A Class of Probabilistic Unfolding Models for Polytomous Responses

Luo, Guanzhong

doi:10.1006/jmps.2000.1310

Cited by 34 publications

(38 citation statements)

References 16 publications

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“…Luo (2001) proposed a class of probabilistic unfolding models that encompass many existing unfolding models. Among these models, the generalized graded unfolding model (GGUM) appears to draw more attention of researchers and practitioners, partly because of availability of free software (e.g., Roberts, Fang, Cui, & Wang, 2006;Roberts & Huang, 2003).…”

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confidence: 99%

Computerized Classification Testing Under the Generalized Graded Unfolding Model

Wang

Liu

2011

Educational and Psychological Measurement

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The generalized graded unfolding model (GGUM) has been recently developed to describe item responses to Likert items (agree-disagree) in attitude measurement. In this study, the authors (a) developed two item selection methods in computerized classification testing under the GGUM, the current estimate/ability confidence interval method and the cut score/sequential probability ratio test method and (b) evaluated their accuracy and efficiency in classification through simulations. The results indicated that both methods were very accurate and efficient. The more points each item had and the fewer the classification categories, the more accurate and efficient the classification would be. However, the latter method may yield a very low accuracy in dichotomous items with a short maximum test length. Thus, if it is to be used to classify examinees with dichotomous items, the maximum text length should be increased.Keywords unfolding model, computerized classification testing, computerized adaptive testing, mutual information, sequential probability ratio test Likert items (or ''agree-disagree'' items) have been widely used in attitude measurement. Respondents are instructed to select a category that best describes their attitude toward statements. The ideal point process (Coombs, 1964) has been proposed to describe the underlying mental process. It assumes that a person chooses to agree or disagree with an attitude statement (an item), according to the distance between

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Computerized Classification Testing Under the Generalized Graded Unfolding Model

Wang

Liu

2011

Educational and Psychological Measurement

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“…The purpose of rater training and monitoring, in this case, can be viewed as reducing the impact of personal preferences in rater scoring decisions. J. Wang and Engelhard () proposed the use of a hyperbolic cosine model for polytomous responses (HCM‐P; Andrich, ; Luo, ) for this process, and HCM‐P can be expressed as follows:

P false(X_{ij} = k false) = \frac{{[\cosh false(θ_{i} - λ_{j} false)]}^{m - k} \prod_{l = 1}^{k} \cosh false(ρ_{jl} false)}{\sum_{k = 0}^{m} {[\cosh false(θ_{i} - λ_{j} false)]}^{m - k} \prod_{l = 1}^{k} \cosh false(ρ_{jl} false)},

when,

k = 0, \prod_{l = 1}^{k} \cosh false(ρ_{il} false) \equiv 1;

…”

Section: Assessing Student Writing Proficiencymentioning

confidence: 99%

“…J. Wang and Engelhard (2019) proposed the use of a hyperbolic cosine model for polytomous responses (HCM-P; Andrich, 1996;Luo, 2001) for this process, and HCM-P can be expressed as follows:…”

Section: Assessing Student Writing Proficiencymentioning

confidence: 99%

Conceptualizing Rater Judgments and Rating Processes for Rater‐Mediated Assessments

Wang

Engelhard²

2019

J Educational Measurement

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Rater‐mediated assessments exhibit scoring challenges due to the involvement of human raters. The quality of human ratings largely determines the reliability, validity, and fairness of the assessment process. Our research recommends that the evaluation of ratings should be based on two aspects: a theoretical model of human judgment and an appropriate measurement model for evaluating these judgments. In rater‐mediated assessments, the underlying constructs and response processes may require the use of different rater judgment models and the application of different measurement models. We describe the use of Brunswik's lens model as an organizing theme for conceptualizing human judgments in rater‐mediated assessments. The constructs vary depending on which distal variables are identified in the lens models for the underlying rater‐mediated assessment. For example, one lens model can be developed to emphasize the measurement of student proficiency, while another lens model can stress the evaluation of rater accuracy. Next, we describe two measurement models that reflect different response processes (cumulative and unfolding) from raters: Rasch and hyperbolic cosine models. Future directions for the development and evaluation of rater‐mediated assessments are suggested.

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“…This is inappropriate for cultures observing the Golden Mean. Instead, the Generalised Graded Unfolding Model (Andrich, 1996;Luo, 2001;Roberts, Donoghue, & Laughlin, 2000) can be appropriately used to Stankov's Toughness/Maliciousness scale where the probability of agreement decreases, and at the same time the probability of disagreement also decreases, from the middle of the scale towards the two extreme ends. That is, the scale might be bi-directional rather than monotonic/unidirectional for some cultures.…”

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confidence: 98%

“…Instead (b) could be the true pattern for cultures observing Confucius's Golden Mean. The Generalised Graded Unfolding Model (Andrich, 1996;Luo, 2001;Roberts et al, 2000) can help the researcher to delineate which of these two (or other response patterns) truly describe the data.…”

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confidence: 99%

Alternative explanations for the Confucian Asian high performance and high self doubt paradox: Commentary on “Unforgiving Confucian culture: A breeding ground for high academic achievement, test anxiety and self-doubt?” by Lazar Stankov

Mok

2010

Learning and Individual Differences

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A Class of Probabilistic Unfolding Models for Polytomous Responses

Cited by 34 publications

References 16 publications

Computerized Classification Testing Under the Generalized Graded Unfolding Model

Computerized Classification Testing Under the Generalized Graded Unfolding Model

Conceptualizing Rater Judgments and Rating Processes for Rater‐Mediated Assessments

Alternative explanations for the Confucian Asian high performance and high self doubt paradox: Commentary on “Unforgiving Confucian culture: A breeding ground for high academic achievement, test anxiety and self-doubt?” by Lazar Stankov

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