{"title":"Treating Noneffortful Responses as Missing.","authors":"Christine E DeMars","doi":"10.1177/00131644241297925","DOIUrl":null,"url":null,"abstract":"<p><p>This study investigates the treatment of rapid-guess (RG) responses as missing data within the context of the effort-moderated model. Through a series of illustrations, this study demonstrates that the effort-moderated model assumes missing at random (MAR) rather than missing completely at random (MCAR), explaining the conditions necessary for MAR. These examples show that RG responses, when treated as missing under the effort-moderated model, do not introduce bias into ability estimates if the missingness mechanism is properly accounted for. Conversely, using a standard item response theory (IRT) model (scoring RG responses as if they were valid) instead of the effort-moderated model leads to considerable biases, underestimating group means and overestimating standard deviations when the item parameters are known, or overestimating item difficulty if the item parameters are estimated.</p>","PeriodicalId":11502,"journal":{"name":"Educational and Psychological Measurement","volume":" ","pages":"00131644241297925"},"PeriodicalIF":2.1000,"publicationDate":"2024-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11607706/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational and Psychological Measurement","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1177/00131644241297925","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"MATHEMATICS, INTERDISCIPLINARY APPLICATIONS","Score":null,"Total":0}
引用次数: 0
Abstract
This study investigates the treatment of rapid-guess (RG) responses as missing data within the context of the effort-moderated model. Through a series of illustrations, this study demonstrates that the effort-moderated model assumes missing at random (MAR) rather than missing completely at random (MCAR), explaining the conditions necessary for MAR. These examples show that RG responses, when treated as missing under the effort-moderated model, do not introduce bias into ability estimates if the missingness mechanism is properly accounted for. Conversely, using a standard item response theory (IRT) model (scoring RG responses as if they were valid) instead of the effort-moderated model leads to considerable biases, underestimating group means and overestimating standard deviations when the item parameters are known, or overestimating item difficulty if the item parameters are estimated.
期刊介绍:
Educational and Psychological Measurement (EPM) publishes referred scholarly work from all academic disciplines interested in the study of measurement theory, problems, and issues. Theoretical articles address new developments and techniques, and applied articles deal with innovation applications.