Examination dishonesty is a global problem that became particularly critical after the outbreak of the COVID-19 pandemic and the shift to remote learning. Academic research has often examined this phenomenon as only one aspect of a broader concept of academic dishonesty and as a one-dimensional construct. This article builds on existing knowledge…

Purpose: Well-designed assessment methodologies and various cognitive diagnosis models (CDMs) to extract diagnostic information about examinees' individual strengths and weaknesses have been developed. Due to this novelty, as well as educational specialists' lack of familiarity with CDMs, their applications are not widespread. This article aims at…

Measurement errors attributable to cultural issues are complex and challenging for educational assessments. We need assessment tests sensitive to the cultural heterogeneity of populations, and psychometric methods appropriate to address fairness and equity concerns. Built on the research of culturally responsive assessment, this dissertation…

Diagnostic classification models (aka cognitive or skills diagnosis models) have shown great promise for evaluating mastery on a multidimensional profile of skills as assessed through examinee responses, but continued development and application of these models has been hindered by a lack of readily available software. In this article we…

The use of new test administration technologies such as computerized adaptive testing in high-stakes educational and occupational assessments demands large item pools. Classic item construction processes and previous approaches to automatic item generation faced the problems of a considerable loss of items after the item calibration phase. In this…

A multinormal partial credit model for factor analysis of polytomously scored items with ordered response categories is derived using an extension of the Dutch Identity (Holland in "Psychometrika" 55:5-18, 1990). In the model, latent variables are assumed to have a multivariate normal distribution conditional on unweighted sums of item…

Starting from an explicit scoring rule for time limit tasks incorporating both response time and accuracy, and a definite trade-off between speed and accuracy, a response model is derived. Since the scoring rule is interpreted as a sufficient statistic, the model belongs to the exponential family. The various marginal and conditional distributions…

Allowing respondents to retake a cognitive ability test has shown to increase their test scores. Several theoretical models have been proposed to explain this effect, which make distinct assumptions regarding the measurement invariance of psychometric tests across test administration sessions with regard to narrower cognitive abilities and general…

This article proposes a procedure, based on a global statistic, for assessing intra-individual consistency in a test-retest design with a short-term retest interval. The procedure is developed within the framework of parametric item response theory, and the statistic is a likelihood-based measure that can be considered as an extension of the…

Though calibration of an achievement test within psychological and educational context is very often carried out by the Rasch model, data sampling is hardly designed according to statistical foundations. However, Kubinger, Rasch, and Yanagida (2009) recently suggested an approach for the determination of sample size according to a given Type I and…

Humphry (this issue) has written a thought-provoking piece on the interpretation of item discrimination parameters as scale units in item response theory. One of the key features of his work is the description of an item response theory (IRT) model that he calls the logistic measurement function that combines aspects of two traditions in IRT that…

Emphasis on regular mathematics skill assessment, intervention, and progress monitoring under the RTI model has created a need for the development of assessment instruments that are psychometrically sound, reliable, universal, and brief. Important factors to consider when developing or selecting assessments for the school environment include what…

A variety of cognitive diagnosis approaches (CDAs) have been used by researchers to extract fine-grained information about the linguistic knowledge states and skill mastery levels of test takers based on their performance on language tests. Although some of these approaches have been in use in the psychometric community for quite some time, many…

The linear logistic test model (LLTM) breaks down the item parameter of the Rasch model as a linear combination of some hypothesized elementary parameters. Although the original purpose of applying the LLTM was primarily to generate test items with specified item difficulty, there are still many other potential applications, which may be of use…

In this commentary, the author points out few issues, one being that there are models mislabeled as diagnostic, which deal with linear decompositions of item difficulties rather than estimating multidimensional skill variables. The author discusses the issue that there are many new names for essentially well-known models for multiple simultaneous…