On Longitudinal Item Response Theory Models: A Didactic

Autor/inn/en	Wang, Chun; Nydick, Steven W.
Titel	On Longitudinal Item Response Theory Models: A Didactic
Quelle	In: Journal of Educational and Behavioral Statistics, 45 (2020) 3, S.339-368 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-9986
DOI	10.3102/1076998619882026
Schlagwörter	Item Response Theory; Longitudinal Studies; Comparative Analysis; Models; Data Analysis; Measurement Techniques; Outcomes of Education; Multivariate Analysis; Computer Software + Suchen Sie Ihr Suchwort? Item-Response-Theorie; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Analogiemodell; Auswertung; Messtechnik; Lernleistung; Schulerfolg; Multivariate Analyse
Abstract	Recent work on measuring growth with categorical outcome variables has combined the item response theory (IRT) measurement model with the latent growth curve model and extended the assessment of growth to multidimensional IRT models and higher order IRT models. However, there is a lack of synthetic studies that clearly evaluate the strength and limitations of different multilevel IRT models for measuring growth. This study aims to introduce the various longitudinal IRT models, including the longitudinal unidimensional IRT model, longitudinal multidimensional IRT model, and longitudinal higher order IRT model, which cover a broad range of applications in education and social science. Following a comparison of the parameterizations, identification constraints, strengths, and weaknesses of the different models, a real data example is provided to illustrate the application of different longitudinal IRT models to model students' growth trajectories on multiple latent abilities. [For the corresponding grantee submission, see ED599228.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01