检测项目折衷的两个统计检验

IF 1.9 3区心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Educational and Behavioral Statistics Pub Date : 2022-05-11 DOI:10.3102/10769986221094789

W. van der Linden

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引用次数: 1

摘要

提出了两个独立的项目折衷统计测试，一个基于考生的回答，另一个基于他们对相同项目的回答时间。这些测试可以用于在线连续测试期间实时监控物品，但也适用于事后取证分析。这两个测试统计数据是简单直观的量，是考生对该项目的反应和RT的总和。测试的共同特点是易于解释和计算简单。在假设考生的能力和速度参数已知的情况下，这两种测试都是最有力的。具有真实参数值的项目的幂函数示例表明，20–30名具有项目先验知识的考生参加基于反应的测试，10–20名考生参加基于RT的测试。

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Two Statistical Tests for the Detection of Item Compromise

Two independent statistical tests of item compromise are presented, one based on the test takers’ responses and the other on their response times (RTs) on the same items. The tests can be used to monitor an item in real time during online continuous testing but are also applicable as part of post hoc forensic analysis. The two test statistics are simple intuitive quantities as the sum of the responses and RTs observed for the test takers on the item. Common features of the tests are ease of interpretation and computational simplicity. Both tests are uniformly most powerful under the assumption of known ability and speed parameters for the test takers. Examples of power functions for items with realistic parameter values suggest maximum power for 20–30 test takers with item preknowledge for the response-based test and 10–20 test takers for the RT-based test.

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来源期刊

Journal of Educational and Behavioral Statistics Multiple-

CiteScore

4.40

自引率

4.20%

发文量

期刊介绍： Journal of Educational and Behavioral Statistics, sponsored jointly by the American Educational Research Association and the American Statistical Association, publishes articles that are original and provide methods that are useful to those studying problems and issues in educational or behavioral research. Typical papers introduce new methods of analysis. Critical reviews of current practice, tutorial presentations of less well known methods, and novel applications of already-known methods are also of interest. Papers discussing statistical techniques without specific educational or behavioral interest or focusing on substantive results without developing new statistical methods or models or making novel use of existing methods have lower priority. Simulation studies, either to demonstrate properties of an existing method or to compare several existing methods (without providing a new method), also have low priority. The Journal of Educational and Behavioral Statistics provides an outlet for papers that are original and provide methods that are useful to those studying problems and issues in educational or behavioral research. Typical papers introduce new methods of analysis, provide properties of these methods, and an example of use in education or behavioral research. Critical reviews of current practice, tutorial presentations of less well known methods, and novel applications of already-known methods are also sometimes accepted. Papers discussing statistical techniques without specific educational or behavioral interest or focusing on substantive results without developing new statistical methods or models or making novel use of existing methods have lower priority. Simulation studies, either to demonstrate properties of an existing method or to compare several existing methods (without providing a new method), also have low priority.