探索证据来解释通过响应处理数据的差异性项目功能
Ziying Li1, Jinnie Shin1, Huan Kuang2
1University of Florida, Gainesville, USA.
Educational and psychological measurement
|December 2, 2024
概括
响应过程数据,包括时间和行动序列,在评估中显著增强了对差异性项目功能 (DIF) 的解释. 这种方法通过揭示受试者反应方式的群体差异来提高测量公平性.
科学领域:
- 教育测量教育的测量
- 心理测量 心理测量 心理测量
- 数据科学数据科学数据科学
背景情况:
- 差异性项目功能 (DIF) 评估对于确保不同子组的评估公平性至关重要.
- 传统的DIF方法仅依赖于项目响应得分,存在解释性挑战.
- 响应过程数据为受试者的行为提供了新的见解,有助于DIF解释.
研究的目的:
- 探索响应过程数据特征的实用性,以提高DIF项目的可解释性.
- 在2012年成人能力国际评估计划 (PIAAC) 中,专注于基于性别的DIF.
- 识别关键的过程数据特征,解释DIF.
主要方法:
- 利用随机森林和后勤回归与脊梁规范化.
- 研究了过程数据特征和DIF项目之间的关联.
- 评估DIF项目的不同百分比的模型性能,以模拟现实条件.
主要成果:
- 发现定时和动作序列特征具有高度信息意义.
- 这些特征有效地揭示了性别群体之间的反应过程差异.
- 过程数据的组合功能显著增强了DIF项目解释性.
结论:
- 响应过程数据为理解和解释DIF项目提供了一种可行的方法.
- 这种方法可以揭示DIF统计数据和专家评价之间的差异原因.
- 杆化过程数据可以帮助识别和减轻影响衡量权益的无关因素.
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