A Latent Variable Model with Change-Points and Its Application to Time Pressure Effects in Educational Assessment
带变点的潜变量模型及其在教育测评时间压力中的应用AI 解读 ↓
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带变点的潜变量模型及其在教育测评时间压力中的应用
- 研究问题
- 考生受到时间压力后可能改变作答行为，如何识别个人层面的行为转变，并减少这些变化对能力测量的干扰？
- 方法与思路
- 作者扩展项目反应理论，在潜因子模型中加入个人特定变点，同时估计试题参数、个人潜在特质和行为变化位置。
- 材料陈述的贡献
- 摘要称模拟显示模型能够恢复参数与变点，考虑变化可减少能力估计偏差，并在两类真实考试中发现不同变化模式。
- 阅读关注点
- 应核对个人变点如何识别、变点前后反应机制如何设定，以及模拟中的偏差比较和真实数据对时间压力解释的支持。
- 阅读边界
- 这是预印本，同行评审及期刊接收未获核实；摘要未说明模型条件和偏差幅度，作答变点本身不能确认由时间压力导致。
原文摘要
Educational assessments are valuable tools for measuring student knowledge and skills, but their validity can be compromised when test takers exhibit changes in response behavior due to factors such as time pressure. To address this issue, we introduce a novel latent factor model with change-points for item response data, designed to detect and account for individual-level shifts in response patterns during testing. This model extends traditional Item Response Theory (IRT) by incorporating person-specific change-points, which enables simultaneous estimation of item parameters, person latent traits, and the location of behavioral changes. We evaluate the proposed model through extensive simulation studies, which demonstrate its ability to accurately recover item parameters, change-point locations, and individual ability estimates under various conditions. Our findings show that accounting for change-points significantly reduces bias in ability estimates, particularly for respondents affected by time pressure. Application of the model to two real-world educational testing datasets reveals distinct patterns of change-point occurrence between high-stakes and lower-stakes tests, providing insights into how test-taking behavior evolves during the tests. This approach offers a more nuanced understanding of test-taking dynamics, with important implications for test design, scoring, and interpretation.