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Mittelhaëuser, Marie-Anne; Béguin, Anton A.; Sijtsma, Klaas – Journal of Educational Measurement, 2015
The purpose of this study was to investigate whether simulated differential motivation between the stakes for operational tests and anchor items produces an invalid linking result if the Rasch model is used to link the operational tests. This was done for an external anchor design and a variation of a pretest design. The study also investigated…
Descriptors: Item Response Theory, Simulation, High Stakes Tests, Pretesting
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Straat, J. Hendrik; van der Ark, L. Andries; Sijtsma, Klaas – Educational and Psychological Measurement, 2014
An automated item selection procedure in Mokken scale analysis partitions a set of items into one or more Mokken scales, if the data allow. Two algorithms are available that pursue the same goal of selecting Mokken scales of maximum length: Mokken's original automated item selection procedure (AISP) and a genetic algorithm (GA). Minimum…
Descriptors: Sampling, Test Items, Effect Size, Scaling
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Bouwmeester, Samantha; Vermunt, Jeroen K.; Sijtsma, Klaas – Cognitive Development, 2012
We discuss the limitations of hypothesis testing using (quasi-) experiments in the study of cognitive development and suggest latent variable modeling as a viable alternative to experimentation. Latent variable models allow testing a theory as a whole, incorporating individual differences with respect to developmental processes or abilities in the…
Descriptors: Age, Testing, Individual Differences, Hypothesis Testing
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Tijmstra, Jesper; Hessen, David J.; van der Heijden, Peter G. M.; Sijtsma, Klaas – Psychometrika, 2011
A new observable consequence of the property of invariant item ordering is presented, which holds under Mokken's double monotonicity model for dichotomous data. The observable consequence is an invariant ordering of the item-total regressions. Kendall's measure of concordance "W" and a weighted version of this measure are proposed as measures for…
Descriptors: Item Response Theory, Bayesian Statistics, Regression (Statistics), Models
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Ligtvoet, Rudy; van der Ark, L. Andries; Bergsma, Wicher P.; Sijtsma, Klaas – Psychometrika, 2011
We propose three latent scales within the framework of nonparametric item response theory for polytomously scored items. Latent scales are models that imply an invariant item ordering, meaning that the order of the items is the same for each measurement value on the latent scale. This ordering property may be important in, for example,…
Descriptors: Intelligence Tests, Measures (Individuals), Methods, Item Response Theory
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Ligtvoet, Rudy; van der Ark, L. Andries; te Marvelde, Janneke M.; Sijtsma, Klaas – Educational and Psychological Measurement, 2010
This article discusses the concept of an invariant item ordering (IIO) for polytomously scored items and proposes methods for investigating an IIO in real test data. Method manifest IIO is proposed for assessing whether item response functions intersect. Coefficient H[superscript T] is defined for polytomously scored items. Given that an IIO…
Descriptors: Item Response Theory, Data Analysis, Evaluation Methods, Scoring
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Conijn, Judith M.; Emons, Wilco H. M.; van Assen, Marcel A. L. M.; Sijtsma, Klaas – Multivariate Behavioral Research, 2011
The logistic person response function (PRF) models the probability of a correct response as a function of the item locations. Reise (2000) proposed to use the slope parameter of the logistic PRF as a person-fit measure. He reformulated the logistic PRF model as a multilevel logistic regression model and estimated the PRF parameters from this…
Descriptors: Monte Carlo Methods, Patients, Probability, Item Response Theory
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Bouwmeester, Samantha; Vermunt, Jeroen K.; Sijtsma, Klaas – Developmental Review, 2007
Fuzzy trace theory explains why children do not have to use rules of logic or premise information to infer transitive relationships. Instead, memory of the premises and performance on transitivity tasks is explained by a verbatim ability and a gist ability. Until recently, the processes involved in transitive reasoning and memory of the premises…
Descriptors: Memory, Cognitive Development, Classification, Individual Differences
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Junker, Brian W.; Sijtsma, Klaas – Applied Psychological Measurement, 2000
Presents results from two methods of evaluating monotonicity in item response models: regressing individual item scores on the total test score and on the "rest" score obtained by omitting the selected items from the total test score. Discusses implications for exploratory analysis of dichotomous item response data and the application of…
Descriptors: Equations (Mathematics), Item Response Theory, Models
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Sijtsma, Klaas; Hemker, Bas T. – Psychometrika, 1998
The absence of the invariant item ordering (IIO) property in two nonparametric polytomous item response theory (IRT) models is discussed, and two nonparametric models are discussed that imply an IIO. Only two parametric polytomous IRT models are found to imply an IIO. A method is proposed to investigate whether an IIO is implied with empirical…
Descriptors: Item Response Theory, Models, Nonparametric Statistics, Test Items
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Junker, Brian; Sijtsma, Klaas – Applied Psychological Measurement, 2001
Discusses usability and interpretation issues for single-strategy cognitive assessment models that posit a stochastic, conjunctive relationship between a set of cognitive attributes to be assessed and performance on particular items/tasks of the assessment. Also discusses stochastic ordering and monotonicity properties that enhance the…
Descriptors: Cognitive Processes, Evaluation Methods, Item Response Theory, Models
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Sijtsma, Klaas; Verweij, Anton C. – Applied Psychological Measurement, 1999
Presents componential item response theory as a model-oriented approach to studying processes and strategies underlying the incorrect/correct responses to cognitive test tasks. Results from 417 elementary school students show that combining knowledge of solution strategies with Item Response Theory modeling produced a useful unidimensional scale…
Descriptors: Cognitive Tests, Elementary Education, Elementary School Students, Item Response Theory