Journal of Educational Measurement最新文献_第3页

A Generalized Objective Function for Computer Adaptive Item Selection 计算机自适应项目选择的通用目标函数

IF 1.4 4区心理学

Journal of Educational Measurement Pub Date : 2024-07-01 DOI: 10.1111/jedm.12405

Harold Doran, Testsuhiro Yamada, Ted Diaz, Emre Gonulates, Vanessa Culver

引用次数: 0

Likelihood-Based Estimation of Model-Derived Oral Reading Fluency 基于似然法估计模型得出的口语阅读流利度

IF 1.4 4区心理学

Journal of Educational Measurement Pub Date : 2024-06-22 DOI: 10.1111/jedm.12404

Cornelis Potgieter, Xin Qiao, Akihito Kamata, Yusuf Kara

引用次数: 0

Curvilinearity in the Reference Composite and Practical Implications for Measurement 参考综合数据的曲线性及其对测量的实际影响

IF 1.4 4区心理学

Journal of Educational Measurement Pub Date : 2024-06-05 DOI: 10.1111/jedm.12402

Xiangyi Liao, Daniel M. Bolt, Jee-Seon Kim

{"title":"Curvilinearity in the Reference Composite and Practical Implications for Measurement","authors":"Xiangyi Liao, Daniel M. Bolt, Jee-Seon Kim","doi":"10.1111/jedm.12402","DOIUrl":"10.1111/jedm.12402","url":null,"abstract":"Item difficulty and dimensionality often correlate, implying that unidimensional IRT approximations to multidimensional data (i.e., reference composites) can take a curvilinear form in the multidimensional space. Although this issue has been previously discussed in the context of vertical scaling applications, we illustrate how such a phenomenon can also easily occur within individual tests. Measures of reading proficiency, for example, often use different task types within a single assessment, a feature that may not only lead to multidimensionality, but also an association between item difficulty and dimensionality. Using a latent regression strategy, we demonstrate through simulations and empirical analysis how associations between dimensionality and difficulty yield a nonlinear reference composite where the weights of the underlying dimensions change across the scale continuum according to the difficulties of the items associated with the dimensions. We further show how this form of curvilinearity produces systematic forms of misspecification in traditional unidimensional IRT models (e.g., 2PL) and can be better accommodated by models such as monotone-polynomial or asymmetric IRT models. Simulations and a real-data example from the Early Childhood Longitudinal Study—Kindergarten are provided for demonstration. Some implications for measurement modeling and for understanding the effects of 2PL misspecification on measurement metrics are discussed.","PeriodicalId":47871,"journal":{"name":"Journal of Educational Measurement","volume":"61 3","pages":"511-541"},"PeriodicalIF":1.4,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jedm.12402","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141386190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Modeling Response Styles in Cross-Classified Data Using a Cross-Classified Multidimensional Nominal Response Model 使用交叉分类多维名义响应模型为交叉分类数据中的响应风格建模

IF 1.4 4区心理学

Journal of Educational Measurement Pub Date : 2024-05-31 DOI: 10.1111/jedm.12401

Sijia Huang, Seungwon Chung, Carl F. Falk

{"title":"Modeling Response Styles in Cross-Classified Data Using a Cross-Classified Multidimensional Nominal Response Model","authors":"Sijia Huang, Seungwon Chung, Carl F. Falk","doi":"10.1111/jedm.12401","DOIUrl":"10.1111/jedm.12401","url":null,"abstract":"In this study, we introduced a cross-classified multidimensional nominal response model (CC-MNRM) to account for various response styles (RS) in the presence of cross-classified data. The proposed model allows slopes to vary across items and can explore impacts of observed covariates on latent constructs. We applied a recently developed variant of the Metropolis-Hastings Robbins-Monro (MH-RM) algorithm to address the computational challenge of estimating the proposed model. To demonstrate our new approach, we analyzed empirical student evaluation of teaching (SET) data collected from a large public university with three models: a CC-MNRM with RS, a CC-MNRM with no RS, and a multilevel MNRM with RS. Results indicated that the three models led to different inferences regarding the observed covariates. Additionally, in the example, ignoring/incorporating RS led to changes in student substantive scores, while the instructor substantive scores were less impacted. Misspecifying the cross-classified data structure resulted in apparent changes on instructor scores. To further evaluate the proposed modeling approach, we conducted a preliminary simulation study and observed good parameter and score recovery. We concluded this study with discussions of limitations and future research directions.","PeriodicalId":47871,"journal":{"name":"Journal of Educational Measurement","volume":"61 3","pages":"486-510"},"PeriodicalIF":1.4,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141187894","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Expanding the Lognormal Response Time Model Using Profile Similarity Metrics to Improve the Detection of Anomalous Testing Behavior 利用配置文件相似度指标扩展对数正态响应时间模型，改进异常测试行为的检测

IF 1.4 4区心理学

Journal of Educational Measurement Pub Date : 2024-05-13 DOI: 10.1111/jedm.12395

Gregory M. Hurtz, Regi Mucino

{"title":"Expanding the Lognormal Response Time Model Using Profile Similarity Metrics to Improve the Detection of Anomalous Testing Behavior","authors":"Gregory M. Hurtz, Regi Mucino","doi":"10.1111/jedm.12395","DOIUrl":"10.1111/jedm.12395","url":null,"abstract":"The Lognormal Response Time (LNRT) model measures the speed of test-takers relative to the normative time demands of items on a test. The resulting speed parameters and model residuals are often analyzed for evidence of anomalous test-taking behavior associated with fast and poorly fitting response time patterns. Extending this model, we demonstrate the connection between the existing LNRT model parameters and the “level” component of profile similarity, and we define two new parameters for the LNRT model representing profile “dispersion” and “shape.” We show that while the LNRT model measures level (speed), profile dispersion and shape are conflated in model residuals, and that distinguishing them provides meaningful and useful parameters for identifying anomalous testing behavior. Results from data in a situation where many test-takers gained preknowledge of test items revealed that profile shape, not currently measured in the LNRT model, was the most sensitive response time index to the abnormal test-taking behavior patterns. Results strongly support expanding the LNRT model to measure not only each test-taker's level of speed, but also the dispersion and shape of their response time profiles.","PeriodicalId":47871,"journal":{"name":"Journal of Educational Measurement","volume":"61 3","pages":"458-485"},"PeriodicalIF":1.4,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140939780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Nonparametric Composite Group DIF Index for Focal Groups Stemming from Multicategorical Variables 用于多分类变量焦点组的非参数综合组 DIF 指数

IF 1.4 4区心理学

Journal of Educational Measurement Pub Date : 2024-05-12 DOI: 10.1111/jedm.12394

Corinne Huggins-Manley, Anthony W. Raborn, Peggy K. Jones, Ted Myers

引用次数: 0

Does Timed Testing Affect the Interpretation of Efficiency Scores?—A GLMM Analysis of Reading Components 定时测试会影响效率分数的解释吗？

IF 1.4 4区心理学

Journal of Educational Measurement Pub Date : 2024-05-12 DOI: 10.1111/jedm.12393

Frank Goldhammer, Ulf Kroehne, Carolin Hahnel, Johannes Naumann, Paul De Boeck

{"title":"Does Timed Testing Affect the Interpretation of Efficiency Scores?—A GLMM Analysis of Reading Components","authors":"Frank Goldhammer, Ulf Kroehne, Carolin Hahnel, Johannes Naumann, Paul De Boeck","doi":"10.1111/jedm.12393","DOIUrl":"10.1111/jedm.12393","url":null,"abstract":"The efficiency of cognitive component skills is typically assessed with speeded performance tests. Interpreting only effective ability or effective speed as efficiency may be challenging because of the within-person dependency between both variables (speed-ability tradeoff, SAT). The present study measures efficiency as effective ability conditional on speed by controlling speed experimentally. Item-level time limits control the stimulus presentation time and the time window for responding (timed condition). The overall goal was to examine the construct validity of effective ability scores obtained from untimed and timed condition by comparing the effects of theory-based item properties on item difficulty. If such effects exist, the scores reflect how well the test-takers were able to cope with the theory-based requirements. A German subsample from PISA 2012 completed two reading component skills tasks (i.e., word recognition and semantic integration) with and without item-level time limits. Overall, the included linguistic item properties showed stronger effects on item difficulty in the timed than the untimed condition. In the semantic integration task, item properties explained the time required in the untimed condition. The results suggest that effective ability scores in the timed condition better reflect how well test-takers were able to cope with the theoretically relevant task demands.","PeriodicalId":47871,"journal":{"name":"Journal of Educational Measurement","volume":"61 3","pages":"349-377"},"PeriodicalIF":1.4,"publicationDate":"2024-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jedm.12393","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140940082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

von Davier, Alina , Mislevy, Robert J. , and Hao, Jiangang (Eds.) (2021). Computational Psychometrics: New Methodologies for a New Generation of Digital Learning and Assessment. Methodology of Educational Measurement and Assessment. Springer, Cham. https://doi.org/10.1007/978-3-030-74394-9_1 von Davier、Alina、Mislevy、Robert J.和郝建刚（编著）（2021 年）。计算心理测量学：新一代数字化学习与评估的新方法》。教育测量与评估方法论》。https://doi.org/10.1007/978-3-030-74394-9_1

IF 1.4 4区心理学

Journal of Educational Measurement Pub Date : 2024-04-24 DOI: 10.1111/jedm.12392

Hong Jiao

引用次数: 0

A One-Parameter Diagnostic Classification Model with Familiar Measurement Properties 具有熟悉测量特性的单参数诊断分类模型

IF 1.4 4区心理学

Journal of Educational Measurement Pub Date : 2024-04-24 DOI: 10.1111/jedm.12390

Matthew J. Madison, Stefanie A. Wind, Lientje Maas, Kazuhiro Yamaguchi, Sergio Haab

引用次数: 0

Modeling the Intraindividual Relation of Ability and Speed within a Test 测试中能力与速度的个体内部关系建模

IF 1.4 4区心理学

Journal of Educational Measurement Pub Date : 2024-04-19 DOI: 10.1111/jedm.12391

Augustin Mutak, Robert Krause, Esther Ulitzsch, Sören Much, Jochen Ranger, Steffi Pohl

{"title":"Modeling the Intraindividual Relation of Ability and Speed within a Test","authors":"Augustin Mutak, Robert Krause, Esther Ulitzsch, Sören Much, Jochen Ranger, Steffi Pohl","doi":"10.1111/jedm.12391","DOIUrl":"10.1111/jedm.12391","url":null,"abstract":"Understanding the intraindividual relation between an individual's speed and ability in testing scenarios is essential to assure a fair assessment. Different approaches exist for estimating this relationship, that either rely on specific study designs or on specific assumptions. This paper aims to add to the toolbox of approaches for estimating this relationship. We propose the intraindividual speed-ability-relation (ISAR) model, which relies on nonstationarity of speed and ability over the course of the test. The ISAR model explicitly models intraindividual change in ability and speed within a test and assesses the intraindividual relation of speed and ability by evaluating the relationship of both latent change variables. Model estimation is good, when there are interindividual differences in speed and ability changes in the data. In empirical data from PISA, we found that the intraindividual relationship between speed and ability is not universally negative for all individuals and varies across different competence domains and countries. We discuss possible explanations for this relationship.","PeriodicalId":47871,"journal":{"name":"Journal of Educational Measurement","volume":"61 3","pages":"378-407"},"PeriodicalIF":1.4,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jedm.12391","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140630432","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0