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1.
A common belief is that the Bookmark method is a cognitively simpler standard-setting method than the modified Angoff method. However, a limited amount of research has investigated panelist's ability to perform well the Bookmark method, and whether some of the challenges panelists face with the Angoff method may also be present in the Bookmark method. This article presents results from three experiments where panelists were asked to give Bookmark-type ratings to separate items into groups based on item difficulty data. Results of the experiments showed, consistent with results often observed with the Angoff method, that panelists typically and paradoxically perceived hard items to be too easy and easy items to be too hard. These perceptions were reflected in panelists often placing their Bookmarks too early for hard items and often placing their Bookmarks too late for easy items. The article concludes with a discussion of what these results imply for educators and policymakers using the Bookmark standard-setting method.  相似文献   

2.
This article presents a comparison of simplified variations on two prevalent methods, Angoff and Bookmark, for setting cut scores on educational assessments. The comparison is presented through an application with a Grade 7 Mathematics Assessment in a midwestem school district. Training and operational methods and procedures for each method are described in detail along with comparative results for the application. An alternative item ordering strategy for the Bookmark method that may increase its usability is also introduced. Although the Angoff method is more widely used, the Bookmark method has some promising features, specifically in educational settings. Teachers are able to focus on the expected performance of the "barely proficient" student without the additional challenge of estimating absolute item dificulty.  相似文献   

3.
Historically, Angoff‐based methods were used to establish cut scores on the National Assessment of Educational Progress (NAEP). In 2005, the National Assessment Governing Board oversaw multiple studies aimed at evaluating the reliability and validity of Bookmark‐based methods via a comparison to Angoff‐based methods. As the Board considered adoption of Bookmark‐based methods, it considered several criteria, including reliability of the cut scores, validity of the cut scores as evidenced by comparability of results to those from Angoff, and procedural validity as evidenced by panelist understanding of the method tasks and instructions and confidence in the results. As a result of their review, a Bookmark‐based method was adopted for NAEP, and has been used since that time. This article goes beyond the Governing Board's initial evaluations to conduct a systematic review of 27 studies in NAEP research conducted over 15 years. This research is used to evaluate Bookmark‐based methods on key criteria originally considered by the Governing Board. Findings suggest that Bookmark‐based methods have comparable reliability, resulting cut scores, and panelist evaluations to Angoff. Given that Bookmark‐based methods are shorter in duration and less costly, Bookmark‐based methods may be preferable to Angoff for NAEP standard setting.  相似文献   

4.
The Bookmark Standard-Setting Method: A Literature Review   总被引：1，自引：0，他引：1  
The Bookmark method for setting standards on educational tests is currently one of the most popular standard-setting methods. However, research to support the method is scarce. In this report, we review the published and unpublished literature on this method as well as some seminal work in the area of evaluating standard-setting studies. Our review highlights both strengths and limitations of the method. Strengths include its wide acceptance and panelist confidence in the method. Limitations include a potential bias to produce lower-than-intended standards and problems in selecting the most appropriate response probability value for ordering the items presented to panelists. It is clear that more research on this method is needed to support its wide use. Several areas for future research to better understand the validity of the Bookmark method for setting standards on educational tests are presented.  相似文献   

5.
In some tests, examinees are required to choose a fixed number of items from a set of given items to answer. This practice creates a challenge to standard item response models, because more capable examinees may have an advantage by making wiser choices. In this study, we developed a new class of item response models to account for the choice effect of examinee‐selected items. The results of a series of simulation studies showed: (1) that the parameters of the new models were recovered well, (2) the parameter estimates were almost unbiased when the new models were fit to data that were simulated from standard item response models, (3) failing to consider the choice effect yielded shrunken parameter estimates for examinee‐selected items, and (4) even when the missingness mechanism in examinee‐selected items did not follow the item response functions specified in the new models, the new models still yielded a better fit than did standard item response models. An empirical example of a college entrance examination supported the use of the new models: in general, the higher the examinee's ability, the better his or her choice of items.  相似文献   

6.
A primary assumption underlying several of the common methods for modeling item response data is unidimensionality, that is, test items tap into only one latent trait. This assumption can be assessed several ways, using nonlinear factor analysis and DETECT, a method based on the item conditional covariances. When multidimensionality is identified, a question of interest concerns the degree to which individual items are related to the latent traits. In cases where an item response is primarily associated with one of these traits it is said that (approximate) simple structure exists, whereas when the item response is related to both traits, the structure is complex. This study investigated the performance of three indices designed to assess the underlying structure present in item response data, two of which are based on factor analysis and one on DETECT. Results of the Monte Carlo simulations show that none of the indices works uniformly well in identifying the structure underlying item responses, although the DETECT r-ratio might be promising in differentiating between approximate simple and complex structures under certain circumstances.  相似文献   

7.
The analytically derived asymptotic standard errors (SEs) of maximum likelihood (ML) item estimates can be approximated by a mathematical function without examinees' responses to test items, and the empirically determined SEs of marginal maximum likelihood estimation (MMLE)/Bayesian item estimates can be obtained when the same set of items is repeatedly estimated from the simulation (or resampling) test data. The latter method will result in rather stable and accurate SE estimates as the number of replications increases, but requires cumbersome and time-consuming calculations. Instead of using the empirically determined method, the adequacy of using the analytical-based method in predicting the SEs for item parameter estimates was examined by comparing results produced from both approaches. The results indicated that the SEs yielded from both approaches were, in most cases, very similar, especially when they were applied to a generalized partial credit model. This finding encourages test practitioners and researchers to apply the analytically asymptotic SEs of item estimates to the context of item-linking studies, as well as to the method of quantifying the SEs of equating scores for the item response theory (IRT) true-score method. Three-dimensional graphical presentation for the analytical SEs of item estimates as the bivariate function of item difficulty together with item discrimination was also provided for a better understanding of several frequently used IRT models.  相似文献   

8.
The examinee‐selected‐item (ESI) design, in which examinees are required to respond to a fixed number of items in a given set of items (e.g., choose one item to respond from a pair of items), always yields incomplete data (i.e., only the selected items are answered and the others have missing data) that are likely nonignorable. Therefore, using standard item response theory models, which assume ignorable missing data, can yield biased parameter estimates so that examinees taking different sets of items to answer cannot be compared. To solve this fundamental problem, in this study the researchers utilized the specific objectivity of Rasch models by adopting the conditional maximum likelihood estimation (CMLE) and pairwise estimation (PE) methods to analyze ESI data, and conducted a series of simulations to demonstrate the advantages of the CMLE and PE methods over traditional estimation methods in recovering item parameters in ESI data. An empirical data set obtained from an experiment on the ESI design was analyzed to illustrate the implications and applications of the proposed approach to ESI data.  相似文献   

9.
An important assumption of item response theory is item parameter invariance. Sometimes, however, item parameters are not invariant across different test administrations due to factors other than sampling error; this phenomenon is termed item parameter drift. Several methods have been developed to detect drifted items. However, most of the existing methods were designed to detect drifts in individual items, which may not be adequate for test characteristic curve–based linking or equating. One example is the item response theory–based true score equating, whose goal is to generate a conversion table to relate number‐correct scores on two forms based on their test characteristic curves. This article introduces a stepwise test characteristic curve method to detect item parameter drift iteratively based on test characteristic curves without needing to set any predetermined critical values. Comparisons are made between the proposed method and two existing methods under the three‐parameter logistic item response model through simulation and real data analysis. Results show that the proposed method produces a small difference in test characteristic curves between administrations, an accurate conversion table, and a good classification of drifted and nondrifted items and at the same time keeps a large amount of linking items.  相似文献   

10.
A new item parameter replication method is proposed for assessing the statistical significance of the noncompensatory differential item functioning (NCDIF) index associated with the differential functioning of items and tests framework. In this new method, a cutoff score for each item is determined by obtaining a (1 −α) percentile rank score from a frequency distribution of NCDIF values under the no-DIF condition by generating a large number of item parameters based on the item parameter estimates and their variance-covariance structures from a computer program such as BIILOG-MG3. This cutoff for each item can be used as the basis for determining whether a given NCDIF index is significantly different from zero. This new method has definite advantages over the current method and yields cutoff values that are tailored to a particular data set and a particular item. A Monte Carlo assessment of this new method is presented and discussed.  相似文献   

11.
This article addresses the issue of how to detect item preknowledge using item response time data in two computer‐based large‐scale licensure examinations. Item preknowledge is indicated by an unexpected short response time and a correct response. Two samples were used for detecting item preknowledge for each examination. The first sample was from the early stage of the operational test and was used for item calibration. The second sample was from the late stage of the operational test, which may feature item preknowledge. The purpose of this research was to explore whether there was evidence of item preknowledge and compromised items in the second sample using the parameters estimated from the first sample. The results showed that for one nonadaptive operational examination, two items (of 111) were potentially exposed, and two candidates (of 1,172) showed some indications of preknowledge on multiple items. For another licensure examination that featured computerized adaptive testing, there was no indication of item preknowledge or compromised items. Implications for detected aberrant examinees and compromised items are discussed in the article.  相似文献   

12.
AN ITERATIVE ITEM BIAS DETECTION METHOD   总被引：1，自引：0，他引：1  
Two strategies for assessing item bias are discussed: methods that compare (transformed) item difficulties unconditional on ability level and methods that compare the probabilities of correct response conditional on ability level. In the present study, the logit model was used to compare the probabilities of correct response to an item by members of two groups, these probabilities being conditional on the observed score. Here the observed score serves as an indicator of ability level. The logit model was iteratively applied: In the Tth iteration, the T items with the highest value of the bias statistic are excluded from the test, and the observed score indicator of ability for the (T + 1)th iteration is computed from the remaining items. This method was applied to simulated data. The results suggest that the iterative logit method is a substantial improvement on the noniterative one, and that the iterative method is very efficient in detecting biased and unbiased items.  相似文献   

13.
There has been an increased interest in the impact of unmotivated test taking on test performance and score validity. This has led to the development of new ways of measuring test-taking effort based on item response time. In particular, Response Time Effort (RTE) has been shown to provide an assessment of effort down to the level of individual item responses. A limitation of RTE, however, is that it is intended for use with selected response items that must be answered before a test taker can move on to the next item. The current study outlines a general process for measuring item-level effort that can be applied to an expanded set of item types and test-taking behaviors (such as omitted or constructed responses). This process, which is illustrated with data from a large-scale assessment program, should improve our ability to detect non-effortful test taking and perform individual score validation.  相似文献   

14.
Standard setting methods such as the Angoff method rely on judgments of item characteristics; item response theory empirically estimates item characteristics and displays them in item characteristic curves (ICCs). This study evaluated several indexes of rater fit to ICCs as a method for judging rater accuracy in their estimates of expected item performance for target groups of test-takers. Simulated data were used to compare adequately fitting ratings to poorly fitting ratings at various target competence levels in a simulated two stage standard setting study. The indexes were then applied to a set of real ratings on 66 items evaluated at 4 competence thresholds to demonstrate their relative usefulness for gaining insight into rater “fit.” Based on analysis of both the simulated and real data, it is recommended that fit indexes based on the absolute deviations of ratings from the ICCs be used, and those based on the standard errors of ratings should be avoided. Suggestions are provided for using these indexes in future research and practice.  相似文献   

15.
评分教师的评分效应和评分量表研究是研究主观题评分误差的核心问题。本论文以2006年高考政治(上海卷)第38题(论述题)为例,运用ACER Conquest的Raters Effect模型研究,结果显示该大题基本没有表现出模糊性、趋中性和等级限制等评分误差,评分教师能够比较好地区分考生不同行为特征,除个别评分教师的评分一致性还有待提高外,评分松紧度差异比较显著。为此,作者提出根据松紧度调整考试分数的方法。  相似文献   

16.
Numerous assessments contain a mixture of multiple choice (MC) and constructed response (CR) item types and many have been found to measure more than one trait. Thus, there is a need for multidimensional dichotomous and polytomous item response theory (IRT) modeling solutions, including multidimensional linking software. For example, multidimensional item response theory (MIRT) may have a promising future in subscale score proficiency estimation, leading toward a more diagnostic orientation, which requires the linking of these subscale scores across different forms and populations. Several multidimensional linking studies can be found in the literature; however, none have used a combination of MC and CR item types. Thus, this research explores multidimensional linking accuracy for tests composed of both MC and CR items using a matching test characteristic/response function approach. The two-dimensional simulation study presented here used real data-derived parameters from a large-scale statewide assessment with two subscale scores for diagnostic profiling purposes, under varying conditions of anchor set lengths (6, 8, 16, 32, 60), across 10 population distributions, with a mixture of simple versus complex structured items, using a sample size of 3,000. It was found that for a well chosen anchor set, the parameters recovered well after equating across all populations, even for anchor sets composed of as few as six items.  相似文献   

17.
This paper demonstrates, both theoretically and empirically, using both simulated and real test data, that sets of items can be selected that meet the unidimensionality assumption of most item response theory models even though they require more than one ability for a correct response. Sets of items that measure the same composite of abilities as defined by multidimensional item response theory are shown to meet the unidimensionality assumption. A method for identifying such item sets is also presented  相似文献   

18.
Biased test items were intentionally imbedded within a set of test items, and the resulting instrument was administered to large samples of blacks and whites. Three popular item bias detection procedures were then applied to the data: (1) the three-parameter item characteristic curve procedure, (2) the chi-square method, and (3) the transformed item difficulty approach. The three-parameter item characteristic curve procedure proved most effective at detecting the intentionally biased test items; and the chi-square method was viewed as the best alternative. The transformed item difficulty approach has certain limitations yet represents a practical alternative if sample size, lack of computer facilities, or the like preclude the use of the other two procedures.  相似文献   

19.
基于项目反应理论的测验编制方法研究   总被引：3，自引：0，他引：3  
本文在简单介绍项目反应理论的基础上,从计量分析的角度,深入探讨了应用项目反应理论编制各种测验的一般步骤;探讨了项目反应理论题库建设方法及基于题库的测验编制方法;探讨了标准参照测验合格分数线的划分方法。  相似文献   

20.
This study investigates the comparability of two item response theory based equating methods: true score equating (TSE), and estimated true equating (ETE). Additionally, six scaling methods were implemented within each equating method: mean-sigma, mean-mean, two versions of fixed common item parameter, Stocking and Lord, and Haebara. Empirical test data were examined to investigate the consistency of scores resulting from the two equating methods, as well as the consistency of the scaling methods both within equating methods and across equating methods. Results indicate that although the degree of correlation among the equated scores was quite high, regardless of equating method/scaling method combination, non-trivial differences in equated scores existed in several cases. These differences would likely accumulate across examinees making group-level differences greater. Systematic differences in the classification of examinees into performance categories were observed across the various conditions: ETE tended to place lower ability examinees into higher performance categories than TSE, while the opposite was observed for high ability examinees. Because the study was based on one set of operational data, the generalizability of the findings is limited and further study is warranted.  相似文献   

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