A Speeded Item Response Model with Gradual Process Change

Goegebeur, Yuri; Boeck, Paul De; Wollack, James A.; Cohen, Allan S.

doi:10.1007/s11336-007-9031-2

Cited by 50 publications

(77 citation statements)

References 36 publications

(37 reference statements)

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“…Research has focused on detecting test speededness as a threat to test validity. Chang, Tsai, and Hsu (2014) and Goegebeur, De Boeck, Wollack, and Cohen (2008) considered a mixture modeling approach and defined a speeded class to identify test takers whose performance is affected by the time limit. The general idea is that the time limit influences the probability of an item being answered, without considering RT information.…”

Section: Discussionmentioning

confidence: 99%

Joint Modeling of Ability and Differential Speed Using Responses and Response Times

Fox

Marianti

2016

Multivariate Behavioral Research

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With computerized testing, it is possible to record both the responses of test takers to test questions (i.e., items) and the amount of time spent by a test taker in responding to each question. Various models have been proposed that take into account both test-taker ability and working speed, with the many models assuming a constant working speed throughout the test. The constant working speed assumption may be inappropriate for various reasons. For example, a test taker may need to adjust the pace due to time mismanagement, or a test taker who started out working too fast may reduce the working speed to improve accuracy. A model is proposed here that allows for variable working speed. An illustration of the model using the Amsterdam Chess Test data is provided.

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Section: Discussionmentioning

confidence: 99%

Joint Modeling of Ability and Differential Speed Using Responses and Response Times

Fox

Marianti

2016

Multivariate Behavioral Research

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“…Although both models can increase the validity of the proficiency measurement, the problems mentioned with regard to R TE also exist here. Student, School, and Country Di.fferences Another model worth mentioning is the model of Goegebeur, De Boeck, Wollack, and Cohen (2008), as it also jointly models guessing behavior and problem-solving behavior. The model assumes that during an assessment, there may be a gradual shift from problem-solving behavior to guessing behavior starting at a person-specific speededness point in the test.…”

Section: Dealing With Low Examinee Effortmentioning

confidence: 99%

Student, School, and Country Differences in Sustained Test-Taking Effort in the 2009 PISA Reading Assessment

Debeer

Buchholz²,

Hartig

et al. 2014

Journal of Educational and Behavioral Statistics

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In this article, the change in examinee effort during an assessment, which we will refer to as persistence, is modeled as an effect of item position. A multilevel extension is proposed to analyze hierarchically structured data and decompose the individual differences in persistence. Data from the 2009 Program of International Student Achievement (PISA) reading assessment from N ¼ 467,819 students from 65 countries are analyzed with the proposed model, and the results are compared across countries. A decrease in examinee effort during the PISA reading assessment was found consistently across countries, with individual differences within and between schools. Both the decrease and the individual differences are more pronounced in lower performing countries. Within schools, persistence is slightly negatively correlated with reading ability; but at the school level, this correlation is positive in most countries. The results of our analyses indicate that it is important to model and control examinee effort in low-stakes assessments.

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“…Neste trabalho propomos um modelo Bayesiano simples para estimar ambos os tipos de parâmetros: variáveis latentes pessoais e de item para dados com evidência de aceleração. O modelo está fortemente relacionado com o de Goegebeur et al (2008) mas diferente deste, a estrutura de dependência nos parâmetros pessoais não é assumida inicialmente na formulação do modelo. Nós conduzimos um estudo de caso para analisar dados de fluência em palavras sem sentido em estudantes peruanos.…”

Section: Modelos De Regressão Para Resposta Limitada Categórica E Preunclassified

“…More precisely, for items early in the test, the item difficulty parameters are constrained to be equal in both classes; however, the item difficulty parameters of end-of-test items in the speeded class are constrained to be larger than the respective item difficulty parameters in the nonspeeded class. Using a more general IRT model, Goegebeur et al (2008) have proposed a speeded item response model with gradual process change. This model was first formulated by Wollack and Cohen (2005) as a model to simulate speededness data and can be regarded as a multidimensional IRT model that extends the three parameter logistic model by considering three personal latent variables to explain the behavior of the examinees in the test under a speeded situation.…”

Section: Speededness In Irtmentioning

confidence: 99%

“…A simple Bayesian model to estimate both type of parameters: personal and item parameters to data with evidence of speededness is presented in section 4. The model is strongly related with the speeded item response model with gradual process change proposed by Wollack and Cohen (2005) and Goegebeur, de Boeck, Wollack and Cohen (2008) but different of this, dependence structure is not assumed initially in the formulation of the model. By cause of this, we named this model as alternative 3L speeded.…”

Section: Introductionmentioning

confidence: 99%

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Contribuições ao estudo de variáveis dependentes limitadas contínuas e categóricas

Bazán¹

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This text presents and analyzes a number of papers relating to works developed under the guidance of the author of this document. The papers are related to the project of development of new distributions to variables with limited response including discrete and continuous response as well as the modeling of such variables as function of covariates considering regression and latent variables models. Every paper to be presented is contextualized within three areas of the limited response: regression models for continuous limited response, regression models for categorical limited response and latent limited regression models (models of item response theory). The proposed developments are described as well as simulation studies and applications that illustrate the relevance the proposals in the corresponding areas. Moreover, are presented works that are in progress, but already they were submitted and are under review phase. However, the text summarizes the main contributions of the author to the area of modeling and analysis of regression performed acting as advisor of scientific research work, master's, doctoral and post-doctoral as well as the relationship with other associated researchers the past five years.Keywords: Modelling, regression analysis, inference, limited response, categorical data, bayesian estimation, item response theory.iii Sumário partido político por município em uma eleição, mas também o caso de resposta binária {0, 1} e o intervalo unitário aberto (0, 1). Quando tentamos modelar uma distribuição em que a variável resposta é assumida no intervalo aberto ou fechado, considerando covariáveis explicativas, estamos frente a um modelo de regressão para resposta limitada contínua. Quando focamos nas respostas tomando somente os valores zero e uns, estamos frente a uma variável binária e então o correspondente modelo é o de regressão biná-ria. As respostas binárias seguem um processo Bernoulli, assum-se a distribuição de uma variável correspondente a soma destes processos resulta em uma distribuição categórica.Este grupo de modelos faze parte dos modelos de regressão com resposta limitada categórica. Finalmente se temos um caso de respostas binárias multivariadas e assumimos como covariáveis ou fatores explicativos variáveis não observáveis ou latentes teremos uma regressão binária multivariada latente ou uma regressão limitada latente mais conhecida como modelos de teoria da resposta ao item. Um grupo importante de minhas pesqui-3 sas desenvolvidas nos últimos cinco anos fica classificada nessas três áreas ou classes de modelos que descrevemos a seguir em maiores detalhes. Modelos de regressão para resposta limitada contí-nuaEspecificamente, no caso do intervalo (0, 1). o principal modelo desenvolvido foi o modelo de regressão Beta o qual descrevemos a seguir.Considere que y = (y 1 , y 2 , . . . , y n ) denota um vetor n × 1 de n variáveis aleatórias independentes. Também seja x i = (x i1 , . . . , x in ) um vetor k × 1 de covariáveis, na qual x i1 pode ser 1, o que corresponde a um interc...

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A Speeded Item Response Model with Gradual Process Change

Abstract: item response model, local item dependence, test speededness,

Cited by 50 publications

References 36 publications

Joint Modeling of Ability and Differential Speed Using Responses and Response Times

Joint Modeling of Ability and Differential Speed Using Responses and Response Times

Student, School, and Country Differences in Sustained Test-Taking Effort in the 2009 PISA Reading Assessment

Contribuições ao estudo de variáveis dependentes limitadas contínuas e categóricas

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