三参数等级反应模型及其信息函数的应用

项目反应理论（Item Response Theory,IRT）是现代教育心理测量领域中最有影响的一种测量理论,它的一个明确目标是扩展模型的种类以至于能够处理实际测试中任何形式的反应数据。在已有的各种模型研究中,对于多级评分项目,只考虑到项目区分度和难度。但在实际测验中,此类项目还可能存在猜测度。本研究基于Samejima等级反应模型,将项目猜测度融合到多级评分模型中,提出了三参数等级反应模型（Three-parameter Graded Response Model,3PL-GRM）。由于忽略多级反应项目的猜测度会使得该项目的信息量虚假升高,本研究还进一步将3PL—GRM的信息函数应用到试卷质量分析中。     

HSK[高等]口语考试分数处理

本研究根据前人的研究成果,选用单维等级反应模型（GRM）,对高等汉语水平考试（简称HSK[高等]）口试进行了实验分析。实验假设,等级反应模型下的评分能够更加精细地区分被试的能力。最终实验结果证实了该假设。     

A Comparison of Procedures for Estimating Person Reliability Parameters in the Graded Response Model

Person reliability parameters (PRPs) model temporary changes in individuals’ attribute level perceptions when responding to self‐report items (higher levels of PRPs represent less fluctuation). PRPs could be useful in measuring careless responding and traitedness. However, it is unclear how well current procedures for estimating PRPs can recover parameter estimates. This study assesses these procedures in terms of mean error (ME), average absolute difference (AAD), and reliability using simulated data with known values. Several prior distributions for PRPs were compared across a number of conditions. Overall, our results revealed little differences between using the χ or lognormal distributions as priors for estimated PRPs. Both distributions produced estimates with reasonable levels of ME; however, the AAD of the estimates was high. AAD did improve slightly as the number of items increased, suggesting that increasing the number of items would ameliorate this problem. Similarly, a larger number of items were necessary to produce reasonable levels of reliability. Based on our results, several conclusions are drawn and implications for future research are discussed.     

Estimating High School GPA Weighting Parameters With a Graded Response Model

The high school grade point average (GPA) is often adjusted to account for nominal indicators of course rigor, such as “honors” or “advanced placement.” Adjusted GPAs—also known as weighted GPAs—are frequently used for computing students’ rank in class and in the college admission process. Despite the high stakes attached to GPA, weighting policies vary considerably across states and high schools. Previous methods of estimating weighting parameters have used regression models with college course performance as the dependent variable. We discuss and demonstrate the suitability of the graded response model for estimating GPA weighting parameters and evaluating traditional weighting schemes. In our sample, which was limited to self‐reported performance in high school mathematics courses, we found that commonly used policies award more than twice the bonus points necessary to create parity for standard and advanced courses.     

Examination of Indices of High School Performance Based on the Graded Response Model

We examined summary indices of high school performance (coursework, grades, and test scores) based on the graded response model (GRM). The indices varied by inclusion of ACT test scores and whether high school courses were constrained to have the same difficulty and discrimination across groups of schools. The indices were examined with respect to skewness, incremental prediction of college degree attainment, and differences across racial/ethnic and socioeconomic subgroups. The most difficult high school courses to earn an “A” grade included calculus, chemistry, trigonometry, other advanced math, physics, algebra 2, and geometry. The GRM‐based indices were less skewed than simple high school grade point average (HSGPA) and had higher correlations with ACT Composite score. The index that included ACT test scores and allowed item parameters to vary by school group was most predictive of college degree attainment, but had larger subgroup differences. Implications for implementing multiple measure models for college readiness are discussed.     

结构方程模型和IRT等级反应模型在人格量表项目筛选中的对比研究

为比较结构方程模型和 IRT等级反应模型在人格量表项目筛选上的作用,以《中国大学生人格量表》的7229个实际测量数据为基础,针对因素二“爽直”分别以Lisrel8.70和Multilog7.03进行结构方程模型和等级反应模型的参数估计与拟合,比较两种方法的项目筛选结果.二者统计结果均认为项目5、6、7、8拟合度不佳,在结构方程模型上表现为因子负荷较低,整体拟合指数不理想;在等级反应模型上表现为区分度参数和位置参数不理想,相关项目的特征曲线和信息曲线形态较差.但结构方程模型倾向于项目6、8更差,而等级反应模型则倾向于项目5、6更差.结构方程模型和 IRT等级反应模型对人格量表项目的统计推断结果从总体上讲是一致的,但在个别项目上略有差异.二者各有优势,可以结合使用.     

大学英语分级教学的测试与评价

在实施大学公共英语分级教学中,很重要的一个环节就是测试与评价的设计,包括学生分级测试的设计和分级教学后的测试与评价。该文从分级教学的理论和要求出发,试着探讨在教学过程中应如何设计不同层次的评价方式和测试方式,体现分级教学的个体认知能力的差异和学习需求差异,以便更好地完成分级教学的目标。     

由实验观测值反求佛哈斯特方程中的参数

采用分段线性Lagrange插值法,给出了由实验观测数据反求佛哈斯特方程中的参数的计算方法,算例证实了算法的有效性.     

我国高校分层教育模式的构建

我国的高等教育已经历史性地进入了国际公认的大众化教育阶段,在这样的教育大环境中,我国高校大力发展分层教育将是一种有益的探索,它可以促进人才培养与社会需求的良性互动。     

大学英语A级班教学模式探究

大学英语教学应确保不同层次的学生在英语应用能力方面得到充分的训练和提高。大学英语分级教学正体现了对学生因材施教的原则。对于英语水平相对较高的A级班学生,教师采用依托于教材,四学期有效衔接,循序渐进,并且各有侧重的教学模式,最终促进学生英语综合应用能力的发展。     

大学英语A级班教学模式探究

大学英语教学应确保不同层次的学生在英语应用能力方面得到充分的训练和提高.大学英语分级教学正体现了对学生因材施教的原则.对于英语水平相对较高的A级班学生,教师采用依托于教材,四学期有效衔接,循序渐进,并且各有侧重的教学模式,最终促进学生英语综合应用能力的发展.     

Effect of Sample Size Ratio and Model Misfit When Using the Difficulty Parameter Differences Procedure to Detect DIF

This study examined the effect of sample size ratio and model misfit on the Type I error rates and power of the Difficulty Parameter Differences procedure using Winsteps. A unidimensional 30-item test with responses from 130,000 examinees was simulated and four independent variables were manipulated: sample size ratio (20/100/250/500/1000); model fit/misfit (1 PL and 3PLc =. 15 models); impact (no difference/mean differences/variance differences/mean and variance differences); and percentage of items with uniform and nonuniform DIF (0%/10%/20%). In general, the results indicate the importance of ensuring model fit to achieve greater control of Type I error and adequate statistical power. The manipulated variables produced inflated Type I error rates, which were well controlled when a measure of DIF magnitude was applied. Sample size ratio also had an effect on the power of the procedure. The paper discusses the practical implications of these results.     

Parameter Invariance and Skill Attribute Continuity in the DINA Model

Cognitive diagnosis models (CDMs) typically assume skill attributes with discrete (often binary) levels of skill mastery, making the existence of skill continuity an anticipated form of model misspecification. In this article, misspecification due to skill continuity is argued to be of particular concern for several CDM applications due to the lack of invariance it yields in CDM skill attribute metrics, or what in this article are viewed as the “thresholds” applied to continuous attributes in distinguishing masters from nonmasters. Using the deterministic input noisy and (DINA) model as an illustration, the effects observed in real data are found to be systematic, with higher thresholds for mastery tending to emerge in higher ability populations. The results are shown to have significant implications for applications of CDMs that rely heavily upon the parameter invariance properties of the models, including, for example, applications toward the measurement of growth and differential item functioning analyses.     

一种改进的动态多响应稳健参数设计

研究动态质量特性优化问题,考虑多响应的最优性和稳健性,提出用神经网络建模、双响应曲面法和满意度函数法相结合的方法解决动态质量特性与信号因子之间存在非线性相关关系的多响应稳健参数设计问题.先将噪声因子的变化看作对响应的重复影响,利用神经网络和双响应曲面建立信号因子、可控因子与位置、散度之间的复杂模型;再运用指数满意度函数将多个双响应曲面值转化为单一的满意度衡量指标,利用遗传算法全局寻优得到最佳可控因子设置;最后利用获得的最佳可控因子组合得到信号因子与多响应之间的数据对,进而得到反映信号因子与响应之间真实关系的具体模型.     

广义指数分布在TFR模型中的参数估计

广义指数分布是应用非常广泛的一种分布,近年对该分布的讨论主要是常规寿命试验数据的统计分析方法,研究重点是参数的点估计.但基于不完全样本、应用TFR模型、探讨广义指数分布在步加试验中的参数估计的文献却很少见.对此,利用EM算法给出了参数估计的显性表达式,并通过数据模拟说明了估计方法的可行性.     

完善分级教学模式 推进大学英语教学改革

该文对实践分级教学模式的理论基础进行探讨,就实践过程中所发现的问题进行概括和分析,并对所采取的完善措施进行阶段性总结,以期对深化大学英语教学改革,培养高质量的英语人才提供一些参考。     

线性模型参数的最优同变估计

本文讨论了线性模型当随机误差为位置分布族时参数的同变估计,并给出了最优同变估计(MREE),结果表明线性模型参数的最优同变估计与最小二乘估计是一致的.     

Logistic模型中参数估计及其模拟研究

本文在文献[1]提出Logistic模型参数近似估计的基础上,根据被试能力参数的不同情况得到两参数和三参数模型的参数估计新方法,新方法的特点是计算简单而不失精度,蒙特卡洛模拟表明新方法是一种快速而有效的算法。     

高职院校计算机基础课程分级教学模式探讨

随着信息技术迅猛发展和计算机技术日益普及,高职院校计算机基础课教学面临着新的挑战。针对学生计算机基础参差不齐、不同专业教学目标不同、课程容量大课时少等现状,在教学中通过深入研究,总结出一种教学新模式——计算机基础课程分级教学模式,使计算机基础教学既符合计算机教育的现状及规律,又提高了学生学习的积极性和学习成绩。