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Dubravka Svetina Valdivia; Shenghai Dai – Journal of Experimental Education, 2024
Applications of polytomous IRT models in applied fields (e.g., health, education, psychology) are abound. However, little is known about the impact of the number of categories and sample size requirements for precise parameter recovery. In a simulation study, we investigated the impact of the number of response categories and required sample size…
Descriptors: Item Response Theory, Sample Size, Models, Classification
Jiang, Zhehan; Han, Yuting; Xu, Lingling; Shi, Dexin; Liu, Ren; Ouyang, Jinying; Cai, Fen – Educational and Psychological Measurement, 2023
The part of responses that is absent in the nonequivalent groups with anchor test (NEAT) design can be managed to a planned missing scenario. In the context of small sample sizes, we present a machine learning (ML)-based imputation technique called chaining random forests (CRF) to perform equating tasks within the NEAT design. Specifically, seven…
Descriptors: Test Items, Equated Scores, Sample Size, Artificial Intelligence
Kilmen, Sevilay – Journal of Psychoeducational Assessment, 2022
The present study has two main purposes. The first is to create a short form of the BTPS and to evaluate the psychometric properties of the short form. The second is to evaluate the performance of the ant colony optimization procedure and discuss the applicability of the ant colony optimization procedure in creating a short form. Results revealed…
Descriptors: Personality Measures, Test Length, Psychometrics, Undergraduate Students
He, Yinhong – Journal of Educational Measurement, 2023
Back random responding (BRR) behavior is one of the commonly observed careless response behaviors. Accurately detecting BRR behavior can improve test validities. Yu and Cheng (2019) showed that the change point analysis (CPA) procedure based on weighted residual (CPA-WR) performed well in detecting BRR. Compared with the CPA procedure, the…
Descriptors: Test Validity, Item Response Theory, Measurement, Monte Carlo Methods
Sun, Ting; Kim, Stella Yun – Measurement: Interdisciplinary Research and Perspectives, 2021
In many large testing programs, equipercentile equating has been widely used under a random groups design to adjust test difficulty between forms. However, one thorny issue occurs with equipercentile equating when a particular score has no observed frequency. The purpose of this study is to suggest and evaluate six potential methods in…
Descriptors: Equated Scores, Test Length, Sample Size, Methods
Ebru Dogruöz; Hülya Kelecioglu – International Journal of Assessment Tools in Education, 2024
In this research, multistage adaptive tests (MST) were compared according to sample size, panel pattern and module length for top-down and bottom-up test assembly methods. Within the scope of the research, data from PISA 2015 were used and simulation studies were conducted according to the parameters estimated from these data. Analysis results for…
Descriptors: Adaptive Testing, Test Construction, Foreign Countries, Achievement Tests
Handan Narin Kiziltan; Hatice Cigdem Bulut – International Journal of Assessment Tools in Education, 2024
Mental imagery is a vital cognitive skill that significantly influences how reality is perceived while creating art. Its multifaceted nature reveals various dimensions of creative expression, amplifying the inherent complexities of measuring it. This study aimed to shorten the Mental Imagery Scale in Artistic Creativity (MISAC) via the Ant Colony…
Descriptors: Foreign Countries, Undergraduate Students, Art Education, Imagery
Fellinghauer, Carolina; Debelak, Rudolf; Strobl, Carolin – Educational and Psychological Measurement, 2023
This simulation study investigated to what extent departures from construct similarity as well as differences in the difficulty and targeting of scales impact the score transformation when scales are equated by means of concurrent calibration using the partial credit model with a common person design. Practical implications of the simulation…
Descriptors: True Scores, Equated Scores, Test Items, Sample Size
Edwards, Ashley A.; Joyner, Keanan J.; Schatschneider, Christopher – Educational and Psychological Measurement, 2021
The accuracy of certain internal consistency estimators have been questioned in recent years. The present study tests the accuracy of six reliability estimators (Cronbach's alpha, omega, omega hierarchical, Revelle's omega, and greatest lower bound) in 140 simulated conditions of unidimensional continuous data with uncorrelated errors with varying…
Descriptors: Reliability, Computation, Accuracy, Sample Size
Rios, Joseph A.; Miranda, Alejandra A. – Educational Measurement: Issues and Practice, 2021
Subscore added value analyses assume invariance across test taking populations; however, this assumption may be untenable in practice as differential subdomain relationships may be present among subgroups. The purpose of this simulation study was to understand the conditions associated with subscore added value noninvariance when manipulating: (1)…
Descriptors: Scores, Test Length, Ability, Correlation
Lang, Joseph B. – Journal of Educational and Behavioral Statistics, 2023
This article is concerned with the statistical detection of copying on multiple-choice exams. As an alternative to existing permutation- and model-based copy-detection approaches, a simple randomization p-value (RP) test is proposed. The RP test, which is based on an intuitive match-score statistic, makes no assumptions about the distribution of…
Descriptors: Identification, Cheating, Multiple Choice Tests, Item Response Theory
Guo, Wenjing; Choi, Youn-Jeng – Educational and Psychological Measurement, 2023
Determining the number of dimensions is extremely important in applying item response theory (IRT) models to data. Traditional and revised parallel analyses have been proposed within the factor analysis framework, and both have shown some promise in assessing dimensionality. However, their performance in the IRT framework has not been…
Descriptors: Item Response Theory, Evaluation Methods, Factor Analysis, Guidelines
Novak, Josip; Rebernjak, Blaž – Measurement: Interdisciplinary Research and Perspectives, 2023
A Monte Carlo simulation study was conducted to examine the performance of [alpha], [lambda]2, [lambda][subscript 4], [lambda][subscript 2], [omega][subscript T], GLB[subscript MRFA], and GLB[subscript Algebraic] coefficients. Population reliability, distribution shape, sample size, test length, and number of response categories were varied…
Descriptors: Monte Carlo Methods, Evaluation Methods, Reliability, Simulation
Hakyung Sung; Sooyeon Cho; Kristopher Kyle – Language Assessment Quarterly, 2024
Lexical diversity (LD) is an important indicator of second language lexical development. Much research has investigated LD indices, with a focus on learners of English. However, further research is needed in languages that are typologically distinct from English, such as Korean. In this study, we evaluated the reliability and validity of LD…
Descriptors: Second Language Learning, Korean, Persuasive Discourse, Language Tests
Niclas Larson – Journal of the International Society for Teacher Education, 2024
This paper reports on a revision of the assessment model from the first mathematics course for pre-service teachers (PSTs) aiming for grades 5-10, at a Norwegian university. The weight of the final written exam was reduced and a new, mastery-based testing model, with weekly small tests, was introduced. Results from this study show that the PSTs…
Descriptors: High Stakes Tests, Test Length, Mathematics Tests, Preservice Teachers

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