Asymptotic Standard Errors of Equating Coefficients Using the Characteristic Curve Methods for the Graded Response Model

IF 1.1 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Applied Measurement in Education Pub Date : 2020-08-25 DOI:10.1080/08957347.2020.1789142
Zhonghua Zhang
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引用次数: 3

Abstract

ABSTRACT The characteristic curve methods have been applied to estimate the equating coefficients in test equating under the graded response model (GRM). However, the approaches for obtaining the standard errors for the estimates of these coefficients have not been developed and examined. In this study, the delta method was applied to derive the mathematical formulas for computing the asymptotic standard errors for the parameter scale transformation coefficients and the true score equating coefficients that are estimated using the characteristic curve methods in test equating under the GRM in the context of the common-item nonequivalent groups equating design. Simulated and real data were further used to examine the accuracy of the derivations and compare the performance of the newly developed delta method with that of the multiple imputation method. The results indicated that the standard errors produced by the delta method were extremely close to the criterion empirical standard errors as well as those yielded by the multiple imputation method. The development of the standard error expressions by the delta method in the study has important practical implications.
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梯度响应模型特征曲线法方程系数的渐近标准误差
摘要将特征曲线法应用于梯度响应模型下试验方程组中方程组系数的估计。然而,获得这些系数估计的标准误差的方法尚未得到开发和检验。在本研究中,应用delta方法推导了计算参数尺度变换系数和真实分数等值系数的渐近标准误差的数学公式,这些系数是在通用项非等价群等值设计的背景下,在GRM下的测试等值中使用特征曲线法估计的。模拟数据和真实数据进一步用于检验推导的准确性,并将新开发的德尔塔法与多重插补法的性能进行比较。结果表明,德尔塔法产生的标准误差与标准经验标准误差以及多重插补法产生的误差非常接近。研究中使用delta方法开发标准误差表达式具有重要的实际意义。
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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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