Journal of Educational Measurement最新文献_第4页

Detecting Multidimensional DIF in Polytomous Items with IRT Methods and Estimation Approaches 用 IRT 方法和估计方法检测多同调项目中的多维 DIF

IF 1.3 4区心理学

Journal of Educational Measurement Pub Date : 2023-10-15 DOI: 10.1111/jedm.12377

Güler Yavuz Temel

{"title":"Detecting Multidimensional DIF in Polytomous Items with IRT Methods and Estimation Approaches","authors":"Güler Yavuz Temel","doi":"10.1111/jedm.12377","DOIUrl":"10.1111/jedm.12377","url":null,"abstract":"The purpose of this study was to investigate multidimensional DIF with a simple and nonsimple structure in the context of multidimensional Graded Response Model (MGRM). This study examined and compared the performance of the IRT-LR and Wald test using MML-EM and MHRM estimation approaches with different test factors and test structures in simulation studies and applying real data sets. When the test structure included two dimensions, the IRT-LR (MML-EM) generally performed better than the Wald test and provided higher power rates. If the test included three dimensions, the methods provided similar performance in DIF detection. In contrast to these results, when the number of dimensions in the test was four, MML-EM estimation completely lost precision in estimating the nonuniform DIF, even with large sample sizes. The Wald with MHRM estimation approaches outperformed the Wald test (MML-EM) and IRT-LR (MML-EM). The Wald test had higher power rate and acceptable type I error rates for nonuniform DIF with the MHRM estimation approach.The small and/or unbalanced sample sizes, small DIF magnitudes, unequal ability distributions between groups, number of dimensions, estimation methods and test structure were evaluated as important test factors for detecting multidimensional DIF.","PeriodicalId":47871,"journal":{"name":"Journal of Educational Measurement","volume":"61 1","pages":"69-98"},"PeriodicalIF":1.3,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136185515","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

MSAEM Estimation for Confirmatory Multidimensional Four-Parameter Normal Ogive Models 确认性多维四参数正态椭圆模型的 MSAEM 估计

IF 1.3 4区心理学

Journal of Educational Measurement Pub Date : 2023-10-09 DOI: 10.1111/jedm.12378

Jia Liu, Xiangbin Meng, Gongjun Xu, Wei Gao, Ningzhong Shi

引用次数: 0

Sociocognitive Processes and Item Response Models: A Didactic Example 社会认知过程与项目反应模型：教学实例

IF 1.3 4区心理学

Journal of Educational Measurement Pub Date : 2023-09-15 DOI: 10.1111/jedm.12376

Tao Gong, Lan Shuai, Robert J. Mislevy

引用次数: 0

Measuring the Impact of Peer Interaction in Group Oral Assessments with an Extended Many-Facet Rasch Model 用扩展的多面 Rasch 模型衡量小组口语评估中同伴互动的影响

IF 1.3 4区心理学

Journal of Educational Measurement Pub Date : 2023-09-15 DOI: 10.1111/jedm.12375

Kuan-Yu Jin, Thomas Eckes

引用次数: 0

Derek C. Briggs Historical and Conceptual Foundations of Measurement in the Human Sciences: Credos and Controversies Derek C. Briggs 人类科学测量的历史和概念基础：信誉与争议

IF 1.3 4区心理学

Journal of Educational Measurement Pub Date : 2023-09-09 DOI: 10.1111/jedm.12374

David Torres Irribarra

引用次数: 0

Using Response Time in Multidimensional Computerized Adaptive Testing 响应时间在多维计算机自适应测试中的应用

IF 1.3 4区心理学

Journal of Educational Measurement Pub Date : 2023-07-07 DOI: 10.1111/jedm.12373

Yinhong He, Yuanyuan Qi

引用次数: 0

Digital dependence: Online fatigue and coping strategies during the COVID-19 lockdown. 数字依赖：COVID-19 封锁期间的在线疲劳和应对策略。

4区心理学

Journal of Educational Measurement Pub Date : 2023-07-01 Epub Date: 2023-02-11 DOI: 10.1177/01634437231154781

Emilie Munch Gregersen, Sofie Læbo Astrupgaard, Malene Hornstrup Jespersen, Tobias Priesholm Gårdhus, Kristoffer Albris

{"title":"Digital dependence: Online fatigue and coping strategies during the COVID-19 lockdown.","authors":"Emilie Munch Gregersen, Sofie Læbo Astrupgaard, Malene Hornstrup Jespersen, Tobias Priesholm Gårdhus, Kristoffer Albris","doi":"10.1177/01634437231154781","DOIUrl":"10.1177/01634437231154781","url":null,"abstract":"As the COVID-19 pandemic lockdowns forced populations across the world to become completely dependent on digital devices for working, studying, and socializing, there has been no shortage of published studies about the possible negative effects of the increased use of digital devices during this exceptional period. In seeking to empirically address how the concern with digital dependency has been experienced during the pandemic, we present findings from a study of daily self-reported logbooks by 59 university students in Copenhagen, Denmark, over 4 weeks in April and May 2020, investigating their everyday use of digital devices. We highlight two main findings. First, students report high levels of online fatigue, expressed as frustration with their constant reliance on digital devices. On the other hand, students found creative ways of using digital devices for maintaining social relations, helping them to cope with isolation. Such online interactions were nevertheless seen as a poor substitute for physical interactions in the long run. Our findings show how the dependence on digital devices was marked by ambivalence, where digital communication was seen as both the cure against, and cause of, feeling isolated and estranged from a sense of normality.","PeriodicalId":47871,"journal":{"name":"Journal of Educational Measurement","volume":"33 1","pages":"967-984"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9922647/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85419232","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

Gender Bias in Test Item Formats: Evidence from PISA 2009, 2012, and 2015 Math and Reading Tests 测试项目格式中的性别偏见：来自PISA 2009、2012和2015年数学和阅读测试的证据

IF 1.3 4区心理学

Journal of Educational Measurement Pub Date : 2023-06-09 DOI: 10.1111/jedm.12372

Benjamin R. Shear

{"title":"Gender Bias in Test Item Formats: Evidence from PISA 2009, 2012, and 2015 Math and Reading Tests","authors":"Benjamin R. Shear","doi":"10.1111/jedm.12372","DOIUrl":"10.1111/jedm.12372","url":null,"abstract":"Large-scale standardized tests are regularly used to measure student achievement overall and for student subgroups. These uses assume tests provide comparable measures of outcomes across student subgroups, but prior research suggests score comparisons across gender groups may be complicated by the type of test items used. This paper presents evidence that among nationally representative samples of 15-year-olds in the United States participating in the 2009, 2012, and 2015 PISA math and reading tests, there are consistent item format by gender differences. On average, male students answer multiple-choice items correctly relatively more often and female students answer constructed-response items correctly relatively more often. These patterns were consistent across 34 additional participating PISA jurisdictions, although the size of the format differences varied and were larger on average in reading than math. The average magnitude of the format differences is not large enough to be flagged in routine differential item functioning analyses intended to detect test bias but is large enough to raise questions about the validity of inferences based on comparisons of scores across gender groups. Researchers and other test users should account for test item format, particularly when comparing scores across gender groups.","PeriodicalId":47871,"journal":{"name":"Journal of Educational Measurement","volume":"60 4","pages":"676-696"},"PeriodicalIF":1.3,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42035945","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

Detecting Differential Item Functioning in CAT Using IRT Residual DIF Approach 利用IRT残差DIF方法检测CAT中不同项目的功能

IF 1.3 4区心理学

Journal of Educational Measurement Pub Date : 2023-04-28 DOI: 10.1111/jedm.12366

Hwanggyu Lim, Edison M. Choe

引用次数: 0

Controlling the Speededness of Assembled Test Forms: A Generalization to the Three-Parameter Lognormal Response Time Model 控制组合测试表格的速度:对三参数对数正态响应时间模型的推广

IF 1.3 4区心理学

Journal of Educational Measurement Pub Date : 2023-04-27 DOI: 10.1111/jedm.12364

Benjamin Becker, Sebastian Weirich, Frank Goldhammer, Dries Debeer

{"title":"Controlling the Speededness of Assembled Test Forms: A Generalization to the Three-Parameter Lognormal Response Time Model","authors":"Benjamin Becker, Sebastian Weirich, Frank Goldhammer, Dries Debeer","doi":"10.1111/jedm.12364","DOIUrl":"10.1111/jedm.12364","url":null,"abstract":"When designing or modifying a test, an important challenge is controlling its speededness. To achieve this, van der Linden (2011a, 2011b) proposed using a lognormal response time model, more specifically the two-parameter lognormal model, and automated test assembly (ATA) via mixed integer linear programming. However, this approach has a severe limitation, in that the two-parameter lognormal model lacks a slope parameter. This means that the model assumes that all items are equally speed sensitive. From a conceptual perspective, this assumption seems very restrictive. Furthermore, various other empirical studies and new data analyses performed by us show that this assumption almost never holds in practice. To overcome this shortcoming, we bring together the already frequently used three-parameter lognormal model for response times, which contains a slope parameter, and the ATA approach for controlling speededness by van der Linden. Using multiple empirically based illustrations, the proposed extension is illustrated, including complete and documented R code. Both the original van der Linden approach and our newly proposed approach are available to practitioners in the freely available R package eatATA.","PeriodicalId":47871,"journal":{"name":"Journal of Educational Measurement","volume":"60 4","pages":"551-574"},"PeriodicalIF":1.3,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jedm.12364","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49199830","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