scholarly journals Asymptotically Corrected Person Fit Statistics for Multidimensional Constructs with Simple Structure and Mixed Item Types

Psychometrika ◽  
2021 ◽  
Author(s):  
Maxwell Hong ◽  
Lizhen Lin ◽  
Ying Cheng
2020 ◽  
Author(s):  
Maxwell Hong ◽  
Lizhen Lin ◽  
Alison Cheng

Person fit statistics are frequently used to detect deviating behavior when assuming an item response model generated the data. A common statistic, $l_z$, has been shown in previous studies to perform well under a myriad of conditions. However, it is well known that $l_z$ does not follow a standard normal distribution when using an estimated latent trait. As a result, corrections of $l_z$, called $l_z^*$, have been proposed in the literature for specific item response models. We propose a more general correction that is applicable to many types of data, namely survey or tests with multiple item types and underlying latent constructs, which subsumes previous work done by others. In addition, we provide corrections for multiple estimators of $\theta$, the latent trait, including MLE, MAP and WLE. We provide analytical derivations that justifies our proposed correction, as well as simulation studies to examine the performance of the proposed correction with finite test lengths. An applied example is also provided to demonstrate proof of concept. We conclude with recommendations for practitioners when the asymptotic correction works well under different conditions and also future directions.


2019 ◽  
Vol 44 (4) ◽  
pp. 267-281 ◽  
Author(s):  
Justin Paulsen ◽  
Dubravka Svetina ◽  
Yanan Feng ◽  
Montserrat Valdivia

Cognitive diagnostic models (CDMs) are of growing interest in educational research because of the models’ ability to provide diagnostic information regarding examinees’ strengths and weaknesses suited to a variety of content areas. An important step to ensure appropriate uses and interpretations from CDMs is to understand the impact of differential item functioning (DIF). While methods of detecting DIF in CDMs have been identified, there is a limited understanding of the extent to which DIF affects classification accuracy. This simulation study provides a reference to practitioners to understand how different magnitudes and types of DIF interact with CDM item types and group distributions and sample sizes to influence attribute- and profile-level classification accuracy. The results suggest that attribute-level classification accuracy is robust to DIF of large magnitudes in most conditions, while profile-level classification accuracy is negatively influenced by the inclusion of DIF. Conditions of unequal group distributions and DIF located on simple structure items had the greatest effect in decreasing classification accuracy. The article closes by considering implications of the results and future directions.


1999 ◽  
Vol 23 (4) ◽  
pp. 327-345 ◽  
Author(s):  
Edith M. L. A. Van Krimpen-Stoop ◽  
Rob R. Meijer

2020 ◽  
Vol 10 (11) ◽  
pp. 324
Author(s):  
Amin Mousavi ◽  
Ying Cui

Often, important decisions regarding accountability and placement of students in performance categories are made on the basis of test scores generated from tests, therefore, it is important to evaluate the validity of the inferences derived from test results. One of the threats to the validity of such inferences is aberrant responding. Several person fit indices were developed to detect aberrant responding on educational and psychological tests. The majority of the person fit literature has been focused on creating and evaluating new indices. The aim of this study was to assess the effect of aberrant responding on the accuracy of estimated item parameters and refining estimations by using person fit statistics by means of simulation. Our results showed that the presence of aberrant response patterns created bias in the both b and a parameters at the item level and affected the classification of students, particularly high-performing students, into performance categories regardless of whether aberrant response patterns were present in the data or were removed. The results differed by test length and the percentage of students with aberrant response patterns. Practical and theoretical implications are discussed.


2016 ◽  
Vol 40 (4) ◽  
pp. 274-288 ◽  
Author(s):  
Casper J. Albers ◽  
Rob R. Meijer ◽  
Jorge N. Tendeiro

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