基于创新项目格式的大规模评估滑动效应建模

IF 2.7 4区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Measurement-Issues and Practice Pub Date : 2022-06-13 DOI:10.1111/emip.12508
Ismail Cuhadar, Salih Binici
{"title":"基于创新项目格式的大规模评估滑动效应建模","authors":"Ismail Cuhadar,&nbsp;Salih Binici","doi":"10.1111/emip.12508","DOIUrl":null,"url":null,"abstract":"<p>This study employs the 4-parameter logistic item response theory model to account for the unexpected incorrect responses or slipping effects observed in a large-scale Algebra 1 End-of-Course assessment, including several innovative item formats. It investigates whether modeling the misfit at the upper asymptote has any practical impact on the parameter estimates. With a simulation study, it also investigates the amount of bias in the parameter estimates when the slipping effects are ignored. Findings from the empirical data indicate that the impact of ignoring slipping effects is negligible when the abilities are evaluated within the context of classification of students into performance levels; however, it is present toward the extreme ends of ability continuum within the context of individual abilities. Findings from the simulations reveal that when the proportion of items with the slipping effects is small (20%), ignoring misfit does not have practical importance; however, when the proportion of items with the slipping effects is moderate to large (50%–80%), the abilities are generally underestimated at both ends of ability scale. When an upper asymptote parameter was used for modeling the slipping effects, the items became easier and more discriminative in general than the model ignoring the slipping effects.</p>","PeriodicalId":47345,"journal":{"name":"Educational Measurement-Issues and Practice","volume":null,"pages":null},"PeriodicalIF":2.7000,"publicationDate":"2022-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Modeling Slipping Effects in a Large-Scale Assessment with Innovative Item Formats\",\"authors\":\"Ismail Cuhadar,&nbsp;Salih Binici\",\"doi\":\"10.1111/emip.12508\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>This study employs the 4-parameter logistic item response theory model to account for the unexpected incorrect responses or slipping effects observed in a large-scale Algebra 1 End-of-Course assessment, including several innovative item formats. It investigates whether modeling the misfit at the upper asymptote has any practical impact on the parameter estimates. With a simulation study, it also investigates the amount of bias in the parameter estimates when the slipping effects are ignored. Findings from the empirical data indicate that the impact of ignoring slipping effects is negligible when the abilities are evaluated within the context of classification of students into performance levels; however, it is present toward the extreme ends of ability continuum within the context of individual abilities. Findings from the simulations reveal that when the proportion of items with the slipping effects is small (20%), ignoring misfit does not have practical importance; however, when the proportion of items with the slipping effects is moderate to large (50%–80%), the abilities are generally underestimated at both ends of ability scale. When an upper asymptote parameter was used for modeling the slipping effects, the items became easier and more discriminative in general than the model ignoring the slipping effects.</p>\",\"PeriodicalId\":47345,\"journal\":{\"name\":\"Educational Measurement-Issues and Practice\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.7000,\"publicationDate\":\"2022-06-13\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educational Measurement-Issues and Practice\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/emip.12508\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Measurement-Issues and Practice","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/emip.12508","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1

摘要

本研究采用四参数逻辑题反应理论模型来解释在大规模代数1课程结束评估中观察到的意外错误反应或滑动效应,包括几种创新的题格式。它研究了在上渐近线处建模失拟是否对参数估计有任何实际影响。通过仿真研究,研究了忽略滑动效应时参数估计的偏差量。实证数据表明,在对学生的能力进行分类时,忽略滑动效应的影响可以忽略不计;然而,在个体能力的背景下,它呈现出能力连续体的极端。仿真结果表明,当具有滑动效应的项目比例较小(20%)时,忽略不匹配并不具有实际意义;然而,当具有滑动效应的项目所占比例为中等到较大(50%-80%)时,在能力量表的两端,能力普遍被低估。当使用上渐近线参数来模拟滑动效应时,一般来说,项目比忽略滑动效应的模型更容易和更具判别性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
Modeling Slipping Effects in a Large-Scale Assessment with Innovative Item Formats

This study employs the 4-parameter logistic item response theory model to account for the unexpected incorrect responses or slipping effects observed in a large-scale Algebra 1 End-of-Course assessment, including several innovative item formats. It investigates whether modeling the misfit at the upper asymptote has any practical impact on the parameter estimates. With a simulation study, it also investigates the amount of bias in the parameter estimates when the slipping effects are ignored. Findings from the empirical data indicate that the impact of ignoring slipping effects is negligible when the abilities are evaluated within the context of classification of students into performance levels; however, it is present toward the extreme ends of ability continuum within the context of individual abilities. Findings from the simulations reveal that when the proportion of items with the slipping effects is small (20%), ignoring misfit does not have practical importance; however, when the proportion of items with the slipping effects is moderate to large (50%–80%), the abilities are generally underestimated at both ends of ability scale. When an upper asymptote parameter was used for modeling the slipping effects, the items became easier and more discriminative in general than the model ignoring the slipping effects.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
CiteScore
3.90
自引率
15.00%
发文量
47
期刊最新文献
Issue Information Editorial Issue Cover On the Cover: Gendered Trajectories of Digital Literacy Development: Insights from a Longitudinal Cohort Study Digital Module 36: Applying Intersectionality Theory to Educational Measurement
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1