Conway‐Maxwell‐Poisson分布的项目响应、响应时间和行动次数的多组联合建模

IF 1.4 4区 心理学 Q3 PSYCHOLOGY, APPLIED
Xin Qiao, Hong Jiao, Qiwei He
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引用次数: 1

摘要

多组建模是解决测量不变性问题的方法之一。传统的多群体建模研究主要集中在项目反应上。在基于计算机的评估中,反应时间和行动次数与项目反应的联合建模有助于估计潜在速度和行动水平以及潜在能力。这两个新数据源还可以用于进一步解决度量不变性问题。然而,一个挑战是正确地建模行动计数,这些计数在实际数据集中可能是不充分分散、过度分散或等分散的。为了解决这个问题,我们采用了康威-麦克斯韦-泊松分布,该分布解释了不同类型的行动计数分散,并将其纳入项目反应、反应时间和行动计数的多组联合建模中。模型参数估计采用贝叶斯马尔可夫链蒙特卡罗方法。为了说明所提出模型的应用,使用2015年国际学生评估项目(PISA)协作解决问题的项目进行了实证数据分析,其中性别群体之间存在潜在的测量不变性问题。结果表明,康威-麦克斯韦-泊松模型比其他计数数据模型如负二项和泊松模型具有更好的模型拟合效果。此外,响应时间和操作计数提供了组间性能差异的进一步信息。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Multiple-Group Joint Modeling of Item Responses, Response Times, and Action Counts with the Conway-Maxwell-Poisson Distribution

Multiple group modeling is one of the methods to address the measurement noninvariance issue. Traditional studies on multiple group modeling have mainly focused on item responses. In computer-based assessments, joint modeling of response times and action counts with item responses helps estimate the latent speed and action levels in addition to latent ability. These two new data sources can also be used to further address the measurement noninvariance issue. One challenge, however, is to correctly model action counts which can be underdispersed, overdispersed, or equidispersed in real data sets. To address this, we adopted the Conway-Maxwell-Poisson distribution that accounts for different types of dispersion in action counts and incorporated it in the multiple group joint modeling of item responses, response times, and action counts. Bayesian Markov Chain Monte Carlo method was used for model parameter estimation. To illustrate an application of the proposed model, an empirical data analysis was conducted using the Programme for International Student Assessment (PISA) 2015 collaborative problem-solving items where potential measurement noninvariance issue existed between gender groups. Results indicated that Conway-Maxwell-Poisson model yielded better model fit than alternative count data models such as negative binomial and Poisson models. In addition, response times and action counts provided further information on performance differences between groups.

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来源期刊
CiteScore
2.30
自引率
7.70%
发文量
46
期刊介绍: The Journal of Educational Measurement (JEM) publishes original measurement research, provides reviews of measurement publications, and reports on innovative measurement applications. The topics addressed will interest those concerned with the practice of measurement in field settings, as well as be of interest to measurement theorists. In addition to presenting new contributions to measurement theory and practice, JEM also serves as a vehicle for improving educational measurement applications in a variety of settings.
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