Robust Estimation of Ability and Mental Speed Employing the Hierarchical Model for Responses and Response Times

IF 1.4 4区 心理学 Q3 PSYCHOLOGY, APPLIED Journal of Educational Measurement Pub Date : 2020-10-13 DOI:10.1111/jedm.12284
Jochen Ranger, Jörg-Tobias Kuhn, Anett Wolgast
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引用次数: 1

Abstract

Van der Linden's hierarchical model for responses and response times can be used in order to infer the ability and mental speed of test takers from their responses and response times in an educational test. A standard approach for this is maximum likelihood estimation. In real-world applications, the data of some test takers might be partly irregular, resulting from rapid guessing or item preknowledge. The maximum likelihood estimator is not robust against contamination with irregular data. In this article, we propose a robust estimator of ability and mental speed. The estimator consists of two steps. In the first step, the mental speed is estimated with the estimator of Gervini and Yohai that ignores outlying response times. In the second step, the ability is estimated with an M-estimator that down weights unusual responses given at unusual response times. This is achieved by combining the hard-rejection weights of Gervini and Yohai with the M-estimator suggested by Croux and Haesbroeck for the logistic regression model. The proposed estimator is consistent, almost as efficient as the maximum likelihood estimator in uncontaminated data and robust in contaminated data. The performance of the estimator is analyzed in a simulation study and an empirical example.

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基于反应和反应时间层次模型的能力和思维速度稳健估计
范德林登的反应和反应时间的层次模型可以用来从被试者在教育测试中的反应和反应时间来推断他们的能力和思维速度。这方面的标准方法是最大似然估计。在实际应用中,一些考生的数据可能部分不规则,这是由于快速猜测或项目预知造成的。极大似然估计器对不规则数据的污染不具有鲁棒性。在本文中,我们提出了一个稳健的能力和思维速度估计。估计包括两个步骤。在第一步中,使用Gervini和Yohai的估计器来估计思维速度,该估计器忽略了外围反应时间。在第二步中,使用m估计器估计能力,该估计器降低了在异常响应时间给出的异常响应的权重。这是通过将Gervini和Yohai的硬拒绝权重与Croux和Haesbroeck提出的用于逻辑回归模型的m估计量相结合来实现的。所提出的估计量是一致的,在未污染数据中几乎与最大似然估计量一样有效,并且在污染数据中具有鲁棒性。通过仿真研究和实例分析了该估计器的性能。
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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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