Gorney Kylie, Sinharay Sandip
Michigan State University, East Lansing, MI, USA.
Educational Testing Service, Princeton, NJ, USA.
Educ Psychol Meas. 2024 Aug 6:00131644241268128. doi: 10.1177/00131644241268128.
Test-takers, policymakers, teachers, and institutions are increasingly demanding that testing programs provide more detailed feedback regarding test performance. As a result, there has been a growing interest in the reporting of subscores that potentially provide such detailed feedback. Haberman developed a method based on classical test theory for determining whether a subscore has added value over the total score. Sinharay conducted a detailed study using both real and simulated data and concluded that it is not common for subscores to have added value according to Haberman's criterion. However, Sinharay almost exclusively dealt with data from tests with only dichotomous items. In this article, we show that it is more common for subscores to have added value in tests with polytomous items.
考生、政策制定者、教师和机构越来越要求测试项目提供有关测试表现的更详细反馈。因此，人们对报告可能提供此类详细反馈的子分数越来越感兴趣。哈伯曼开发了一种基于经典测试理论的方法，用于确定子分数是否比总分更具价值。辛哈雷使用真实数据和模拟数据进行了详细研究，并得出结论，根据哈伯曼的标准，子分数具有附加价值的情况并不常见。然而，辛哈雷几乎只处理了只有二分制项目的测试数据。在本文中，我们表明，在具有多分制项目的测试中，子分数具有附加价值的情况更为常见。
