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Ancillary Data for Refining Computer Adaptive Algorithms for the Assessment of Anomia
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In: Dissertations and Theses (2021)
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Validation of the short version of the dimensional inventory for child development assessment
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In: Faculty Publications from Nebraska Center for Research on Children, Youth, Families, and Schools (2021)
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Modeling statistics ITAs’ speaking performances in a certification test
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In: Graduate Theses and Dissertations (2020)
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What do We Know about Context: An Integrated Analysis of Context Characteristics of Science Assessment Items
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Deficit or Difference? Assessing Narrative Comprehension in Autistic and Typically Developing Individuals: Comic vs. Text
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What Makes Reading Difficult? An Investigation of the Contribution of Passage, Task, and Reader Characteristics on Item Difficulty, Using Explanatory Item Response Models
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An Item Response Theory analysis of the Verb Subordinates Test ...
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S8-II - Situational Eight-II - deutsche Fassung ... : Big Eight DIAMONDS; The Situational Big Eight DIAMONDS ...
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| 9 |
Emerging Language Comprehension in Toddlers with Significant Developmental Delays
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In: Psychology Dissertations (2018)
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| 10 |
Using reversed items in Likert scales: A questionable practice ; El uso de ítems inversos en las escalas tipo Likert: una práctica cuestionable
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Abstract:
The use of positively worded items and reversed forms aims to reduce response bias and is a commonly used practice nowadays. The main goal of this research is to analyze the psychometric implications of the use of positive and reversed items in measurement instruments. Method: A sample of 374 participants was tested aged between 18 and 73 (M=33.98; SD=14.12), 62.60% were women. A repeated measures design was used, evaluating the participants with positive, reversed, and combined forms of a self-effi cacy test. Results: When combinations of positive and reversed items are used in the same test the reliability of the test is fl awed and the unidimensionality of the test is jeopardized by secondary sources of variance. In addition, the variance of the scores is reduced, and the means differ signifi cantly from those in tests in which all items are either positive or reversed, but not combined. Conclusions: The results of this study present a trade-off between a potential acquiescence bias when items are positively worded and a potential different understanding when combining regular and reversed items in the same test. The specialized literature recommends combining regular and reversed items for controlling for response style bias, but these results caution researchers in using them as well after accounting for the potential effect of linguistic skills and the fi ndings presented in this study. ; Antecedentes: el uso de ítems formulados positivamente junto con otros inversos es una práctica habitual para tratar de evitar sesgos de respuesta. El objetivo del presente trabajo es analizar las implicaciones psicométricas de utilizar ítems directos e inversos en la misma prueba. Método: se utilizó una muestra de 374 participantes con edades comprendidas entre 18 y 73 años (M=33.98; DT=14.12), con un 62,60% de mujeres. Mediante un diseño de medidas repetidas se evaluó a los participantes en una prueba de autoefi cacia con tres condiciones: todos los ítems positivos, todos negativos y un combinado de ambos. Resultados: cuando se utilizan en la misma prueba tanto ítems positivos como negativos su fi abilidad se deteriora, y la unidimensionalidad de la prueba se ve comprometida por fuentes secundarias de varianza. La varianza de las puntuaciones disminuye, y las medias difi eren signifi cativamente respecto de las pruebas en las que todos los ítems están formulados positiva o negativamente. Conclusiones: los resultados de este estudio presentan una disyuntiva entre un posible sesgo de aquiescencia cuando los ítems tienen una redacción positiva y una comprensión potencialmente diferente cuando se combinan ítems regulares e invertidos en la misma prueba. La literatura especializada recomienda combinar ítems regulares e invertidos para poder controlar el sesgo del estilo de respuesta, pero estos resultados advierten a los investigadores que los usen también después de tener en cuenta el potencial efecto de las habilidades lingüísticas y de los hallazgos presentados en este estudio. ; This research was funded by the Spanish Association of Methodology of Behavioral Sciences and Health (AEMCCO), member of the European Association of Methodology (EAM), and by the FPI programme from the Ministry of Economy and Competitiveness of the Government of Spain (PSI2014-56114-P, BES2012-053488, and PSI2017-85724-P).
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Keyword:
Item response theory; Ítems invertidos; Recoded; Recodificación; Responses bias; Reversed items; Sesgo de respuestas; Teoría de respuesta al ítem; Validez; Validity
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URL: http://hdl.handle.net/10481/52814
https://doi.org/10.7334/psicothema2018.33
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| 11 |
Differential item functioning of the patient-reported outcomes information system (PROMIS®) pain interference item bank by language (Spanish versus English).
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In: Quality of life research : an international journal of quality of life aspects of treatment, care and rehabilitation, vol 26, iss 6 (2017)
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| 12 |
Absolute and relative measures of instructional sensitivity ...
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Absolute and relative measures of instructional sensitivity
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In: Journal of educational and behavioral statistics 42 (2017) 6, S. 678-705 (2017)
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| 14 |
A computer-adaptive test of productive and contextualized academic vocabulary breadth in English (CAT-PAV): Development and validation
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In: Graduate Theses and Dissertations (2017)
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| 15 |
NEPS technical report for science: Scaling results of starting cohort 3 in 6th grade
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In: Bamberg : Leibniz Institute for Educational Trajectories 2016, 28 S. - (NEPS Survey Paper; 5) (2016)
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| 16 |
NEPS technical report for science: Scaling results of starting cohort 4 in 11th grade
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Hahn, Inga; Kähler, Jana. - : Leibniz Institute for Educational Trajectories, National Educational Panel Study, 2016. : Bamberg, 2016. : pedocs-Dokumentenserver/DIPF, 2016
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In: Bamberg : Leibniz Institute for Educational Trajectories, National Educational Panel Study 2016, 27 S. - (NEPS Survey Paper; 6) (2016)
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Kompetenz von Lehramtsstudierenden in Deutsch als Zweitsprache. Validierung des GSL-Testinstruments
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In: Blömeke, Sigrid [Hrsg.]; Zlatkin-Troitschanskaia, Olga [Hrsg.]: Kompetenzen von Studierenden. Weinheim u.a. : Beltz Juventa 2015, S. 32-54. - (Zeitschrift für Pädagogik, Beiheft; 61) (2015)
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| 18 |
Kompetenz von Lehramtsstudierenden in Deutsch als Zweitsprache. Validierung des GSL-Testinstruments ...
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| 19 |
漢族與原住民學童自我概念之比較及其試題差異分析之探究 ; Examining Differential Item Functioning of the Self-Description Questionnaire I across the Indigenous and Han children
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| 20 |
Evaluation of adding item-response theory analysis for evaluation of the European Board of Ophthalmology Diploma examination
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In: ISSN: 1755-3768 ; Acta Ophtalmologica ; https://hal.archives-ouvertes.fr/hal-01184831 ; Acta Ophtalmologica, Wiley online, 2013, 91 (7), pp.e573-e577. ⟨10.1111/aos.12135⟩ (2013)
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