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使用-评分法开发多阶段测试。 (你提供的原文中“-Scoring Method”前面似乎少了具体内容,可能会影响更准确的理解和翻译)

Developing Multistage Tests Using -Scoring Method.

作者信息

Han Kyung Chris T, Dimitrov Dimiter M, Al-Mashary Faisal

机构信息

Graduate Management Admission Council®, Reston, VA, USA.

National Center for Assessment, Saudi Arabia and George Mason University, Fairfax, VA, USA.

出版信息

Educ Psychol Meas. 2019 Oct;79(5):988-1008. doi: 10.1177/0013164419841428. Epub 2019 Apr 22.

DOI:10.1177/0013164419841428
PMID:31488922
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC6713982/
Abstract

The -scoring method for scoring and equating tests with binary items proposed by Dimitrov offers some of the advantages of item response theory, such as item-level difficulty information and score computation that reflects the item difficulties, while retaining the merits of classical test theory such as the simplicity of number correct score computation and relaxed requirements for model sample sizes. Because of its unique combination of those merits, the -scoring method has seen quick adoption in the educational and psychological measurement field. Because item-level difficulty information is available with the -scoring method and item difficulties are reflected in test scores, it conceptually makes sense to use the -scoring method with adaptive test designs such as multistage testing (MST). In this study, we developed and compared several versions of the MST mechanism using the -scoring approach and also proposed and implemented a new framework for conducting MST simulation under the -scoring method. Our findings suggest that the score recovery performance under MST with -scoring was promising, as it retained score comparability across different MST paths. We found that MST using the -scoring method can achieve improvements in measurement precision and efficiency over linear-based tests that use -scoring method.

摘要

迪米特罗夫提出的用于对具有二元项目的测试进行评分和等值化的-scoring方法具有项目反应理论的一些优点,例如项目层面的难度信息以及反映项目难度的分数计算,同时保留了经典测试理论的优点,如数正确分数计算的简单性以及对模型样本量要求宽松。由于这些优点的独特组合,-scoring方法在教育和心理测量领域得到了迅速采用。因为-scoring方法可以提供项目层面的难度信息,并且项目难度反映在测试分数中,所以将-scoring方法与诸如多阶段测试(MST)等自适应测试设计结合使用在概念上是合理的。在本研究中,我们使用-scoring方法开发并比较了多个版本的MST机制,还提出并实施了一个在-scoring方法下进行MST模拟的新框架。我们的研究结果表明,使用-scoring的MST下的分数恢复性能很有前景,因为它在不同的MST路径上保持了分数可比性。我们发现,与使用-scoring方法的基于线性的测试相比,使用-scoring方法的MST可以在测量精度和效率方面取得改进。

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引用本文的文献

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本文引用的文献

1
The Delta-Scoring Method of Tests With Binary Items: A Note on True Score Estimation and Equating.具有二元项目的测试的德尔塔评分方法:关于真分数估计和等值的一则注释
Educ Psychol Meas. 2018 Oct;78(5):805-825. doi: 10.1177/0013164417724187. Epub 2017 Aug 4.
2
Framework for Developing Multistage Testing With Intersectional Routing for Short-Length Tests.用于短长度测试的带交叉路由的多阶段测试开发框架。
Appl Psychol Meas. 2020 Mar;44(2):87-102. doi: 10.1177/0146621619837226. Epub 2019 Mar 20.
3
A Note on the -Scoring Method Adapted for Polytomous Test Items.关于适用于多值测试项目的-评分方法的说明。
Educ Psychol Meas. 2019 Jun;79(3):545-557. doi: 10.1177/0013164418786014. Epub 2018 Jul 4.
4
An Approach to Scoring and Equating Tests With Binary Items: Piloting With Large-Scale Assessments.一种针对具有二元项目的测试进行评分和等值处理的方法:大规模评估试点
Educ Psychol Meas. 2016 Dec;76(6):954-975. doi: 10.1177/0013164416631100. Epub 2016 Feb 16.
5
Components of the item selection algorithm in computerized adaptive testing.计算机自适应测试中项目选择算法的组成部分。
J Educ Eval Health Prof. 2018 Mar 24;15:7. doi: 10.3352/jeehp.2018.15.7. eCollection 2018.
6
Reliability and true-score measures of binary items as a function of their Rasch difficulty parameter.二分项目的信度和真分数测量与其拉施难度参数的函数关系。
J Appl Meas. 2003;4(3):222-33.