多维单极项目反应理论及其在印刷品接触测量中的应用

摘要(中文译文)

项目反应理论（IRT）一直是教育与心理测量领域中重要的建模范式。传统IRT模型是双极性的，通常假定对称的测量链接函数以及在有界于两端的潜在连续体上呈对称的特质分布。然而，许多被测量的构念，如印刷暴露、词汇知识或成瘾行为，被认为具有单极性。尽管以往的单极性应用强调了具有固定下界的测量指标可能具有的意义性，但一个较少被探讨的特征涉及单极性框架如何有可能表征构念水平随构念水平升高而增加的多样化。本文通过考虑一种使用加速失效时间（AFT）框架开发的多维单极性IRT建模范式来说明这一特征。利用作者识别测试-体裁（ART-G）的实证数据，我们展示了多维单极性模型如何有助于表征这种构念多样化。在阅读评估的背景下，我们展示了这种表征如何有可能解释词汇掌握随词汇能力发展而出现的多样化。

Abstract

Item response theory (IRT) has been a prominent modelling framework in educational and psychological measurement. Traditional IRT models are bipolar, commonly assuming symmetric measurement link functions and symmetric trait distributions over a latent continuum unbounded at both ends. However, many measured constructs, such as print exposure, vocabulary knowledge, or addictive behaviours, have been argued to be unipolar. While prior unipolar applications have emphasized the potential meaningfulness of measurement metrics having fixed lower bounds, a less-explored feature relates to how the unipolar framework has the potential to represent increased diversification of the construct as the construct level increases. This paper illustrates this feature by considering a form of multidimensional unipolar IRT modelling developed using an Accelerated Failure Time (AFT) framework. Using empirical data from the Author Recognition Test-Genres (ART-G), we show how multidimensional unipolar models can help represent such construct diversification. In the context of reading assessment, we show how such a representation has the potential to explain the diversification of vocabulary mastery as the vocabulary proficiency develops.

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