Benjamin Becker, Sebastian Weirich, Frank Goldhammer, Dries Debeer
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引用次数: 0
摘要
当设计或修改测试时,一个重要的挑战是控制测试的速度。为了实现这一点,van der Linden (2011a, 2011b)提出使用对数正态响应时间模型,更具体地说是双参数对数正态模型,并通过混合整数线性规划实现自动化测试装配(ATA)。然而,这种方法有一个严重的局限性,即双参数对数正态模型缺乏斜率参数。这意味着该模型假定所有项目对速度都同样敏感。从概念的角度来看,这个假设似乎非常有限。此外,我们进行的各种其他实证研究和新数据分析表明,这一假设几乎从未在实践中成立。为了克服这一缺点,我们将已经经常使用的响应时间的三参数对数正态模型(包含一个斜率参数)和由范德林登控制速度的ATA方法结合在一起。使用多个基于经验的插图,说明了建议的扩展,包括完整的和文档化的R代码。原始的van der Linden方法和我们新提出的方法都可以在免费的R包eatATA中获得。
Controlling the Speededness of Assembled Test Forms: A Generalization to the Three-Parameter Lognormal Response Time Model
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.
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.