计算机多阶段自适应测试中的测试前项目校准

IF 1.4 4区 心理学 Q3 PSYCHOLOGY, APPLIED Journal of Educational Measurement Pub Date : 2023-03-10 DOI:10.1111/jedm.12361
Rabia Karatoprak Ersen, Won-Chan Lee
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引用次数: 1

摘要

本研究的目的是比较在1-3个计算机化多阶段自适应测试设计中,将预测项目参数估计放置在项目池量表上的校准和连接方法在项目参数恢复方面的差异。使用了两种模型:嵌入部分模型,其中预试项目在一个单独的模块中进行管理;嵌入项目模型,其中预试项目分布在操作模块中。标定方法分为连接分离标定(SC)和固定标定(FC)两种,分别采用FC-1和SC-1两种平行标定方法;FC-2和SC-2;FC-3和SC-3)。FC-1和SC-1只使用路由模块中的操作项来连接预测项。FC-2和SC-2同样只使用路由模块的操作项进行连接,但二级模块的操作项是自由估计的。FC-3和SC-3使用所有模块中的操作项目来连接预测项目。第三种校准方法(即FC-3和SC-3)产生的结果最好。对于所有三种方法,SC在模块长度,样本量和考生分布的所有研究条件下都优于FC。
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Pretest Item Calibration in Computerized Multistage Adaptive Testing

The purpose of this study was to compare calibration and linking methods for placing pretest item parameter estimates on the item pool scale in a 1-3 computerized multistage adaptive testing design in terms of item parameter recovery. Two models were used: embedded-section, in which pretest items were administered within a separate module, and embedded-items, in which pretest items were distributed across operational modules. The calibration methods were separate calibration with linking (SC) and fixed calibration (FC) with three parallel approaches under each (FC-1 and SC-1; FC-2 and SC-2; and FC-3 and SC-3). The FC-1 and SC-1 used only operational items in the routing module to link pretest items. The FC-2 and SC-2 also used only operational items in the routing module for linking, but in addition, the operational items in second stage modules were freely estimated. The FC-3 and SC-3 used operational items in all modules to link pretest items. The third calibration approach (i.e., FC-3 and SC-3) yielded the best results. For all three approaches, SC outperformed FC in all study conditions which were module length, sample size and examinee distributions.

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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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