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Dardick, William R.; Mislevy, Robert J. – Educational and Psychological Measurement, 2016
A new variant of the iterative "data = fit + residual" data-analytical approach described by Mosteller and Tukey is proposed and implemented in the context of item response theory psychometric models. Posterior probabilities from a Bayesian mixture model of a Rasch item response theory model and an unscalable latent class are expressed…
Descriptors: Bayesian Statistics, Probability, Data Analysis, Item Response Theory
Kunina-Habenicht, Olga; Rupp, Andre A.; Wilhelm, Oliver – Journal of Educational Measurement, 2012
Using a complex simulation study we investigated parameter recovery, classification accuracy, and performance of two item-fit statistics for correct and misspecified diagnostic classification models within a log-linear modeling framework. The basic manipulated test design factors included the number of respondents (1,000 vs. 10,000), attributes (3…
Descriptors: Classification, Accuracy, Goodness of Fit, Models
Huang, Hung-Yu; Wang, Wen-Chung – Educational and Psychological Measurement, 2013
Both testlet design and hierarchical latent traits are fairly common in educational and psychological measurements. This study aimed to develop a new class of higher order testlet response models that consider both local item dependence within testlets and a hierarchy of latent traits. Due to high dimensionality, the authors adopted the Bayesian…
Descriptors: Item Response Theory, Models, Bayesian Statistics, Computation
Verkuilen, Jay; Smithson, Michael – Journal of Educational and Behavioral Statistics, 2012
Doubly bounded continuous data are common in the social and behavioral sciences. Examples include judged probabilities, confidence ratings, derived proportions such as percent time on task, and bounded scale scores. Dependent variables of this kind are often difficult to analyze using normal theory models because their distributions may be quite…
Descriptors: Responses, Regression (Statistics), Statistical Analysis, Models
Hartz, Sarah; Roussos, Louis – ETS Research Report Series, 2008
This paper presents the development of the fusion model skills diagnosis system (fusion model system), which can help integrate standardized testing into the learning process with both skills-level examinee parameters for modeling examinee skill mastery and skills-level item parameters, giving information about the diagnostic power of the test.…
Descriptors: Skill Development, Educational Diagnosis, Theory Practice Relationship, Standardized Tests