Item response models for examinee-selected items

Wen Chung WANG, Kuan Yu JIN, Xuelan QIU, Lei WANG

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8 Citations (Scopus)

Abstract

In some tests, examinees are required to choose a fixed number of items from a set of given items to answer. This practice creates a challenge to standard item response models, because more capable examinees may have an advantage by making wiser choices. In this study, we developed a new class of item response models to account for the choice effect of examinee-selected items. The results of a series of simulation studies showed: (1) that the parameters of the new models were recovered well, (2) the parameter estimates were almost unbiased when the new models were fit to data that were simulated from standard item response models, (3) failing to consider the choice effect yielded shrunken parameter estimates for examinee-selected items, and (4) even when the missingness mechanism in examinee-selected items did not follow the item response functions specified in the new models, the new models still yielded a better fit than did standard item response models. An empirical example of a college entrance examination supported the use of the new models: in general, the higher the examinee’s ability, the better his or her choice of items. Copyright © 2012 by the National Council on Measurement in Education.
Original languageEnglish
Pages (from-to)419-445
JournalJournal of Educational Measurement
Volume49
Issue number4
DOIs
Publication statusPublished - 2012

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Education
entrance examination
National Council
simulation
ability
education

Citation

Wang, W.-C., Jin, K.-Y., Qiu, X.-L., & Wang, L. (2012). Item response models for examinee-selected items. Journal of Educational Measurement, 49(4), 419-445.