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Showing 1 to 15 of 647 results Save | Export
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Liu, Jin; Perera, Robert A.; Kang, Le; Sabo, Roy T.; Kirkpatrick, Robert M. – Journal of Educational and Behavioral Statistics, 2022
This study proposes transformation functions and matrices between coefficients in the original and reparameterized parameter spaces for an existing linear-linear piecewise model to derive the interpretable coefficients directly related to the underlying change pattern. Additionally, the study extends the existing model to allow individual…
Descriptors: Longitudinal Studies, Statistical Analysis, Matrices, Mathematics
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Nestler, Steffen; Lüdtke, Oliver; Robitzsch, Alexander – Journal of Educational and Behavioral Statistics, 2022
The social relations model (SRM) is very often used in psychology to examine the components, determinants, and consequences of interpersonal judgments and behaviors that arise in social groups. The standard SRM was developed to analyze cross-sectional data. Based on a recently suggested integration of the SRM with structural equation models (SEM)…
Descriptors: Interpersonal Relationship, Longitudinal Studies, Data Analysis, Structural Equation Models
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Joo, Seang-Hwane; Wang, Yan; Ferron, John; Beretvas, S. Natasha; Moeyaert, Mariola; Van Den Noortgate, Wim – Journal of Educational and Behavioral Statistics, 2022
Multiple baseline (MB) designs are becoming more prevalent in educational and behavioral research, and as they do, there is growing interest in combining effect size estimates across studies. To further refine the meta-analytic methods of estimating the effect, this study developed and compared eight alternative methods of estimating intervention…
Descriptors: Meta Analysis, Effect Size, Computation, Statistical Analysis
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Ranger, Jochen; Brauer, Kay – Journal of Educational and Behavioral Statistics, 2022
The generalized S-X[superscript 2]-test is a test of item fit for items with polytomous responses format. The test is based on a comparison of the observed and expected number of responses in strata defined by the test score. In this article, we make four contributions. We demonstrate that the performance of the generalized S-X[superscript 2]-test…
Descriptors: Goodness of Fit, Test Items, Statistical Analysis, Item Response Theory
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Ulitzsch, Esther; He, Qiwei; Pohl, Steffi – Journal of Educational and Behavioral Statistics, 2022
Interactive tasks designed to elicit real-life problem-solving behavior are rapidly becoming more widely used in educational assessment. Incorrect responses to such tasks can occur for a variety of different reasons such as low proficiency levels, low metacognitive strategies, or motivational issues. We demonstrate how behavioral patterns…
Descriptors: Behavior Patterns, Problem Solving, Failure, Adults
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Robitzsch, Alexander; Lüdtke, Oliver – Journal of Educational and Behavioral Statistics, 2022
One of the primary goals of international large-scale assessments in education is the comparison of country means in student achievement. This article introduces a framework for discussing differential item functioning (DIF) for such mean comparisons. We compare three different linking methods: concurrent scaling based on full invariance,…
Descriptors: Test Bias, International Assessment, Scaling, Comparative Analysis
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Huang, Francis L. – Journal of Educational and Behavioral Statistics, 2022
The presence of clustered data is common in the sociobehavioral sciences. One approach that specifically deals with clustered data but has seen little use in education is the generalized estimating equations (GEEs) approach. We provide a background on GEEs, discuss why it is appropriate for the analysis of clustered data, and provide worked…
Descriptors: Multivariate Analysis, Computation, Correlation, Error of Measurement
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Pashley, Nicole E.; Miratrix, Luke W. – Journal of Educational and Behavioral Statistics, 2022
Several branches of the potential outcome causal inference literature have discussed the merits of blocking versus complete randomization. Some have concluded it can never hurt the precision of estimates, and some have concluded it can hurt. In this article, we reconcile these apparently conflicting views, give a more thorough discussion of what…
Descriptors: Research Design, Experimental Groups, Control Groups, Sampling
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Grund, Simon; Lüdtke, Oliver; Robitzsch, Alexander – Journal of Educational and Behavioral Statistics, 2021
Large-scale assessments (LSAs) use Mislevy's "plausible value" (PV) approach to relate student proficiency to noncognitive variables administered in a background questionnaire. This method requires background variables to be completely observed, a requirement that is seldom fulfilled. In this article, we evaluate and compare the…
Descriptors: Data Analysis, Error of Measurement, Research Problems, Statistical Inference
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Quinn, David M.; Ho, Andrew D. – Journal of Educational and Behavioral Statistics, 2021
The estimation of test score "gaps" and gap trends plays an important role in monitoring educational inequality. Researchers decompose gaps and gap changes into within- and between-school portions to generate evidence on the role schools play in shaping these inequalities. However, existing decomposition methods assume an equal-interval…
Descriptors: Scores, Tests, Achievement Gap, Equal Education
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Sinharay, Sandip; Johnson, Matthew S. – Journal of Educational and Behavioral Statistics, 2021
Score differencing is one of the six categories of statistical methods used to detect test fraud (Wollack & Schoenig, 2018) and involves the testing of the null hypothesis that the performance of an examinee is similar over two item sets versus the alternative hypothesis that the performance is better on one of the item sets. We suggest, to…
Descriptors: Probability, Bayesian Statistics, Cheating, Statistical Analysis
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Kuijpers, Renske E.; Visser, Ingmar; Molenaar, Dylan – Journal of Educational and Behavioral Statistics, 2021
Mixture models have been developed to enable detection of within-subject differences in responses and response times to psychometric test items. To enable mixture modeling of both responses and response times, a distributional assumption is needed for the within-state response time distribution. Since violations of the assumed response time…
Descriptors: Test Items, Responses, Reaction Time, Models
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Monroe, Scott – Journal of Educational and Behavioral Statistics, 2021
This research proposes a new statistic for testing latent variable distribution fit for unidimensional item response theory (IRT) models. If the typical assumption of normality is violated, then item parameter estimates will be biased, and dependent quantities such as IRT score estimates will be adversely affected. The proposed statistic compares…
Descriptors: Item Response Theory, Simulation, Scores, Comparative Analysis
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Gao, Xuliang; Ma, Wenchao; Wang, Daxun; Cai, Yan; Tu, Dongbo – Journal of Educational and Behavioral Statistics, 2021
This article proposes a class of cognitive diagnosis models (CDMs) for polytomously scored items with different link functions. Many existing polytomous CDMs can be considered as special cases of the proposed class of polytomous CDMs. Simulation studies were carried out to investigate the feasibility of the proposed CDMs and the performance of…
Descriptors: Cognitive Measurement, Models, Test Items, Scoring
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Suk, Youmi; Kim, Jee-Seon; Kang, Hyunseung – Journal of Educational and Behavioral Statistics, 2021
There has been increasing interest in exploring heterogeneous treatment effects using machine learning (ML) methods such as causal forests, Bayesian additive regression trees, and targeted maximum likelihood estimation. However, there is little work on applying these methods to estimate treatment effects in latent classes defined by…
Descriptors: Artificial Intelligence, Statistical Analysis, Statistical Inference, Classification
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