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Showing 1 to 15 of 27 results Save | Export
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Karl Schweizer; Andreas Gold; Dorothea Krampen; Stefan Troche – Educational and Psychological Measurement, 2024
Conceptualizing two-variable disturbances preventing good model fit in confirmatory factor analysis as item-level method effects instead of correlated residuals avoids violating the principle that residual variation is unique for each item. The possibility of representing such a disturbance by a method factor of a bifactor measurement model was…
Descriptors: Correlation, Factor Analysis, Measurement Techniques, Item Analysis
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Sijia Huang; Dubravka Svetina Valdivia – Educational and Psychological Measurement, 2024
Identifying items with differential item functioning (DIF) in an assessment is a crucial step for achieving equitable measurement. One critical issue that has not been fully addressed with existing studies is how DIF items can be detected when data are multilevel. In the present study, we introduced a Lord's Wald X[superscript 2] test-based…
Descriptors: Item Analysis, Item Response Theory, Algorithms, Accuracy
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Sweeney, Sandra M.; Sinharay, Sandip; Johnson, Matthew S.; Steinhauer, Eric W. – Educational Measurement: Issues and Practice, 2022
The focus of this paper is on the empirical relationship between item difficulty and item discrimination. Two studies--an empirical investigation and a simulation study--were conducted to examine the association between item difficulty and item discrimination under classical test theory and item response theory (IRT), and the effects of the…
Descriptors: Correlation, Item Response Theory, Item Analysis, Difficulty Level
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Hoang V. Nguyen; Niels G. Waller – Educational and Psychological Measurement, 2024
We conducted an extensive Monte Carlo study of factor-rotation local solutions (LS) in multidimensional, two-parameter logistic (M2PL) item response models. In this study, we simulated more than 19,200 data sets that were drawn from 96 model conditions and performed more than 7.6 million rotations to examine the influence of (a) slope parameter…
Descriptors: Monte Carlo Methods, Item Response Theory, Correlation, Error of Measurement
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Guo, Wenjing; Choi, Youn-Jeng – Educational and Psychological Measurement, 2023
Determining the number of dimensions is extremely important in applying item response theory (IRT) models to data. Traditional and revised parallel analyses have been proposed within the factor analysis framework, and both have shown some promise in assessing dimensionality. However, their performance in the IRT framework has not been…
Descriptors: Item Response Theory, Evaluation Methods, Factor Analysis, Guidelines
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Novak, Josip; Rebernjak, Blaž – Measurement: Interdisciplinary Research and Perspectives, 2023
A Monte Carlo simulation study was conducted to examine the performance of [alpha], [lambda]2, [lambda][subscript 4], [lambda][subscript 2], [omega][subscript T], GLB[subscript MRFA], and GLB[subscript Algebraic] coefficients. Population reliability, distribution shape, sample size, test length, and number of response categories were varied…
Descriptors: Monte Carlo Methods, Evaluation Methods, Reliability, Simulation
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Jordan M. Wheeler; Allan S. Cohen; Shiyu Wang – Journal of Educational and Behavioral Statistics, 2024
Topic models are mathematical and statistical models used to analyze textual data. The objective of topic models is to gain information about the latent semantic space of a set of related textual data. The semantic space of a set of textual data contains the relationship between documents and words and how they are used. Topic models are becoming…
Descriptors: Semantics, Educational Assessment, Evaluators, Reliability
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Metsämuuronen, Jari – International Journal of Educational Methodology, 2020
A new index of item discrimination power (IDP), dimension-corrected Somers' D (D2) is proposed. Somers' D is one of the superior alternatives for item-total- (Rit) and item-rest correlation (Rir) in reflecting the real IDP with items with scales 0/1 and 0/1/2, that is, up to three categories. D also reaches the extreme value +1 and -1 correctly…
Descriptors: Item Analysis, Correlation, Test Items, Simulation
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Hung, Su-Pin; Huang, Hung-Yu – Journal of Educational and Behavioral Statistics, 2022
To address response style or bias in rating scales, forced-choice items are often used to request that respondents rank their attitudes or preferences among a limited set of options. The rating scales used by raters to render judgments on ratees' performance also contribute to rater bias or errors; consequently, forced-choice items have recently…
Descriptors: Evaluation Methods, Rating Scales, Item Analysis, Preferences
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Saatcioglu, Fatima Munevver; Atar, Hakan Yavuz – International Journal of Assessment Tools in Education, 2022
This study aims to examine the effects of mixture item response theory (IRT) models on item parameter estimation and classification accuracy under different conditions. The manipulated variables of the simulation study are set as mixture IRT models (Rasch, 2PL, 3PL); sample size (600, 1000); the number of items (10, 30); the number of latent…
Descriptors: Accuracy, Classification, Item Response Theory, Programming Languages
Hosseinzadeh, Mostafa – ProQuest LLC, 2021
In real-world situations, multidimensional data may appear on large-scale tests or attitudinal surveys. A simple structure, multidimensional model may be used to evaluate the items, ignoring the cross-loading of some items on the secondary dimension. The purpose of this study was to investigate the influence of structure complexity magnitude of…
Descriptors: Item Response Theory, Models, Simulation, Evaluation Methods
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Jang, Yoonsun; Kim, Seock-Ho; Cohen, Allan S. – Journal of Educational Measurement, 2018
This study investigates the effect of multidimensionality on extraction of latent classes in mixture Rasch models. In this study, two-dimensional data were generated under varying conditions. The two-dimensional data sets were analyzed with one- to five-class mixture Rasch models. Results of the simulation study indicate the mixture Rasch model…
Descriptors: Item Response Theory, Simulation, Correlation, Multidimensional Scaling
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Norris, Dennis; Kalm, Kristjan; Hall, Jane – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2020
Memory for verbal material improves when words form familiar chunks. But how does the improvement due to chunking come about? Two possible explanations are that the input might be actively recoded into chunks, each of which takes up less memory capacity than items not forming part of a chunk (a form of data compression), or that chunking is based…
Descriptors: Phrase Structure, Short Term Memory, Recognition (Psychology), Linguistic Input
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Albano, Anthony D.; Cai, Liuhan; Lease, Erin M.; McConnell, Scott R. – Journal of Educational Measurement, 2019
Studies have shown that item difficulty can vary significantly based on the context of an item within a test form. In particular, item position may be associated with practice and fatigue effects that influence item parameter estimation. The purpose of this research was to examine the relevance of item position specifically for assessments used in…
Descriptors: Test Items, Computer Assisted Testing, Item Analysis, Difficulty Level
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Lee, Woo-yeol; Cho, Sun-Joo – Journal of Educational Measurement, 2017
Cross-level invariance in a multilevel item response model can be investigated by testing whether the within-level item discriminations are equal to the between-level item discriminations. Testing the cross-level invariance assumption is important to understand constructs in multilevel data. However, in most multilevel item response model…
Descriptors: Test Items, Item Response Theory, Item Analysis, Simulation
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