Detecting Rating Scale Malfunctioning with the Partial Credit Model and Generalized Partial Credit Model

Autor/in	Wind, Stefanie A.
Titel	Detecting Rating Scale Malfunctioning with the Partial Credit Model and Generalized Partial Credit Model
Quelle	In: Educational and Psychological Measurement, 83 (2023) 5, S.953-983 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wind, Stefanie A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1644
DOI	10.1177/00131644221116292
Schlagwörter	Rating Scales; Testing Problems; Item Response Theory; Models + Suchen Sie Ihr Suchwort? Rating-Skala; Item-Response-Theorie; Analogiemodell
Abstract	Rating scale analysis techniques provide researchers with practical tools for examining the degree to which ordinal rating scales (e.g., Likert-type scales or performance assessment rating scales) function in psychometrically useful ways. When rating scales function as expected, researchers can interpret ratings in the intended direction (i.e., lower ratings mean "less" of a construct than higher ratings), distinguish between categories in the scale (i.e., each category reflects a unique level of the construct), and compare ratings across elements of the measurement instrument, such as individual items. Although researchers have used these techniques in a variety of contexts, studies are limited that systematically explore their sensitivity to problematic rating scale characteristics (i.e., "rating scale malfunctioning"). I used a real data analysis and a simulation study to systematically explore the sensitivity of rating scale analysis techniques based on two popular polytomous item response theory (IRT) models: the partial credit model (PCM) and the generalized partial credit model (GPCM). Overall, results indicated that both models provide valuable information about rating scale threshold ordering and precision that can help researchers understand how their rating scales are functioning and identify areas for further investigation or revision. However, there were some differences between models in their sensitivity to rating scale malfunctioning in certain conditions. Implications for research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01