Applications of the Linear Logistic Test Model in Psychometric Research

Kubinger, Klaus D.

doi:10.1177/0013164408322021

Cited by 28 publications

(29 citation statements)

References 3 publications

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“…Kubinger (2008Kubinger ( , & 2009 pointed to some possible applications of LLTM to identify the effect of some construct-irrelevant processes such as item position effects, speeded presentation of items, contentspecific learning, and item response format. Embretson and Wetzel (1987) employed LLTM to test a model of multiple-choice (MC) paragraph comprehension items.…”

Section: Previous Applications Of the Lltmmentioning

confidence: 99%

A cognitive processing model of reading comprehension in English as a foreign language using the linear logistic test model

Baghaei

Ravand

2015

Learning and Individual Differences

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Section: Previous Applications Of the Lltmmentioning

confidence: 99%

A cognitive processing model of reading comprehension in English as a foreign language using the linear logistic test model

Baghaei

Ravand

2015

Learning and Individual Differences

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“…Depending on the value of γ, a learning effect (

γ < 0

) or a fatigue effect (

γ < 0

) can be discerned. This model also was proposed by Kubinger (, ) and by Fischer () for modeling practice effects in the Rasch model. Of course, apart from a linear function, nonlinear functions (quadratic, cubic, exponential, etc.)…”

Section: Studying the Impact Of Item Position On Item Characteristicsmentioning

confidence: 99%

Modeling Item‐Position Effects Within an IRT Framework

Debeer

Janssen

2013

J Educational Measurement

117

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Changing the order of items between alternate test forms to prevent copying and to enhance test security is a common practice in achievement testing. However, these changes in item order may affect item and test characteristics. Several procedures have been proposed for studying these item-order effects. The present study explores the use of descriptive and explanatory models from item response theory for detecting and modeling these effects in a one-step procedure. The framework also allows for consideration of the impact of individual differences in position effect on item difficulty. A simulation was conducted to investigate the impact of a position effect on parameter recovery in a Rasch model. As an illustration, the framework was applied to a listening comprehension test for French as a foreign language and to data from the PISA 2006 assessment.

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“…We estimated the effect of combinations of word properties on the difficulty of words by means of the LLTM (Fischer, 1973(Fischer, , 1974Kubinger, 2009;Scheiblechner, 1972; also, see "The use of LLTM: Cognitive modeling and item-technology analyses," special issue of Psychology Science Quarterly, 2008). Let q jt = 1 indicate that word j has word property t, and let q jt = 0 indicate absence of this property.…”

Section: Linear Logistic Test Modelmentioning

confidence: 99%

Understanding Phoneme Segmentation Performance by Analyzing Abilities and Word Properties

Bouwmeester

Rijen

Sijtsma

2011

European Journal of Psychological Assessment

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Understanding phoneme segmentation performance by analyzing abilities and word properties Bouwmeester, S.; Rijen, E.H.M.; Sijtsma, K. General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.-Users may download and print one copy of any publication from the public portal for the purpose of private study or research -You may not further distribute the material or use it for any profit-making activity or commercial gain -You may freely distribute the URL identifying the publication in the public portal Take down policyIf you believe that this document breaches copyright, please contact us providing details, and we will remove access to the work immediately and investigate your claim. Abstract. Several studies have demonstrated the relationship between phoneme segmentation ability and early reading performance, but so far it is unclear which abilities are involved, and which word properties contribute to the difficulty level of a segmentation task. Using a sample of 596 Dutch children, we investigated the abilities involved in segmenting the phonemes of 45 pseudowords that differed with respect to several properties. First, we found that a combination of short-term memory and speech perception explained variation in segmentation performance. Second, we found that a limited number of word property effects explained the difficulty level of pseudowords rather well. Finally, we constructed a high-reliability scale for measuring segmentation ability.

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Applications of the Linear Logistic Test Model in Psychometric Research

Cited by 28 publications

References 3 publications

A cognitive processing model of reading comprehension in English as a foreign language using the linear logistic test model

A cognitive processing model of reading comprehension in English as a foreign language using the linear logistic test model

Modeling Item‐Position Effects Within an IRT Framework

Understanding Phoneme Segmentation Performance by Analyzing Abilities and Word Properties

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