Treating Noneffortful Responses as Missing.

IF 2.3 3区 心理学 Q2 MATHEMATICS, INTERDISCIPLINARY APPLICATIONS Educational and Psychological Measurement Pub Date : 2025-06-01 Epub Date: 2024-11-29 DOI:10.1177/00131644241297925
Christine E DeMars
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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.

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将不费力的回应视为缺失。
本研究探讨了在努力调节模型的背景下,快速猜测(RG)反应作为缺失数据的处理。通过一系列的例子,本研究表明,努力调节模型假设随机缺失(MAR)而不是完全随机缺失(MCAR),解释了随机缺失的必要条件。这些例子表明,如果缺失机制得到适当考虑,RG反应在努力调节模型下被视为缺失时,不会在能力估计中引入偏差。相反,使用标准项目反应理论(IRT)模型(将RG反应视为有效)而不是努力调节模型会导致相当大的偏差,当项目参数已知时低估了群体均值,高估了标准偏差,或者如果项目参数是估计的,则高估了项目难度。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Educational and Psychological Measurement
Educational and Psychological Measurement 医学-数学跨学科应用
CiteScore
5.50
自引率
7.40%
发文量
49
审稿时长
6-12 weeks
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.
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