Search results for author:"Kuan-Yu Jin"
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Educational and Psychological Measurement Vol. 74, No. 1 (February 2014) pp. 116–138
Extreme response style (ERS) is a systematic tendency for a person to endorse extreme options (e.g., strongly disagree, strongly agree) on Likert-type or rating-scale items. In this study, we develop a new class of item response theory (IRT) models...
Multilevel, Two-Parameter, and Random-Weights Generalizations of a Model with Internal Restrictions on Item Difficulty
Applied Psychological Measurement Vol. 34, No. 1 (2010) pp. 46–65
In this study, all the advantages of slope parameters, random weights, and latent regression are acknowledged when dealing with component and composite items by adding slope parameters and random weights into the standard item response model with...
Journal of Educational Measurement Vol. 51, No. 2 (2014) pp. 178–200
Sometimes, test-takers may not be able to attempt all items to the best of their ability (with full effort) due to personal factors (e.g., low motivation) or testing conditions (e.g., time limit), resulting in poor performances on certain items,...
Educational and Psychological Measurement Vol. 75, No. 1 (February 2015) pp. 157–178
Many scales contain both positively and negatively worded items. Reverse recoding of negatively worded items might not be enough for them to function as positively worded items do. In this study, we commented on the drawbacks of existing approaches...
Journal of Educational Measurement Vol. 49, No. 4 (2012) pp. 419–445
In some tests, examinees are required to choose a fixed number of items from a set of given items to answer. This practice creates a challenge to standard item response models, because more capable examinees may have an advantage by making wiser...