Examining how using dichotomous and partial credit scoring models influence sixth‐grade mathematical problem‐solving assessment outcomes
Examining how using dichotomous and partial credit scoring models influence sixth‐grade mathematical problem‐solving assessment outcomes
复制标题
检查使用二分法和部分信用评分模型如何影响六年级数学问题 - 解决评估结果
DOI：
10.1111/ssm.12570
复制
发表时间：
2023
影响因子：
1.1
通讯作者：
Matney, Gabriel
中科院分区：
文献类型：
--
作者：
May, Toni A.;Koskey, Kristin L. K.;Bostic, Jonathan D.;Stone, Gregory E.;Kruse, Lance M.;Matney, Gabriel
确定最合适的评估评分方法是基于多个因素，包括结果的预期用途，评估的目的和时间限制。二分和部分信用模型都有其优点，但直接比较的评估结果，从每种方法是不典型的构造响应项目。本研究比较了两种评分方法对一种称为六年级问题解决测量（PSM6）的中年级问题解决评估的内部结构和结果效度的影响。在两种方式评分后，Rasch二分和部分信用分析表明，不同模型的心理测量结果相似。学生的成果措施的PSM6，得分两个二分法和部分信贷，表现出强烈的，积极的，显着的相关性。无论采用哪种评分方法，都观察到类似的人口统计模式。两种评分方法产生了相似的结果，表明任何一种都适合与PSM 6一起使用。
Determining the most appropriate method of scoring an assessment is based on multiple factors, including the intended use of results, the assessment's purpose, and time constraints. Both the dichotomous and partial credit models have their advantages, yet direct comparisons of assessment outcomes from each method are not typical with constructed response items. The present study compared the impact of both scoring methods on the internal structure and consequential validity of a middle‐grades problem‐solving assessment called the problem solving measure for grade six (PSM6). After being scored both ways, Rasch dichotomous and partial credit analyses indicated similarly strong psychometric findings across models. Student outcome measures on the PSM6, scored both dichotomously and with partial credit, demonstrated strong, positive, significant correlation. Similar demographic patterns were noted regardless of scoring method. Both scoring methods produced similar results, suggesting that either would be appropriate to use with the PSM6.