Dealing with Omitted and Not-Reached Items in Competence Tests: Evaluating Approaches Accounting for Missing Responses in Item Response Theory Models

Autor/inn/en	Pohl, Steffi; Gräfe, Linda; Rose, Norman
Titel	Dealing with Omitted and Not-Reached Items in Competence Tests: Evaluating Approaches Accounting for Missing Responses in Item Response Theory Models
Quelle	In: Educational and Psychological Measurement, 74 (2014) 3, S.423-452 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1644
DOI	10.1177/0013164413504926
Schlagwörter	Test Items; Achievement Tests; Item Response Theory; Models; Responses; National Competency Tests; Reading Tests; Mathematics Tests; Grade 5; Statistical Analysis; Computation; Correlation; Bayesian Statistics; Elementary School Students; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Test content; Testaufgabe; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Item-Response-Theorie; Analogiemodell; Lesetest; School year 05; 5. Schuljahr; Schuljahr 05; Statistische Analyse; Korrelation; Ausland; Deutschland
Abstract	Data from competence tests usually show a number of missing responses on test items due to both omitted and not-reached items. Different approaches for dealing with missing responses exist, and there are no clear guidelines on which of those to use. While classical approaches rely on an ignorable missing data mechanism, the most recently developed model-based approaches account for nonignorable missing responses. Model-based approaches include the missing propensity in the measurement model. Although these models are very promising, the assumptions made in these models have not yet been tested for plausibility in empirical data. Furthermore, studies investigating the performance of different approaches have only focused on one kind of missing response at once. In this study, we investigated the performance of classical and model-based approaches in empirical data, accounting for different kinds of missing responses simultaneously. We confirmed the existence of a unidimensional tendency to omit items. Indicating nonignorability of the missing mechanism, missing tendency due to both omitted and not-reached items correlated with ability. However, results on parameter estimation showed that ignoring missing responses was sufficient to account for missing responses, and that the missing propensity was not needed in the model. The results from the empirical study were corroborated in a complete case simulation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10