Detecting Local Dependence: A Threshold-Autoregressive Item Response Theory (TAR-IRT) Approach for Polytomous Items

IF 1.1 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Applied Measurement in Education Pub Date : 2020-07-20 DOI:10.1080/08957347.2020.1789136
Xiaodan Tang, G. Karabatsos, Haiqin Chen
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引用次数: 1

Abstract

ABSTRACT In applications of item response theory (IRT) models, it is known that empirical violations of the local independence (LI) assumption can significantly bias parameter estimates. To address this issue, we propose a threshold-autoregressive item response theory (TAR-IRT) model that additionally accounts for order dependence among the item responses of each examinee. The TAR-IRT approach also defines a new family of IRT models for polytomous item responses under both unidimensional and multidimensional frameworks, with order-dependent effects between item responses and relevant dimensions. The feasibility of the proposed model was demonstrated by an empirical study using a polytomous response data. A simulation study for polytomous item responses with order effects of different magnitude in an education context shows that the TAR modeling framework could provide more accurate ability estimation than the partial credit model when order effect exists.
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局部依赖性检测:一种阈值-自回归项目反应理论(TAR-IRT)方法
摘要在项目反应理论(IRT)模型的应用中,已知违反局部独立性(LI)假设的经验会显著偏离参数估计。为了解决这个问题,我们提出了一个阈值自回归项目反应理论(TAR-IRT)模型,该模型额外考虑了每个考生项目反应之间的顺序依赖性。TAR-IRT方法还定义了一个新的IRT模型家族,用于在一维和多维框架下的多角形项目反应,在项目反应和相关维度之间具有顺序依赖效应。通过使用多面体响应数据的实证研究证明了所提出模型的可行性。一项针对教育背景下具有不同程度顺序效应的多模项目反应的模拟研究表明,当存在顺序效应时,TAR建模框架可以比部分学分模型提供更准确的能力估计。
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来源期刊
CiteScore
2.50
自引率
13.30%
发文量
14
期刊介绍: Because interaction between the domains of research and application is critical to the evaluation and improvement of new educational measurement practices, Applied Measurement in Education" prime objective is to improve communication between academicians and practitioners. To help bridge the gap between theory and practice, articles in this journal describe original research studies, innovative strategies for solving educational measurement problems, and integrative reviews of current approaches to contemporary measurement issues. Peer Review Policy: All review papers in this journal have undergone editorial screening and peer review.
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