Search for: All records

Abstract Computer‐based interactive items have become prevalent in recent educational assessments. In such items, the entire human‐computer interactive process is recorded in a log file and is known as the response process. These data are noisy, diverse, and in a nonstandard format. Several feature extraction methods have been developed to overcome the difficulties in process data analysis. However, these methods often focus on the action sequence and ignore the time sequence in response processes. In this paper, we introduce a new feature extraction method that incorporates the information in both the action sequence and the response time sequence. The method is based on the concept of path signature from stochastic analysis. We apply the proposed method to both simulated data and real response process data from PIAAC. A prediction framework is used to show that taking time information into account provides a more comprehensive understanding of respondents' behaviors. 

Computerized assessments and interactive simulation tasks are increasingly popular and afford the collection of process data, i.e., an examinee’s sequence of actions (e.g., clickstreams, keystrokes) that arises from interactions with each task. Action sequence data contain rich information on the problem-solving process but are in a nonstandard, variable-length discrete sequence format. Two methods that directly extract features from the raw action sequences, namely multidimensional scaling and sequence-to-sequence autoencoders, produce multidimensional numerical features that summarize original sequence information. This study explores the utility of action sequence features in understanding how problem-solving behavior relates to cognitive proficiencies and demographic characteristics. This is empirically illustrated with the process data from the 2012 PIAAC PSTRE digital assessment. Regularized regression results showed that action sequence features are more predictive of examinees’ demographic and cognitive characteristics compared to final outcomes. Partial least squares analysis further aided the identification of behavioral patterns systematically associated with demographic/cognitive characteristics. 

Diagnostic classification models (DCMs) have seen wide applications in educational and psychological measurement, especially in formative assessment. DCMs in the presence of testlets have been studied in recent literature. A key ingredient in the statistical modeling and analysis of testlet-based DCMs is the superposition of two latent structures, the attribute profile and the testlet effect. This paper extends the standard testlet DINA (T-DINA) model to accommodate the potential correlation between the two latent structures. Model identifiability is studied and a set of sufficient conditions are proposed. As a byproduct, the identifiability of the standard T-DINA is also established. The proposed model is applied to a dataset from the 2015 Programme for International Student Assessment. Comparisons are made with DINA and T-DINA, showing that there is substantial improvement in terms of the goodness of fit. Simulations are conducted to assess the performance of the new method under various settings. 

Diagnostic classification tests are designed to assess examinees’ discrete mastery status on a set of skills or attributes. Such tests have gained increasing attention in educational and psychological measurement. We review diagnostic classification models and their applications to testing and learning, discuss their statistical and machine learning connections and related challenges, and introduce some contemporary and future extensions. 

Diagnostic classification tests are designed to assess examinees’ discrete mastery status on a set of skills or attributes. Such tests have gained increas- ing attention in educational and psychological measurement. We review diagnostic classification models and their applications to testing and learning, discuss their statistical and machine learning connections and related challenges, and introduce some contemporary and future extensions. 

Time limits are imposed on many computer-based assessments, and it is common to observe exami- nees who run out of time, resulting in missingness due to not-reached items. The present study proposes an approach to account for the missing mechanisms of not-reached items via response time censoring. The censoring mechanism is directly incorporated into the observed likelihood of item responses and response times. A marginal maximum likelihood estimator is proposed, and its asymptotic properties are estab- lished. The proposed method was evaluated and compared to several alternative approaches that ignore the censoring through simulation studies. An empirical study based on the PISA 2018 Science Test was further conducted. 

Multidimensional unfolding methods are widely used for visualizing item response data. Such methods project respondents and items simultaneously onto a low-dimensional Eu- clidian space, in which respondents and items are represented by ideal points, with person- person, item-item, and person-item similarities being captured by the Euclidian distances between the points. In this paper, we study the visualization of multidimensional unfold- ing from a statistical perspective. We cast multidimensional unfolding into an estimation problem, where the respondent and item ideal points are treated as parameters to be esti- mated. An estimator is then proposed for the simultaneous estimation of these parameters. Asymptotic theory is provided for the recovery of the ideal points, shedding lights on the validity of model-based visualization. An alternating projected gradient descent algorithm is proposed for the parameter estimation. We provide two illustrative examples, one on users’ movie rating and the other on senate roll call voting.