Application of a Psychometric Rating Model to Ordered Categories Which Are Scored with Successive Integers

Andrich, David

doi:10.1177/014662167800200413

Cited by 301 publications

(189 citation statements)

References 8 publications

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“…Measurement models based on item response theory also include models that are applicable to personality instruments that are not dichotomously scored (24)(25)(26)(27)(28). In terms of psychiatric measurement, research has demonstrated that both item response theory and CAT (29) can be meaningfully applied to the measurement of attitudes and personality variables (30,31).…”

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confidence: 99%

Using Computerized Adaptive Testing to Reduce the Burden of Mental Health Assessment

Gibbons

Weiss

Kupfer

et al. 2008

Psychiatric Services

119

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Objective-This study investigated the combination of item response theory and computerized adaptive testing (CAT) for psychiatric measurement as a means of reducing the burden of research and clinical assessments.Methods-Data were from 800 participants in outpatient treatment for a mood or anxiety disorder; they completed 616 items of the 626-item Mood and Anxiety Spectrum Scales (MASS) at two times. The first administration was used to design and evaluate a CAT version of the MASS by using post hoc simulation. The second confirmed the functioning of CAT in live testing.Results-Tests of competing models based on item response theory supported the scale's bifactor structure, consisting of a primary dimension and four group factors (mood, panic-agoraphobia, obsessive-compulsive, and social phobia). Both simulated and live CAT showed a 95% average reduction (585 items) in items administered (24 and 30 items, respectively) compared with administration of the full MASS. The correlation between scores on the full MASS and the CAT version was .93. For the mood disorder subscale, differences in scores between two groups of depressed patients-one with bipolar disorder and one without-on the full scale and on the CAT showed effect sizes of .63 (p<.003) and 1.19 (p<.001) standard deviation units, respectively, indicating better discriminant validity for CAT.Conclusions-Instead of using small fixed-length tests, clinicians can create item banks with a large item pool, and a small set of the items most relevant for a given individual can be administered with no loss of information, yielding a dramatic reduction in administration time and patient and clinician burden.Psychiatric measurement has been based primarily on subjective judgment and classical test theory. Typically, impairment level is determined by a total score, which requires that the same items be administered to all respondents. An alternative to administration of a full scale is disclosures The authors report no competing interests. This form of testing has recently emerged in mental health research (3,4). Procedures based on item response theory (5) can be used to obtain estimates for items (for example, difficulty or discrimination) and individuals (for example, severity of depression) to more efficiently identify suitable item subsets for each individual. This approach to testing is referred to as computerized adaptive testing (CAT) and is immediately applicable to psychiatric services (6-10). For example, a depression inventory can be administered adaptively, such that an individual responds only to items that are most appropriate for assessing his or her level of depression. The net result is that a small, optimal number of items is administered to the individual without loss of measurement precision. NIH Public AccessA complication of applying item response theory to psychiatric measurement problems is that unlike traditional ability testing (for example, mathematics achievement), for which approximately unidimensional scales are used, psychiatric...

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confidence: 99%

Using Computerized Adaptive Testing to Reduce the Burden of Mental Health Assessment

Gibbons

Weiss

Kupfer

et al. 2008

Psychiatric Services

119

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“…The construct validity of the SPEF-R was examined using the RMM, specifically in the three aspects: (1) rating scale analysis, (2) test unidimensionality, and (3) test targeting. The Rasch Rating Scale model (Andrich, 1978) was used in this study because the 5-point rating scale of the SPEF-R represents use of the same rating criteria across individual items. The RMM analysis was performed using the WINSTEPS computer software version 3.73 (Linacre, 2011), and details of each part are described below.…”

Section: Resultsmentioning

confidence: 99%

Establishing the Validity and Reliability of the Student Practice Evaluation Form–Revised (SPEF-R) in Occupational Therapy Practice Education

et al. 2013

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This study investigated construct validity and internal consistency of the Student Practice Evaluation Form-Revised Edition Package (SPEF-R) which evaluates students' performance on practice education placements. The SPEF-R has 38 items covering eight domains, and each item is rated on a 5-point rating scale. Data from 125 students' final placement evaluations in their final year study were analyzed using the Rasch measurement model. The SPEF-R exhibited satisfactory rating scale performance and unidimensionality across the eight domains, providing construct validity evidence. Only 2 items misfit Rasch model's expectations (both related to students' performance with client groups, which were often rated as not observed). Additionally, the internal consistency of each SPEF-R domain was found to be excellent (Cronbach's a ¼ .86 to .91) and all individual items had reasonable to excellent item-total correlation coefficients. The study results indicate that the SPEF-R can be used with confidence to evaluate students' performance during placements, but continued validation and refinement are required.

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“…Measurement reliability was estimated with both classical and Rasch analyses. Using latent trait modeling, item response data was fitted to the Rasch unidimensional rating scale measurement model (Andrich, 1978). In addition to estimating item rating scale model parameters, we tested the assumption that the item response process was unidimensional.…”

Section: Methodsmentioning

confidence: 99%

Development and psychometric validation of a child Racial Attitudes Index (RAI)

2017

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The Racial Attitudes Index (RAI) measures a child's racial attitudes. Designed for children aged 5-9 years, the RAI is delivered over the Internet using Audio Computer Assisted Self-Interviewing (ACASI). Unlike traditional binary forced-choice instruments, the RAI uses an expanded response format permitting a more nuanced understanding of patterns of children's racial attitudes. In addition to establishing psychometric evidence of the RAI technical adequacy, hypotheses about RAI item response patterns were tested. The racial attitudes of 336 Black and White children in grades K-3 were assessed using a forced-choice instrument (Preschool Racial Attitudes Measure II) and the RAI. Findings from this study indicate measures obtained with the RAI are technically adequate, and the measure functions invariantly across racial groups. Also, patterns of children's racial attitudes measured with the RAI are more nuanced than those obtained using the forced-choice response format.Keywords Racial and ethnic attitude and relations . Prejudice . Childhood development . Social cognitionEvidence from explicit attitudes research shows that young children display racial biases as early as 3 to 5 years of age

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Application of a Psychometric Rating Model to Ordered Categories Which Are Scored with Successive Integers

Cited by 301 publications

References 8 publications

Using Computerized Adaptive Testing to Reduce the Burden of Mental Health Assessment

Using Computerized Adaptive Testing to Reduce the Burden of Mental Health Assessment

Establishing the Validity and Reliability of the Student Practice Evaluation Form–Revised (SPEF-R) in Occupational Therapy Practice Education

Development and psychometric validation of a child Racial Attitudes Index (RAI)

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