Educational Measurement: Issues and Practice最新文献

Weighting Content Specifications for the National Medical Licensing Examination via Group Analytic Hierarchy Process 通过分组层次分析法确定国家医师资格考试内容规范的权重

Educational Measurement: Issues and Practice Pub Date : 2024-07-19 DOI: 10.1111/emip.12620

Xiaomei Hong, Zhehan Jiang, Hanyu Liu, Fen Cai

引用次数: 0

Item Response Theory Models for Polytomous Multidimensional Forced‐Choice Items to Measure Construct Differentiation 用于测量结构差异的多项式多维强迫选择题的项目反应理论模型

Educational Measurement: Issues and Practice Pub Date : 2024-06-10 DOI: 10.1111/emip.12621

Xuelan Qiu, Jimmy de la Torre, You‐Gan Wang, Jinran Wu

{"title":"Item Response Theory Models for Polytomous Multidimensional Forced‐Choice Items to Measure Construct Differentiation","authors":"Xuelan Qiu, Jimmy de la Torre, You‐Gan Wang, Jinran Wu","doi":"10.1111/emip.12621","DOIUrl":"https://doi.org/10.1111/emip.12621","url":null,"abstract":"Multidimensional forced‐choice (MFC) items have been found to be useful to reduce response biases in personality assessments. However, conventional scoring methods for the MFC items result in ipsative data, hindering the wider applications of the MFC format. In the last decade, a number of item response theory (IRT) models have been developed, majority of which are for MFC items with binary responses. However, MFC items with polytomous responses are more informative and have many applications. This paper develops a polytomous Rasch ipsative model (pRIM) that can deal with ipsative data and yield estimates that measure construct differentiation—a latent trait that describes the degree to which the personality constructs (e.g., interests) distinguish between each other. The pRIM and its simpler form are applied to a career interests assessment containing four‐category MFC items and the measures of interests differentiation are used for both intra‐ and interpersonal comparisons. Simulations are conducted to examine the recovery of the parameters under various conditions. The results show that the parameters of the pRIM can be well recovered, particularly when a complete linking design and a large sample are used. The implications and application of the pRIM in the personality assessment using MFC items are discussed.","PeriodicalId":516921,"journal":{"name":"Educational Measurement: Issues and Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141362892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Blending Strategic Expertise and Technology: A Case Study for Practice Analysis 战略专业知识与技术相结合：实践分析案例研究

Educational Measurement: Issues and Practice Pub Date : 2024-05-20 DOI: 10.1111/emip.12607

Bharati B. Belwalkar, Matthew Schultz, Christina Curnow, J. C. Setzer

引用次数: 0

Examining Gender Differences in TIMSS 2019 Using a Multiple‐Group Hierarchical Speed‐Accuracy‐Revisits Model 使用多组分层速度-准确性-重访模型研究 2019 年 TIMSS 考试中的性别差异

Educational Measurement: Issues and Practice Pub Date : 2024-04-24 DOI: 10.1111/emip.12606

Dihao Leng, Ummugul Bezirhan, Lale Khorramdel, Bethany Fishbein, M. Davier

{"title":"Examining Gender Differences in TIMSS 2019 Using a Multiple‐Group Hierarchical Speed‐Accuracy‐Revisits Model","authors":"Dihao Leng, Ummugul Bezirhan, Lale Khorramdel, Bethany Fishbein, M. Davier","doi":"10.1111/emip.12606","DOIUrl":"https://doi.org/10.1111/emip.12606","url":null,"abstract":"This study capitalizes on response and process data from the computer‐based TIMSS 2019 Problem Solving and Inquiry tasks to investigate gender differences in test‐taking behaviors and their association with mathematics achievement at the eighth grade. Specifically, a recently proposed hierarchical speed‐accuracy‐revisits (SAR) model was adapted to multiple country‐by‐gender groups to examine the extent to which mathematics ability, response speed, revisit propensity, and the relationship among them differ between boys and girls. Results across 10 countries showed that boys responded to items faster on average than girls, and there was greater variation in boys’ response speed across students. A mixture distribution of revisit propensity was found for all country‐by‐gender groups. Both genders had moderate to strong negative correlations between mathematics ability and response speed, supporting the speed‐accuracy tradeoff pattern reported in the literature. Results are discussed in the context of low‐stakes assessments and in relation to the utility of the multiple‐group SAR model.","PeriodicalId":516921,"journal":{"name":"Educational Measurement: Issues and Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140663098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0