包含反应时间的解释性认知诊断模型

IF 1.4 4区 心理学 Q3 PSYCHOLOGY, APPLIED Journal of Educational Measurement Pub Date : 2022-02-23 DOI:10.1111/jedm.12306
Xin Qiao, Hong Jiao
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引用次数: 0

摘要

本研究提出了一种包含反应和反应时间的解释性认知诊断模型(CDM),该模型包含了与反应时间和反应时间相关的项目协变量。项目反应和即时反应的联合建模旨在为认知诊断提供更多的信息,而当诊断评估中无法进行项目校准或由于校准样本量小而导致项目参数估计误差过大时,项目协变量可用于预测项目参数。此外,项目协变量的包含允许在项目开发测试设计的认知理论的评价。利用贝叶斯马尔可夫链蒙特卡罗(MCMC)方法对模型参数估计进行了探讨。通过蒙特卡罗模拟研究,对比了不同模拟条件下所提出模型与其他竞争模型的参数恢复情况。此外,使用国际学生评估项目(PISA) 2012解决问题项目建模项目反应和RT数据来说明所提出模型的应用。研究结果表明,MCMC算法可以很好地恢复模型参数,而将项目反应和RTs与项目协变量相结合的解释性CDM在基于数字的诊断评估中具有很好的应用前景。
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Explanatory Cognitive Diagnostic Modeling Incorporating Response Times

This study proposes explanatory cognitive diagnostic model (CDM) jointly incorporating responses and response times (RTs) with the inclusion of item covariates related to both item responses and RTs. The joint modeling of item responses and RTs intends to provide more information for cognitive diagnosis while item covariates can be used to predict item parameters when item calibration is not feasible in diagnostic assessments or item parameter estimation errors could be too large due to small sample sizes for calibration. In addition, the inclusion of the item covariates allows the evaluation of cognitive theories underlying the test design in item development. Model parameter estimation is explored using the Bayesian Markov chain Monte Carlo (MCMC) method. A Monte Carlo simulation study is conducted to examine the parameter recovery of the proposed model under different simulated conditions in comparison to alternative competing models. Further, the application of the proposed model is illustrated using the Programme for International Student Assessment (PISA) 2012 problem-solving items modeling both item response and RT data. The study results indicate that model parameters can be well recovered using the MCMC algorithm and the explanatory CDM jointly incorporating item responses and RTs with item covariates holds promising applications in digital-based diagnostic assessments.

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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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