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Relevant bibliographies by topics / Dichotomous scoring

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Academic literature on the topic 'Dichotomous scoring'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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Journal articles on the topic "Dichotomous scoring"

1

Vorsatz, Marc. "Scoring rules on dichotomous preferences." Social Choice and Welfare 31, no. 1 (2007): 151–62. http://dx.doi.org/10.1007/s00355-007-0270-z.

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Jiao, Hong, Junhui Liu, Kathleen Haynie, Ada Woo, and Jerry Gorham. "Comparison Between Dichotomous and Polytomous Scoring of Innovative Items in a Large-Scale Computerized Adaptive Test." Educational and Psychological Measurement 72, no. 3 (2011): 493–509. http://dx.doi.org/10.1177/0013164411422903.

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This study explored the impact of partial credit scoring of one type of innovative items (multiple-response items) in a computerized adaptive version of a large-scale licensure pretest and operational test settings. The impacts of partial credit scoring on the estimation of the ability parameters and classification decisions in operational test settings were explored in one real data analysis and two simulation studies when two different polytomous scoring algorithms, automated polytomous scoring and rater-generated polytomous scoring, were applied. For the real data analyses, the ability estimates from dichotomous and polytomous scoring were highly correlated; the classification consistency between different scoring algorithms was nearly perfect. Information distribution changed slightly in the operational item bank. In the two simulation studies comparing each polytomous scoring with dichotomous scoring, the ability estimates resulting from polytomous scoring had slightly higher measurement precision than those resulting from dichotomous scoring. The practical impact related to classification decision was minor because of the extremely small number of items that could be scored polytomously in this current study.

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Diedenhofen, Birk, and Jochen Musch. "Empirical Option Weights Improve the Validity of a Multiple-Choice Knowledge Test." European Journal of Psychological Assessment 33, no. 5 (2017): 336–44. http://dx.doi.org/10.1027/1015-5759/a000295.

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Abstract. Standard dichotomous scoring of multiple-choice test items grants no partial credit for partial knowledge. Empirical option weighting is an alternative, polychotomous scoring method that uses the point-biserial correlation between option choices and total score as a weight for each answer alternative. Extant studies demonstrate that the method increases reliability of multiple-choice tests in comparison to conventional scoring. Most previous studies employed a correlational validation approach, however, and provided mixed findings with regard to the validity of empirical option weighting. The present study is the first investigation using an experimental approach to determine the reliability and validity of empirical option weighting. To obtain an external validation criterion, we experimentally induced various degrees of knowledge in a domain of which participants had no knowledge. We found that in comparison to dichotomous scoring, empirical option weighting increased both reliability and validity of a multiple-choice knowledge test employing distractors that were appealing to test takers with different levels of knowledge. A potential application of the present results is the computation and publication of empirical option weights for existing multiple-choice knowledge tests that have previously been scored dichotomously.

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Shultz, Kenneth S. "Increasing Alpha Reliabilities of Multiple-Choice Tests with Linear Polychotomous Scoring." Psychological Reports 77, no. 3 (1995): 760–62. http://dx.doi.org/10.2466/pr0.1995.77.3.760.

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Little research has been conducted on the use of linear polychotomous scoring of multiple-choice test items. Therefore, several tests were analyzed using both dichotomous and polychotomous scoring of test items to assess how the alpha reliabilities of the tests change based on the type of scoring used. In each case, the alpha reliabilities of the tests increased, with the same or fewer number of items in each test, when polychotomous (vs dichotomous) scoring of multiple-choice test items was used.

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Sepuzaman, Duden, Edi Istiyono, Haryanto -, Heri Retnawati, and Yustiandi -. "ANALISIS ESTIMASI KEMAMPUAN SISWA DENGAN PENDEKATAN ITEM RESPONSE THEORY PENSKORAN DIKOTOMUS DAN POLITOMUS." Karst : JURNAL PENDIDIKAN FISIKA DAN TERAPANNYA 4, no. 1 (2021): 8–13. http://dx.doi.org/10.46918/karst.v4i1.948.

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This study compares students' abilities using the Item Response Theory (IRT) approach to dichotomous and polytomous scoring. This research is quantitative descriptive. The research subjects were 1175 high school students in class XI spread across West Java and Banten provinces, consisting of 450 male students and 725 female students. Response data with dichotomous scoring were analyzed using the item response theory approach with the BILOG-MG program, while the polytomous scoring was analyzed using the GPCM approach using the R program. The results of the model fit test showed that the items most fit with the 2PL model. The instrument used is a work and energy material test instrument tested for validity d, reliability, distinguishing power, and difficulty level. The results showed that the average ability with a polytomous score was greater than that of a dichotomous, even though compared to having almost the same ability but with a relatively different distribution. The distribution of students' abilities with polytomous scoring is closer to the normal curve than the dichotomous scoring. The relationship between students' ability scores with these two scoring approaches is shown by a correlation coefficient score of 0.990 and a determination index of 0.9808 with a prediction line y= 0.9735 x +0.0036.

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Vispoel, Walter P., Carrie A. Morris, and Murat Kilinc. "Using G-Theory to Enhance Evidence of Reliability and Validity for Common Uses of the Paulhus Deception Scales." Assessment 25, no. 1 (2016): 69–83. http://dx.doi.org/10.1177/1073191116641182.

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We applied a new approach to Generalizability theory (G-theory) involving parallel splits and repeated measures to evaluate common uses of the Paulhus Deception Scales based on polytomous and four types of dichotomous scoring. G-theory indices of reliability and validity accounting for specific-factor, transient, and random-response measurement error supported use of polytomous over dichotomous scores as contamination checks; as control, explanatory, and outcome variables; as aspects of construct validation; and as indexes of environmental effects on socially desirable responding. Polytomous scoring also provided results for flagging faking as dependable as those when using dichotomous scoring methods. These findings argue strongly against the nearly exclusive use of dichotomous scoring for the Paulhus Deception Scales in practice and underscore the value of G-theory in demonstrating this. We provide guidelines for applying our G-theory techniques to other objectively scored clinical assessments, for using G-theory to estimate how changes to a measure might improve reliability, and for obtaining software to conduct G-theory analyses free of charge.

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7

Eggen, Theo J. H. M., and Tecla T. M. Lampe. "Comparison of the reliability of scoring methods of multiple-response items, matching items, and sequencing items." CADMO, no. 2 (January 2012): 85–104. http://dx.doi.org/10.3280/cad2011-002008.

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Multiple-response items, sequencing items, and matching items are three innovative item types often included in systems for computer-based assessment that offer the benefit of polytomous scoring and the possibility to measure partial knowledge. In the present study, different scoring methods of these three item types were compared. Based on the assumption that different response patterns to these item types represent different knowledge levels, these knowledge levels are described. Features of different scoring methods were studied to select the scoring methods included in this study. Subsequently, a probability distribution of scoring results for each knowledge level was derived and computed. Based on classical test theory, a measure for the reliability of the different scoring methods on the level of a single item was derived. To compare the results of the scoring methods selected, reliabilities were computed for several distributions of knowledge levels in a population. For a multiple-response item, when an examinee must select all the right options, the dichotomous scoring method resulted in higher reliabilities than scoring the response patterns polytomously. For matching items and for multiple-response items, when an examinee is asked to select fewer options than the total number of right options given, polytomous scoring methods gave higher reliabilities than the dichotomous scoring method. Simple polytomous scoring by counting the selected right options or relations is recommended instead of more complex polytomous scoring methods, for instance, using a correction for wrong answers or a so-called "floor". The results of scoring sequencing items were not as conclusive as for the other two item types explored.

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8

Keats, J. A. "Justifications of the Scoring Procedures for Dichotomous and Other Polytomous Items." Australian Psychologist 30, no. 1 (1995): 21–23. http://dx.doi.org/10.1080/00050069508259598.

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9

Schmitt, Andrew L., Ronald B. Livingston, Eric N. Smernoff, James B. Harris, Bethany L. Waits, and Kent M. Davis. "Dichotomous Scoring of Trails B in Patients Referred for a Dementia Evaluation." Perceptual and Motor Skills 110, no. 2 (2010): 429–41. http://dx.doi.org/10.2466/pms.110.2.429-441.

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10

Stöber, Joachim, Dorothea E. Dette, and Jochen Musch. "Comparing Continuous and Dichotomous Scoring of the Balanced Inventory of Desirable Responding." Journal of Personality Assessment 78, no. 2 (2002): 370–89. http://dx.doi.org/10.1207/s15327752jpa7802_10.

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Dissertations / Theses on the topic "Dichotomous scoring"

1

Becker, R. Lance. "Latent trait, factor, and number endorsed scoring of polychotomous and dichotomous responses to the Common Metric Questionnaire." Diss., This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-07282008-135639/.

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Jones, Peggy K. "A comparability analysis of the National Nurse Aide Assessment Program." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001752.

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3

Alagoz, Cigdem. "Scoring tests with dichotomous and polytomous items." 2005. http://purl.galileo.usg.edu/uga%5Fetd/alagoz%5Fcigdem%5F200505%5Fma.

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4

Yuan, Yao Jie, and 姚傑元. "Dichotomous Scoring Model and Unlimited Polytomous Scoring Model in the Homophonic but Graphemic Dissimilar Characters Research." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/81434795626572464633.

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碩士<br>國立臺中教育大學<br>教育測驗統計研究所<br>101<br>This study aimed at fifth and sixth grade students in the homophonic but graphemic dissimilar characters, using a set of online test platform. Both the unlimited polytomous scoring model and dichotomous scoring model to investigate the students to answer questions on the differences among. Traditional dichotomous scoring model, it is a way to test a second election. Not the correct answer is Wrong. Although the application convenient and clear, but the process does not ensure that students in answering the question whether there is speculation that the presence of ingredients. Therefore, study used with " brace " feature online test platform, scoring model is unlimited polytomous scoring model. Using two scales for students to explore students' test results degree of speculation. Surveying objects are elementary school students. Fifth-grade number 112 people, and sixth grade number 97 people. A total of 209 students implement test. The student test results using statistical software SPSS for independent samples t-test. Test different grades and genders of the students the ability to discern omophonic but graphemic dissimilar characters, and questions answered guessing on whether there are differences, and use item analysis. Compare the difference between dichotomous scoring model and unlimited polytomous scoring model. Results from the study, the independent sample t-test analysis. Between the different grades, student 's ability to identify the value of the homophonic but graphemic dissimilar characters and question to answer guessing no difference. Between the different gender, boys and girls ability to identify the value of the homophonic but graphemic dissimilar characters and question to answer guessing have obvious differences. Girls in identifying the homophonic but graphemic dissimilar characters, ability level than boys; In case the answer guess, guessing effects lower level than boys. Unlimited polytomous scoring model reliability analysis through papers and their test scores and school performance conducted by the correlation coefficient analysis, compared to dichotomous scoring model can obtain more accurate values.

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Popp, Eric C. "The effects on parameter estimation of sample size ratio, test length and trait correlation in a two-dimensional, two-parameter, compensatory item response model with dichotomous scoring." 2004. http://purl.galileo.usg.edu/uga%5Fetd/popp%5Feric%5Fc%5F200405%5Fphd.

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Books on the topic "Dichotomous scoring"

1

Kissing, Philipp. Corporate Disclosures and Financial Risk Assessment: A Dichotomous Data-Analytical Approach Using Multivariate Scoring Models and Scenario Techniques. Springer Gabler, 2016.

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