利用响应时间检测异常考生行为的贝叶斯变点分析方法

IF 1.9 3区 心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Hongyue Zhu, Hong Jiao, Wei Gao, Xiangbin Meng
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引用次数: 0

摘要

变点分析(CPA)是一种用于检测随机变量序列下的参数突变的方法。它已被应用于通过识别考试成绩的突然变化来检测考生的异常考试行为。先前的研究使用了能力参数的最大似然估计,重点是检测每个受试者的一个变化点。本文提出了一种贝叶斯CPA程序,使用响应时间(RT)来检测考生速度的突然变化,这可能与异常反应行为有关。对数正态RT模型用于推导用于检测异常RT模式的程序。该方法以变化点的数量和位置作为模型中的参数来检测多个变化点或多个异常行为。给定变化点,可以估计测试中每个片段的相应速度,从而能够更准确地推断异常行为。仿真研究结果表明,该方法能够有效地检测模拟的异常行为,准确地估计变化点。该方法应用于高风险计算机自适应测试的数据,并证明了其适用性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Bayesian Change-Point Analysis Approach to Detecting Aberrant Test-Taking Behavior Using Response Times
Change-point analysis (CPA) is a method for detecting abrupt changes in parameter(s) underlying a sequence of random variables. It has been applied to detect examinees’ aberrant test-taking behavior by identifying abrupt test performance change. Previous studies utilized maximum likelihood estimations of ability parameters, focusing on detecting one change point for each examinee. This article proposes a Bayesian CPA procedure using response times (RTs) to detect abrupt changes in examinee speed, which may be related to aberrant responding behaviors. The lognormal RT model is used to derive a procedure for detecting aberrant RT patterns. The method takes the numbers and locations of the change points as parameters in the model to detect multiple change points or multiple aberrant behaviors. Given the change points, the corresponding speed of each segment in the test can be estimated, which enables more accurate inferences about aberrant behaviors. Simulation study results indicate that the proposed procedure can effectively detect simulated aberrant behaviors and estimate change points accurately. The method is applied to data from a high-stakes computerized adaptive test, where its applicability is demonstrated.
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来源期刊
CiteScore
4.40
自引率
4.20%
发文量
21
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.
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