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Comparisons of subscoring methods in computerized adaptive testing: A simulation study

机译:计算机自适应测试中评分方法的比较:一个仿真研究

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摘要

Given the increasing demands of subscore reports, various subscoring methods and augmentation techniques have been developed aiming to improve the subscore estimates, but few studies have been conducted to systematically compare these methods under the framework of computerized adaptive tests (CAT). This research conducts a simulation study, for the purpose of comparing five subscoring methods on score estimation under variable simulated CAT conditions. Among the five subscoring methods, the IND-UCAT scoring ignores the correlations among subtests, whereas the other four correlation-based scoring methods (SEQ-CAT, PC-MCAT, reSEQ-CAT, and AUG-CAT) capitalize on the correlation information in the scoring procedure. By manipulating the sublengths, the correlation structures, and the item selection algorithms, more comparable, pragmatic, and systematic testing scenarios are created for comparison purposes. Also, to make the best of the sources underlying the assessments, the study proposes a successive scoring procedure according to the structure of the higher-order IRT model, in which the test total score of individual examinees can be calculated after the subscore estimation procedure is conducted. Through the successive scoring procedure, the subscores and the total score of an examinee can be sequentially derived from one test. The results of the study indicate that in the low correlation structure, the original IND-CAT is suggested for subscore estimation considering the ease of implementation in practice, while the suggested total score estimation procedure is not recommended given the large divergences from the true total scores. For the mixed correlation structure with two moderate correlations and one strong correlation, the original SEQ-CAT or the combination of the SEQ-CAT item selection and the PC-MCAT scoring should be considered not only for subscore estimation but also for total score estimation. If the post-hoc estimation procedure is allowed, the original SEQ-CAT and the reSEQ-CAT scoring could be jointly conducted for the best score estimates. In the high correlation structure, the original PC-MCAT and the combination of the PC-MCAT scoring and the SEQ-CAT item selection are suggested for both the subscore estimation and the total score estimation. In terms of the post-hoc score estimation, the reSEQ-CAT scoring in conjunction with the original SEQ-CAT is strongly recommended. If the complexity of the implementation is an issue in practice, the reSEQ-CAT scoring jointly conducted with the original IND-UCAT could be considered for reasonable score estimates. Additionally, to compensate for the constrained use of item pools in PC-MCAT, the PC-MCAT with adaptively sequencing subtests (SEQ-MCAT) is proposed for future investigations. The simplifications of item and/or subtest selection criteria in a simple-structure MCAT, PC-MCAT, and SEQ-MCAT are also pointed out for the convenience of their applications in practice. Last, the limitations of the study are discussed and the directions for future studies are also provided.
机译:鉴于子评分报告的需求不断增长,已经开发了各种评分方法和增强技术,旨在提高子评分的估计,但是在计算机自​​适应测试(CAT)的框架下,很少有研究能够系统地比较这些方法。这项研究进行了模拟研究,目的是比较在可变的模拟CAT条件下分数估计的五种评分方法。在这五种评分方法中,IND-UCAT评分忽略了子测试之间的相关性,而其他四种基于相关性的评分方法(SEQ-CAT,PC-MCAT,reSEQ-CAT和AUG-CAT)则利用了计分程序。通过操纵子长度,相关结构和项目选择算法,可以创建更具可比性,实用性和系统性的测试方案,以进行比较。另外,为了充分利用评估的基础,研究根据高阶IRT模型的结构提出了一种连续的评分程序,其中可以在子评分估计程序为进行。通过连续的计分程序,可以从一个测试中依次得出分数和应试者的总分。研究结果表明,在低相关性结构中,考虑到实践中的简便性,建议使用原始的IND-CAT进行子评分估计,而考虑到与真实总得分的巨大差异,建议不要使用建议的总得分估计程序。对于具有两个中度相关性和一个强相关性的混合相关性结构,不仅应考虑将原始SEQ-CAT或SEQ-CAT项目选择与PC-MCAT评分的组合用于子得分估计,而且还应考虑总分估计。如果允许事后估算程序,则可以为最佳分数估算联合进行原始SEQ-CAT和reSEQ-CAT评分。在高相关性结构中,建议将原始PC-MCAT以及PC-MCAT评分和SEQ-CAT项目选择的组合用于子分数估计和总分估计。就事后评分估算而言,强烈建议结合原始SEQ-CAT对reSEQ-CAT评分。如果实施的复杂性实际上是一个问题,则可以考虑与原始IND-UCAT联合进行reSEQ-CAT评分,以进行合理的评分估算。另外,为了补偿PC-MCAT中项目库的使用受限,建议将PC-MCAT与自适应测序子测试(SEQ-MCAT)结合起来,以备将来研究之用。还指出了简单结构MCAT,PC-MCAT和SEQ-MCAT中项目和/或子测试选择标准的简化,以方便其在实践中的应用。最后,讨论了研究的局限性,并提供了未来研究的方向。

著录项

  • 作者

    Liu, Fu.;

  • 作者单位

    The University of North Carolina at Greensboro.;

  • 授予单位 The University of North Carolina at Greensboro.;
  • 学科 Educational tests measurements.;Educational psychology.;Educational evaluation.
  • 学位 Ph.D.
  • 年度 2015
  • 页码 202 p.
  • 总页数 202
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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