期刊： EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT, 2020; 80 (6)
Timely diagnostic feedback is helpful for students and teachers, enabling them to adjust their learning and teaching plans according to a current diag......
期刊： EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT, 2020; 80 (4)
The responses of non-effortful test-takers may have serious consequences as non-effortful responses can impair model calibration and latent trait infe......
期刊： EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT, 2020; 80 (5)
The present study extended the p-optimality method to the multistage computerized adaptive test (MST) context in developing optimal item pools to supp......
期刊： EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT, 2020; 80 (6)
In large-scale low-stake assessment such as the Programme for International Student Assessment (PISA), students may skip items (missingness) which are......
期刊： EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT, 2018; 78 (1)
In applications of item response theory (IRT), an estimate of the reliability of the ability estimates or sum scores is often reported. However, analy......
期刊： EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT, 2018; 78 (6)
The maximal reliability of a congeneric measure is achieved by weighting item scores to form the optimal linear combination as the total score; it is ......
期刊： EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT, 2017; 77 (2)
Reliable measurements are key to social science research. Multiple measures of reliability of the total score have been developed, including coefficie......
