Simultaneous Estimation of Overall and Domain Abilities: A Higher-Order IRT Model Approach

Autor/inn/en	de la Torre, Jimmy; Song, Hao
Titel	Simultaneous Estimation of Overall and Domain Abilities: A Higher-Order IRT Model Approach
Quelle	In: Applied Psychological Measurement, 33 (2009) 8, S.620-639 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0146-6216
DOI	10.1177/0146621608326423
Schlagwörter	Ability; Tests; Item Response Theory; Data Analysis; Markov Processes; Monte Carlo Methods; Bayesian Statistics; Computation; Test Length; Models; Correlation; Simulation + Suchen Sie Ihr Suchwort? Fähigkeit; Fertigkeit; Examination; Prüfung; Examen; Item-Response-Theorie; Auswertung; Markowscher Prozess; Monte-Carlo-Methode; Analogiemodell; Korrelation; Simulation program; Simulationsprogramm
Abstract	Assessments consisting of different domains (e.g., content areas, objectives) are typically multidimensional in nature but are commonly assumed to be unidimensional for estimation purposes. The different domains of these assessments are further treated as multi-unidimensional tests for the purpose of obtaining diagnostic information. However, when the domains are disparate, assuming a single underlying ability across the domains is not tenable. Moreover, estimating domain proficiencies based on short tests can result in unreliable scores. This article presents a higher-order item response theory framework where an overall and multiple domain abilities are specified in the same model. Using a Markov chain Monte Carlo method in a hierarchical Bayesian framework, the overall and domain-specific abilities, and their correlations, are estimated simultaneously. The feasibility and effectiveness of the proposed model are investigated under varied conditions in a simulation study and illustrated using actual assessment data. Implications of the model for future test analysis and ability estimation are also discussed. (Contains 10 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10