Efficient Standard Errors in Item Response Theory Models for Short Tests

Autor/inn/en	Ippel, Lianne; Magis, David
Titel	Efficient Standard Errors in Item Response Theory Models for Short Tests
Quelle	In: Educational and Psychological Measurement, 80 (2020) 3, S.461-475 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ippel, Lianne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1644
DOI	10.1177/0013164419882072
Schlagwörter	Item Response Theory; Error of Measurement; Accuracy; Standards; Guidelines; Models; Test Format; Item Analysis; Maximum Likelihood Statistics; Mathematical Formulas + Suchen Sie Ihr Suchwort? Item-Response-Theorie; Messfehler; Standard; Richtlinien; Analogiemodell; Testentwicklung; Itemanalyse; Mathematische Formel
Abstract	In dichotomous item response theory (IRT) framework, the asymptotic standard error (ASE) is the most common statistic to evaluate the precision of various ability estimators. Easy-to-use ASE formulas are readily available; however, the accuracy of some of these formulas was recently questioned and new ASE formulas were derived from a general asymptotic theory framework. Furthermore, exact standard errors were suggested to better evaluate the precision of ability estimators, especially with short tests for which the asymptotic framework is invalid. Unfortunately, the accuracy of exact standard errors was assessed so far only in a very limiting setting. The purpose of this article is to perform a global comparison of exact versus (classical and new formulations of) asymptotic standard errors, for a wide range of usual IRT ability estimators, IRT models, and with short tests. Results indicate that exact standard errors globally outperform the ASE versions in terms of reduced bias and root mean square error, while the new ASE formulas are also globally less biased than their classical counterparts. Further discussion about the usefulness and practical computation of exact standard errors are outlined. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01