in research. The assumptions for its use are, however, not well-understood. The current paper challenges the commonly used expressions of coefficient alpha and argues that while these expressions are correct when estimating reliability for summed scores, they are not appropriate to extend coefficient alpha to correctly estimate the reliability for nonlinearly transformed scaled scores such as percentile ranks and stanines. The current paper reconceptualizes coefficient alpha as a complement of the ratio of two unbiased estimates of the summed score variance. These include conditional summed score variance assuming uncorrelated item scores (gives the error score variance) and unconditional summed score variance incorporating intercorrelated item scores (gives the observed score variance). Using this reconceptualization, a new equation of coefficient generalized alpha is introduced for scaled scores. Coefficient alpha is a special case of this new equation since the latter reduces to coefficinet alpha if the scaled scores are the summed scores themselves. Two applications (cognitive and psychological assessments) are used to compare the performance (estimation and bootstrap confidence interval) of the reliability coefficients for different scaled scores. Results support the new equation of coefficient generalized alpha and compare it to coefficient generalized beta for parallel test forms. Coefficient generalized alpha produced different reliability values, which were larger than coefficient generalized beta for different scaled scores.","PeriodicalId":47345,"journal":{"name":"Educational Measurement-Issues and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45740678","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

Communicating Measurement Outcomes with (Better) Graphics 用(更好的)图形传达测量结果

IF 2 4区教育学

Educational Measurement-Issues and Practice Pub Date : 2022-06-15 DOI: 10.1111/emip.12519

J. Carl Setzer, Zhongmin Cui

引用次数: 1

Issue Cover 期封面

IF 2 4区教育学

Educational Measurement-Issues and Practice Pub Date : 2022-06-15 DOI: 10.1111/emip.12443

引用次数: 0

On the Cover: Indicators for Item Preknowledge 封面上:项目预知指标

IF 2 4区教育学

Educational Measurement-Issues and Practice Pub Date : 2022-06-15 DOI: 10.1111/emip.12507

Yuan-Ling Liaw

引用次数: 0