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Accounting for individual differences in speed in the discretized signed residual time model

With advances in computerized tests, it has become commonplace to register not just the accuracy of the responses provided to the items, but also the response time. The idea that for each response both response accuracy and response time are indicative of ability has explicitly been incorporated in...

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Autores principales: Tijmstra, Jesper, Bolsinova, Maria
Formato: Online Artículo Texto
Lenguaje:English
Publicado: John Wiley and Sons Inc. 2020
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8359328/
https://www.ncbi.nlm.nih.gov/pubmed/33351188
http://dx.doi.org/10.1111/bmsp.12223
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author Tijmstra, Jesper
Bolsinova, Maria
author_facet Tijmstra, Jesper
Bolsinova, Maria
author_sort Tijmstra, Jesper
collection PubMed
description With advances in computerized tests, it has become commonplace to register not just the accuracy of the responses provided to the items, but also the response time. The idea that for each response both response accuracy and response time are indicative of ability has explicitly been incorporated in the signed residual time (SRT) model (Maris & van der Maas, 2012, Psychometrika, 77, 615–633), which assumes that fast correct responses are indicative of a higher level of ability than slow correct responses. While the SRT model allows one to gain more information about ability than is possible based on considering only response accuracy, measurement may be confounded if persons show differences in their response speed that cannot be explained by ability, for example due to differences in response caution. In this paper we propose an adapted version of the SRT model that makes it possible to model person differences in overall speed, while maintaining the idea of the SRT model that the speed at which individual responses are given may be indicative of ability. We propose a two‐dimensional SRT model that considers dichotomized response time, which allows one to model differences between fast and slow responses. The model includes both an ability and a speed parameter, and allows one to correct the estimates of ability for possible differences in overall speed. The performance of the model is evaluated through simulation, and the relevance of including the speed parameter is studied in the context of an empirical example from formative educational assessment.
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spelling pubmed-83593282021-08-17 Accounting for individual differences in speed in the discretized signed residual time model Tijmstra, Jesper Bolsinova, Maria Br J Math Stat Psychol Editor’s Choice With advances in computerized tests, it has become commonplace to register not just the accuracy of the responses provided to the items, but also the response time. The idea that for each response both response accuracy and response time are indicative of ability has explicitly been incorporated in the signed residual time (SRT) model (Maris & van der Maas, 2012, Psychometrika, 77, 615–633), which assumes that fast correct responses are indicative of a higher level of ability than slow correct responses. While the SRT model allows one to gain more information about ability than is possible based on considering only response accuracy, measurement may be confounded if persons show differences in their response speed that cannot be explained by ability, for example due to differences in response caution. In this paper we propose an adapted version of the SRT model that makes it possible to model person differences in overall speed, while maintaining the idea of the SRT model that the speed at which individual responses are given may be indicative of ability. We propose a two‐dimensional SRT model that considers dichotomized response time, which allows one to model differences between fast and slow responses. The model includes both an ability and a speed parameter, and allows one to correct the estimates of ability for possible differences in overall speed. The performance of the model is evaluated through simulation, and the relevance of including the speed parameter is studied in the context of an empirical example from formative educational assessment. John Wiley and Sons Inc. 2020-12-22 2021-07 /pmc/articles/PMC8359328/ /pubmed/33351188 http://dx.doi.org/10.1111/bmsp.12223 Text en © 2020 The British Psychological Society https://creativecommons.org/licenses/by/4.0/This is an open access article under the terms of the http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.
spellingShingle Editor’s Choice
Tijmstra, Jesper
Bolsinova, Maria
Accounting for individual differences in speed in the discretized signed residual time model
title Accounting for individual differences in speed in the discretized signed residual time model
title_full Accounting for individual differences in speed in the discretized signed residual time model
title_fullStr Accounting for individual differences in speed in the discretized signed residual time model
title_full_unstemmed Accounting for individual differences in speed in the discretized signed residual time model
title_short Accounting for individual differences in speed in the discretized signed residual time model
title_sort accounting for individual differences in speed in the discretized signed residual time model
topic Editor’s Choice
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8359328/
https://www.ncbi.nlm.nih.gov/pubmed/33351188
http://dx.doi.org/10.1111/bmsp.12223
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