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Exploring Rubric-Related Multidimensionality in Polytomously Scored Test Items.

Daniel M Bolt1, Daniel J Adams1

  • 1University of Wisconsin-Madison, WI, USA.

Applied Psychological Measurement
|June 9, 2018
PubMed
Summary

Polytomously scored items may measure different proficiencies across score levels. This study introduces a multidimensional nominal response model (MNRM) to explore this rubric-related multidimensionality in educational assessments.

Keywords:
item response theorymultidimensionalitypolytomous models

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Area of Science:

  • Educational Measurement
  • Psychometrics
  • Statistics

Background:

  • Polytomously scored items in educational assessments can exhibit multidimensionality.
  • This means different score categories might reflect different underlying student proficiencies.
  • Traditional multidimensional item response theory (MIRT) models often overlook this score-category-specific dimensionality.

Purpose of the Study:

  • To investigate whether the proficiency dimension measured by a polytomously scored item varies across its score categories.
  • To introduce and apply a multidimensional nominal response model (MNRM) for analyzing rubric-related multidimensionality.
  • To illustrate the practical implications and potential consequences of ignoring this phenomenon in educational testing.

Main Methods:

  • Utilized a multidimensional nominal response model (MNRM) to analyze item scoring.
  • Employed simulation studies to demonstrate practical considerations and consequences of rubric-related multidimensionality.
  • Applied the model to real data from the 2007 Trends in Mathematics and Science Study (TIMSS) for eighth graders in the United States.

Main Results:

  • The study confirmed that the proficiency dimension measured by polytomous items can indeed vary by score category.
  • Simulation examples highlighted the potential impact of unaddressed multidimensionality on assessment outcomes.
  • The real data analysis provided insights into item format effects within a large-scale international assessment.

Conclusions:

  • Rubric-related multidimensionality is a relevant issue in polytomously scored items that warrants consideration.
  • Failure to account for score-category-specific dimensions may lead to inaccurate interpretations of student proficiency.
  • The proposed MNRM offers a valuable tool for detecting and analyzing this complex measurement issue in educational research.