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A Hierarchical Model for Accuracy and Choice on Standardized Tests

机译：标准化测试准确性和选择的分层模型

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This paper assesses the psychometric value of allowing test-takers choice in standardized testing. New theoretical results examine the conditions where allowing choice improves score precision. A hierarchical framework is presented for jointly modeling the accuracy of cognitive responses and item choices. The statistical methodology is disseminated in the 'cIRT' R package. An 'answer two, choose one' (A2C1) test administration design is introduced to avoid challenges associated with nonignorable missing data. Experimental results suggest that the A2C1 design and payout structure encouraged subjects to choose items consistent with their cognitive trait levels. Substantively, the experimental data suggest that item choices yielded comparable information and discrimination ability as cognitive items. Given there are no clear guidelines for writing more or less discriminating items, one practical implication is that choice can serve as a mechanism to improve score precision.
机译：本文评估了在标准化考试中允许考生选择的心理测量学价值。新的理论结果检验了允许选择提高分数精度的条件。提出了一个层次结构框架，用于联合建模认知反应和项目选择的准确性。统计方法在“cIRT”R包中发布。引入了“答案二，选择一”（A2C1）测试管理设计，以避免与不可忽略的缺失数据相关的挑战。实验结果表明，A2C1设计和支付结构鼓励受试者选择符合其认知特质水平的项目。实质上，实验数据表明，项目选择产生了与认知项目类似的信息和辨别能力。由于没有明确的指导方针来编写或多或少有区别的项目，一个实际的含义是，选择可以作为一种机制来提高分数精度。

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