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Item Response Theory Models Applied to Data Allowing Examinee Choice

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  • Eric T. Bradlow
  • Neal Thomas

Abstract

Examinations that permit students to choose a subset of the items are popular despite the potential that students may take examinations of varying difficulty as a result of their choices. We provide a set of conditions for the validity of inference for Item Response Theory (IRT) models applied to data collected from choice-based examinations. Valid likelihood and Bayesian inference using standard estimation methods require (except in extraordinary circumstances) that there is no dependence, after conditioning on the observed item responses, between the examinees choices and their (potential but unobserved) responses to omitted items, as well as their latent abilities. These independence assumptions are typical of those required in much more general settings. Common low-dimensional IRT models estimated by standard methods, though potentially useful tools for educational data, do not resolve the difficult problems posed by choice-based data.

Suggested Citation

  • Eric T. Bradlow & Neal Thomas, 1998. "Item Response Theory Models Applied to Data Allowing Examinee Choice," Journal of Educational and Behavioral Statistics, , vol. 23(3), pages 236-243, September.
    • Handle: RePEc:sae:jedbes:v:23:y:1998:i:3:p:236-243
    DOI: 10.3102/10769986023003236
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    Cited by:

    1. Steven Andrew Culpepper & James Joseph Balamuta, 2017. "A Hierarchical Model for Accuracy and Choice on Standardized Tests," Psychometrika, Springer;The Psychometric Society, vol. 82(3), pages 820-845, September.
    2. Wang, Luming & Finn, Adam, 2014. "A psychometric theory that measures up to marketing reality: An adapted Many Faceted IRT model," Australasian marketing journal, Elsevier, vol. 22(2), pages 93-102.

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