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Qiao, Xin; Jiao, Hong; He, Qiwei – Journal of Educational Measurement, 2023
Multiple group modeling is one of the methods to address the measurement noninvariance issue. Traditional studies on multiple group modeling have mainly focused on item responses. In computer-based assessments, joint modeling of response times and action counts with item responses helps estimate the latent speed and action levels in addition to…
Descriptors: Multivariate Analysis, Models, Item Response Theory, Statistical Distributions
Qiao, Xin; Jiao, Hong – Journal of Educational Measurement, 2021
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…
Descriptors: Cognitive Measurement, Models, Reaction Time, Test Items
Zhan, Peida; Jiao, Hong; Man, Kaiwen; Wang, Lijun – Journal of Educational and Behavioral Statistics, 2019
In this article, we systematically introduce the just another Gibbs sampler (JAGS) software program to fit common Bayesian cognitive diagnosis models (CDMs) including the deterministic inputs, noisy "and" gate model; the deterministic inputs, noisy "or" gate model; the linear logistic model; the reduced reparameterized unified…
Descriptors: Bayesian Statistics, Computer Software, Models, Test Items
Luo, Yong; Jiao, Hong – Educational and Psychological Measurement, 2018
Stan is a new Bayesian statistical software program that implements the powerful and efficient Hamiltonian Monte Carlo (HMC) algorithm. To date there is not a source that systematically provides Stan code for various item response theory (IRT) models. This article provides Stan code for three representative IRT models, including the…
Descriptors: Bayesian Statistics, Item Response Theory, Probability, Computer Software
Li, Tongyun; Jiao, Hong; Macready, George B. – Educational and Psychological Measurement, 2016
The present study investigates different approaches to adding covariates and the impact in fitting mixture item response theory models. Mixture item response theory models serve as an important methodology for tackling several psychometric issues in test development, including the detection of latent differential item functioning. A Monte Carlo…
Descriptors: Item Response Theory, Psychometrics, Test Construction, Monte Carlo Methods
Jiao, Hong; Kamata, Akihito; Wang, Shudong; Jin, Ying – Journal of Educational Measurement, 2012
The applications of item response theory (IRT) models assume local item independence and that examinees are independent of each other. When a representative sample for psychometric analysis is selected using a cluster sampling method in a testlet-based assessment, both local item dependence and local person dependence are likely to be induced.…
Descriptors: Item Response Theory, Test Items, Markov Processes, Monte Carlo Methods
Jiao, Hong; Wang, Shudong; He, Wei – Journal of Educational Measurement, 2013
This study demonstrated the equivalence between the Rasch testlet model and the three-level one-parameter testlet model and explored the Markov Chain Monte Carlo (MCMC) method for model parameter estimation in WINBUGS. The estimation accuracy from the MCMC method was compared with those from the marginalized maximum likelihood estimation (MMLE)…
Descriptors: Computation, Item Response Theory, Models, Monte Carlo Methods
Wang, Shudong; Jiao, Hong; Jin, Ying; Thum, Yeow Meng – Online Submission, 2010
The vertical scales of large-scale achievement tests created by using item response theory (IRT) models are mostly based on cluster (or correlated) educational data in which students usually are clustered in certain groups or settings (classrooms or schools). While such application directly violated assumption of independent sample of person in…
Descriptors: Scaling, Achievement Tests, Data Analysis, Item Response Theory
Wang, Shudong; Jiao, Hong; Jiang, Yanming – Online Submission, 2009
The concept of dynamic vertical scaling (DVS) from longitudinal point of view has been proposed as comparing to traditional vertical scaling or static vertical scaling (SVS) from cross-sectional perspective. The effects of differences between DVS and SVS on large-scale student achievements have been investigated. The potential application of DVS…
Descriptors: Scaling, Longitudinal Studies, Academic Achievement, Models