Coats Hamish
Centre for the Study of Higher Education, University of Melbourne, Victoria, 3010, Australia.
J Appl Meas. 2004;5(1):70-94.
This study presents the results of an empirical investigation into the effects of nonresponse on the measurement of student ability in large scale educational achievement studies. The analyses explored the bias in student and national ability estimate distributions relating to particular psychometric treatments of nonresponse. A range of replicated analyses were undertaken using data collected from a crossnational study of reading achievement. The relative merits of these treatments are summarized in conclusion, and implications for normative and methodological research and practice are considered. It is suggested that environmental and psychological antecedents of nonresponse need to be determined and that related variables be included as essential components in item response modelling.
本研究展示了一项实证调查的结果，该调查旨在探究在大规模教育成就研究中，无回应情况对学生能力测量的影响。分析探讨了与无回应的特定心理测量处理相关的学生能力估计分布和国家能力估计分布中的偏差。使用从一项跨国阅读成就研究收集的数据进行了一系列重复分析。最后总结了这些处理方法的相对优点，并考虑了对规范研究、方法研究及实践的影响。研究表明，需要确定无回应的环境和心理前因，并将相关变量作为项目反应建模的基本组成部分纳入其中。
