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Autor/inn/en | Song, Yoon Ah; Lee, Won-Chan |
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Titel | Effects of Using Double Ratings as Item Scores on IRT Proficiency Estimation |
Quelle | In: Applied Measurement in Education, 35 (2022) 2, S.95-115 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0895-7347 |
DOI | 10.1080/08957347.2022.2067543 |
Schlagwörter | Item Response Theory; Item Analysis; Scores; Accuracy; Models; Comparative Analysis; Evaluators; Educational Assessment; Error of Measurement |
Abstract | This article presents the performance of item response theory (IRT) models when double ratings are used as item scores over single ratings when rater effects are present. Study 1 examined the influence of the number of ratings on the accuracy of proficiency estimation in the generalized partial credit model (GPCM). Study 2 compared the accuracy of proficiency estimation of two IRT models (GPCM versus the hierarchical rater model, HRM) for double ratings. The main findings were as follows: (a) rater effects substantially reduced the accuracy of IRT proficiency estimation; (b) double ratings relieved the negative impact of rater effects on proficiency estimation and improved the accuracy relative to single ratings; (c) IRT estimators showed different patterns in the conditional accuracy; (d) as more items and a larger number of score categories were used, the accuracy of proficiency estimation improved; and (e) the HRM consistently showed better performance than the GPCM. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |