Sideridis Georgios D, Tsaousis Ioannis, Al Harbi Khaleel
Clinical Research Center, Boston Children's Hospital, Harvard Medical School, BostonMA, USA; Faculty of Primary Education, National and Kapodistrian University of AthensAthens, Greece.
Department of Psychology, University of Crete Rethymno, Greece.
Front Psychol. 2016 Oct 14;7:1572. doi: 10.3389/fpsyg.2016.01572. eCollection 2016.
The purpose of the present study was to relate response strategy with person ability estimates. Two behavioral strategies were examined: (a) the strategy to skip items in order to save time on timed tests, and, (b) the strategy to select two responses on an item, with the hope that one of them may be considered correct. Participants were 4,422 individuals who were administered a standardized achievement measure related to math, biology, chemistry, and physics. In the present evaluation, only the physics subscale was employed. Two analyses were conducted: (a) a person-based one to identify differences between groups and potential correlates of those differences, and, (b) a measure-based analysis in order to identify the parts of the measure that were responsible for potential group differentiation. For (a) person abilities the 2-PL model was employed and later the 3-PL and 4-PL models in order to estimate upper and lower asymptotes of person abilities. For (b) differential item functioning, differential test functioning, and differential distractor functioning were investigated. Results indicated that there were significant differences between groups with completers having the highest ability compared to both non-attempters and dual responders. There were no significant differences between no-attempters and dual responders. The present findings have implications for response strategy efficacy and measure evaluation, revision, and construction.
本研究的目的是将应答策略与个体能力估计联系起来。研究考察了两种行为策略：（a）在限时测试中为节省时间而跳过题目的策略，以及（b）在一道题目上选择两个答案，希望其中一个能被视为正确答案的策略。参与者为4422名个体，他们接受了一项与数学、生物、化学和物理相关的标准化成就测试。在本次评估中，仅使用了物理分量表。进行了两项分析：（a）基于个体的分析，以识别组间差异以及这些差异的潜在相关因素，（b）基于测量的分析，以识别导致潜在组间差异的测量部分。对于（a）个体能力，采用了2-PL模型，随后又采用了3-PL和4-PL模型来估计个体能力的上下渐近线。对于（b），研究了项目功能差异、测试功能差异和干扰项功能差异。结果表明，完成者的能力最高，与未答题者和双重答题者相比，组间存在显著差异。未答题者和双重答题者之间没有显著差异。本研究结果对应答策略的有效性以及测量的评估、修订和构建具有启示意义。
