多种解释性项目对项目歧视的响应模型:评估社会情感学习调查中的负面框架效应
Joshua B Gilbert1, Lijin Zhang2, Esther Ulitzsch3,4
1Harvard University Graduate School of Education, Cambridge, MA, USA. joshua_gilbert@g.harvard.edu.
Behavior research methods
|March 5, 2025
概括
调查中的负面框架显著降低了项目歧视,特别是在儿童的社会情感学习评估中. 这项研究扩展了物品响应理论,以更好地了解物品措辞如何影响测量精度.
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
- 发展心理学 发展心理学
背景情况:
- 项目响应理论 (IRT) 传统上模拟项目位置,不太关注项目歧视.
- 解释性项目响应模型提供了对项目特征的洞察力,但未得到充分利用.
- 将这些模型扩展到多种类型的项目是心理测量进步的关键领域.
研究的目的:
- 将对项目歧视的解释性项目响应模型扩展到多种项目的响应.
- 调查项目框架 (正面与负面) 对项目歧视的影响.
- 将这些模型应用于学龄前儿童的社会情感学习调查.
主要方法:
- 开发了对多种类型数据的现有解释性项目响应模型的扩展.
- 将拟议的模型应用于四个社会情绪学习调查.
- 利用回归不连续性分析来估计负面框架对歧视的因果关系.
主要成果:
- 在四项调查中,在两个调查中,负面框架与明显较低的项目歧视有关.
- 一项因果估计表明,在一项调查中,负面框架将物品歧视减少了约30%.
- 这项研究证明了解释模型对于理解项目歧视的有用性.
结论:
- 对项目歧视的解释模型对于分析多种性反应是有价值的.
- 负项框可以对调查中的测量精度产生负面影响.
- 这些模型的进一步应用可以提高调查设计和解释,特别是在教育和心理评估中.
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