Using Item Scores and Distractors to Detect Item Compromise and Preknowledge

IF 1.9 3区心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Educational and Behavioral Statistics Pub Date : 2023-04-20 DOI:10.3102/10769986231159923

Kylie Gorney, James A. Wollack, S. Sinharay, Carol Eckerly

引用次数: 1

Abstract

Any time examinees have had access to items and/or answers prior to taking a test, the fairness of the test and validity of test score interpretations are threatened. Therefore, there is a high demand for procedures to detect both compromised items (CI) and examinees with preknowledge (EWP). In this article, we develop a procedure that uses item scores and distractors to simultaneously detect CI and EWP. The false positive rate and true positive rate are evaluated for both items and examinees using detailed simulations. A real data example is also provided using data from an information technology certification exam.

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利用项目得分和干扰因素检测项目妥协和预知识

考生在参加考试前任何时候都可以接触到项目和/或答案，考试的公平性和考试成绩解释的有效性都会受到威胁。因此，对检测受损项目（CI）和具有先验知识的受试者（EWP）的程序提出了很高的要求。在这篇文章中，我们开发了一个程序，使用项目评分和干扰物来同时检测CI和EWP。使用详细的模拟来评估项目和考生的假阳性率和真阳性率。还提供了一个使用信息技术认证考试数据的真实数据示例。

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

Journal of Educational and Behavioral Statistics Multiple-

CiteScore

4.40

自引率

4.20%

发文量

期刊介绍： Journal of Educational and Behavioral Statistics, sponsored jointly by the American Educational Research Association and the American Statistical Association, publishes articles that are original and provide methods that are useful to those studying problems and issues in educational or behavioral research. Typical papers introduce new methods of analysis. Critical reviews of current practice, tutorial presentations of less well known methods, and novel applications of already-known methods are also of interest. Papers discussing statistical techniques without specific educational or behavioral interest or focusing on substantive results without developing new statistical methods or models or making novel use of existing methods have lower priority. Simulation studies, either to demonstrate properties of an existing method or to compare several existing methods (without providing a new method), also have low priority. The Journal of Educational and Behavioral Statistics provides an outlet for papers that are original and provide methods that are useful to those studying problems and issues in educational or behavioral research. Typical papers introduce new methods of analysis, provide properties of these methods, and an example of use in education or behavioral research. Critical reviews of current practice, tutorial presentations of less well known methods, and novel applications of already-known methods are also sometimes accepted. Papers discussing statistical techniques without specific educational or behavioral interest or focusing on substantive results without developing new statistical methods or models or making novel use of existing methods have lower priority. Simulation studies, either to demonstrate properties of an existing method or to compare several existing methods (without providing a new method), also have low priority.