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題名:納入背景變項對群體參數估計之影響的模擬與實徵研究
書刊名:測驗學刊
作者:郭伯臣 引用關係曾筱倩吳慧珉 引用關係曾建銘
作者(外文):Kuo, Bor-chenTseng, Hsiao-chienWu, Huey-minCheng, Chien-ming
出版日期:2013
卷期:60:2
頁次:頁319-350
主題關鍵詞:大型測驗可能值方法背景變項參數估計Background variablesLarge-scale assessmentParameter estimatePlausible values method
原始連結:連回原系統網址new window
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大型測驗(NAEP、TIMSS和PISA)是透過「可能值方法」了解母群的學習成效或不同背景造成的影響。可能值方法是以潛在迴歸模式,加入學生背景變項計算後驗分布,並抽取可能值,以利於次級資料分析者使用。本研究分別使用模擬與實徵資料,探討常用的點估計方法以及使用可能值方法對於群體參數估計的影響,並探討不同相關程度的背景變項對於群體參數估計之成效,以及不同模式下群體參數回復性。研究結果顯示,最大概似估計法(MLE)、期望後驗法(EAP),以及可能值(PV)等三種方法,在回復群體平均數時,三種方法並無太大的差異,但在回復群體變異數時,使用可能值(PV)的方法有較好的回復性。此外,當背景變項以原始資料形式納入,或利用主成分分析進行轉換後納入潛在迴歸模式中,這兩者模式對於群體參數回復性並無太大差異,顯示利用主成分進行轉換的背景變項也可以達到與原始資料形式納入相同的效果。當所欲探討的背景變項群體參數被納入潛在迴歸模式中,則對於此背景變項群體參數有較佳的回復性,舉例來說:欲探討「性別」這個背景變項的群體參數時,則當「性別」這個背景變項被納入潛在迴歸模式中,會有較佳的回復性,且當所納入的背景變項與能力值間的相關程度較高時,對於背景變項群體參數的估計值有較好的回復性。
In the large-scale assessment programs such as NAEP, TIMSS and PISA use plausible value (PV) method to estimate the population statistics and to explore the effects upon the achievement of the different background variables such as gender. In the plausible value method, the background variables of examinees are incorporated into the latent regression model to estimate the posterior distributions of the abilities. Plausible values that provided for secondary analysts are random draws from the posterior distributions. In this paper, the performances on estimating population statistics between plausible value method and traditional IRT ability estimations (ex. MLE or EAP) are evaluated. The influences of the different correlation degrees between background variables and abilities and different regression models on estimating population statistics are also explored.The results show that the mean of population ability is estimated well whether MLE, EAP or PV is used. The PV has the best performance on recovering the variance of population ability. Two models, principle component analysis are applied to compress most of the background variables and raw background variables forms, have the same performances on recovery of population statistics. If there is an interest in estimating for specific sub-groups (ex. Gender), the incorporation of the related background variables get better recoveries on the statistics of these sub-groups. The higher correlation between background variables and abilities can lead to increased precision of population statistics.
期刊論文
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7.Mislevy, R. J.、Sheehan, K. M.(1989)。The role of collateral information about examinees in item parameter estimation。Psychometrika,54,661-679。  new window
8.Mislevy, R. J.、Beaton, A. E.、Kaplan, B.、Sheehan, K. M.(1992)。Estimating population characteristics form sparse matrix samples of item response。Journal of Educational Measurement,29,133-161。  new window
9.Swaminathan, H.、Gifford, J. A.(1982)。Bayesian estimation in the Rasch model。Journal of Educational Statistics,7,175-192。  new window
10.von Davier, M.、Sinharay, S.(2010)。Stochastic approximation for latent regression item response models。Journal of Educational and Behavioral Statistics,35(2),174-193。  new window
11.Wu, Margaret(2005)。The role of plausible values in large-scale surveys。Studies in Educational Evaluation,31(2/3),114-128。  new window
12.Von Davier, M.、Gonzalez, E.、Mislevy, R. J.(2009)。What are plausible values and why are they useful?。IERA Monograph Series: Issues and Methodologies in Large-Scale Assessments,2(1),9-36。  new window
13.洪碧霞、林素微、林娟如(20061200)。認知複雜度分析架構對TASA-MAT六年級線上測驗試題難度的解釋力。教育研究與發展期刊,2(4),69-86。new window  延伸查詢new window
14.Mislevy, R. J.、Sheehan, K. M.(1989)。Information matrices in latent-variable models。Journal of Educational Statistics,14(4),335-350。  new window
會議論文
1.Mislevy, R. J.、Bock, R. D.(1982)。Implementation of the EM algorithm in the estimation of item parameters: The BILOG computer program。Item Response Theory and Computerized Adaptive Testing Conference,(會議日期: July 27-30, 1982)。Wayzata, MN。  new window
圖書
1.Organization for Economic Cooperation and Development(2009)。PISA 2006 technical report。Paris:Organization for Economic Cooperation and Development。  new window
2.Adams, R. J.、Wilson, M. R.(1996)。A random coefficients multinomial logit: A generalized approach to fitting Rasch models。Objective measurement III: Theory into practice。Norwood, NJ:Ablex。  new window
3.Foy, P.、Galia, J.、Li, L.(2008)。Scaling the data from the TIMSS 2007 mathematics and science assessments。TIMSS 2007 technical report。Chestnut Hill, MA:TIMSS and PIRLS International Study Center:Lynch School of Education, Boston College。  new window
4.Baker, F. B.(1992)。Item response theory: Parameter estimation techniques。New York, NY:Marcel Dekker。  new window
5.Lee, J.、Grigg, W.、Dion, G.(2007)。The Nation's Report Card: Mathematics 2007。Washington, DC:National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education。  new window
6.余民寧(2009)。試題反應理論(IRT)及其應用。心理出版社。  延伸查詢new window
 
 
 
 
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