The Extent, Causes and Importance of Context Effects on Item Parameters for Two Latent Trait Models

Yen, Wendy M.

doi:10.1111/j.1745-3984.1980.tb00833.x

Cited by 59 publications

(44 citation statements)

References 18 publications

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“…The final stage outlined by Leary and Dorans (1985) uses modem psychometric theory in conjunction with psychologicalprocess theories to characterize the mechanisms underlying order effects (see also Whitely & Dawis, 1976;Yen, 1980). From our perspective, we concur with the work of Leary and Dorans in their suggestion that a more appropriate emphasis in understanding these effects may not be the single-item juxtapositions but rather the rearrangement of intact test subsections (or "testlets"), each reflectingdifferent item characteristics (e.g., item specificity).…”

Section: Historical Psychometrics Perspectivessupporting

confidence: 75%

Context Effects in Social and Psychological Research

Schwarz¹,

Sudman²

1992

209

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), except for brief excerpts in connection with reviews or scholarly analysis. Use in connection with any form of information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed is forbidden. The use of general descriptive names, trade names, trademarks, etc., in this publication, even if the former are not especially identified, is not to be taken as a sign that such names, as understood by the Trade Marks and Merchandise Marks Act, may accordingly be used freely by anyone.Camera-ready copy supplied by the authors. Printed and bound by Braun-Brumfield, Inc., Ann Arbor, MI. Bibb Latane and Deborah Richardson hosted the conference at the Nags Head Conference Center in Kill Devil Hills, North Carolina. Their hospitality, the joys of southern cooking, and the outer banks of North Carolina greatly contributed to an enjoyable and productive meeting. Special thanks are due to Mary A. Spaeth, who edited all contributions to this volume and turned a pile of manuscripts into a readable book. Finally, we thank all conference participants for lively and controversial discussions from breakfast to midnight and for the fine chapters that they contributed.

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Section: Historical Psychometrics Perspectivessupporting

confidence: 75%

Context Effects in Social and Psychological Research

Schwarz¹,

Sudman²

1992

209

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“…Yen (1980) investigated item position on the California Achievement Test (CAT) and found some effects on parameter estimates as well as an impact on equating results. Similarly, Kingston and Dorans (1982) found that item position effects had an adverse effect on equating forms of the Graduate Record Examination (GRE).…”

Section: Related Literaturementioning

confidence: 99%

“…These include context effects, item position effects, instructional effects, variable sample sizes, and other sources of item parameter drift that are not formally recognized or controlled for in IRT applications. Several researchers have documented the existence and investigated the influence of such item level effects (Whitely & Dawis, 1976;Yen, 1980;Klein & Bolus, 1983;Kingston & Dorans, 1984;Rubin & Mott, 1984;Leary & Dorans, 1985).…”

Section: Introductionmentioning

confidence: 97%

Item Position and Item Difficulty Change in an IRT-Based Common Item Equating Design

Meyers

Miller

Way

2008

Applied Measurement in Education

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In operational testing programs using item response theory (IRT), item parameter invariance is threatened when an item appears in a different location on the live test than it did when it was field tested. This study utilizes data from a large state's assessments to model change in Rasch item difficulty (RID) as a function of item position change, test level, test content, and item format. As a follow-up to the real data analysis, a simulation study was performed to assess the effect of item position change on equating. Results from this study indicate that item position change significantly affects change in RID. In addition, although the test construction procedures used in the investigated state seem to somewhat mitigate the impact of item position change, equating results might be impacted in testing programs where other test construction practices or equating methods are utilized.

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“…Significant effects on item parameters and item performance have been shown to depend on the relationship with other items in the test (Eignor & Cook, 1983;Kingston & Dorans, 1984;Whitley & Dawis, 1976;Yen, 1980). In conventional testing, every examinee receives every item in the same order.…”

Section: Context Effectsmentioning

confidence: 99%

The Four Generations of Computerized Educational Measurement

Bunderson

Inouye

Olsen³

1988

ETS Research Report Series

101

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Educational measurement is undergoing a revolution, due to the rapid dissemination of information-processing technology. One of the most notable aspects of that revolution is the rapidity with which it has come upon us. It is perhaps inevitable that the recent growth in power and sophistication of computing resources and the widespread dissemination of computers in daily life have brought about irreversible changes in educational measurement.

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The Extent, Causes and Importance of Context Effects on Item Parameters for Two Latent Trait Models

Cited by 59 publications

References 18 publications

Context Effects in Social and Psychological Research

Context Effects in Social and Psychological Research

Item Position and Item Difficulty Change in an IRT-Based Common Item Equating Design

The Four Generations of Computerized Educational Measurement

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