Project Activities
The project formulated multidimensional, item response theory models within the generalized linear and nonlinear mixed model framework. Graphical model theory was used to assess the computational complexity of the models and efficient maximum likelihood estimation methods were derived for those models for which the computational burden can be reduced by exploiting the conditional independence relations implied by the model. Models of various degrees of complexity were formulated: a confirmatory structure reflecting one item classification scheme (either content- or process-based), a confirmatory structure that reflects the cross-classification of items along both content domains and cognitive processes, and a confirmatory structure that reflects the cross-classification of items and the effect of item clusters. The models that allow for efficient, maximum-likelihood estimation will be applied to a NAEP or other large-scale educational survey assessment. The results were disseminated and the research software used to estimate the models was made available on a website dedicated to this project. The software was developed within a general framework that integrates mixed models with graphical models.
The project also developed alternatives to numerical integration for those models for which the computational burden remains high after exploiting the conditional independence relations. Both stochastic and variational approximation techniques were developed and evaluated using simulated data. Successful estimation methods were applied to a NAEP or other large-scale educational survey assessment. The results were disseminated through a presentation at a statistical or psychometric conference and research software for sampling-based and variational methods will be made available on the website.
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IES program contact(s)
Project contributors
Products and publications
Journal article, monograph, or newsletter
Jeon, M., and De Boeck, P. (2016). A Generalized Item Response Tree Model for Psychological Assessments. Behavior Research Methods, 48(3), 1070-1085.
Jeon, M., and Rabe-Hesketh, S. (2016). An Autoregressive Growth Model for Longitudinal Item Analysis. Psychometrika, 81(3), 830-850.
Jeon, M., and Rijmen, F. (2016). A Modular Approach for Item Response Theory Modeling With the R Package Flirt. Behavior Research Methods, 48(2), 742-755.
Jeon, M., and Rijmen, F. (2014). Recent Developments in Maximum Likelihood Estimation of MTMM Models for Categorical Data. Frontiers in Psychology, 5, 269.
Jeon, M., Rijmen, F., and Rabe-Hesketh, S. (2013). Modeling Differential Item Functioning Using a Generalization of the Multiple-Group Bifactor Model. Journal of Educational and Behavioral Statistics, 38(1), 32-60.
Jeon, M., Rijmen, F., and Rabe-Hesketh, S. (2014). Flexible Item Response Theory Modeling With FLIRT. Applied Psychological Measurement, 38(5), 404-405.
Jeon, M., Rijmen, F., and Rabe-Hesketh, S. (2013). Modeling Differential Item Functioning Using a Generalization of the Multiple-Group Bifactor Model. Journal of Educational and Behavioral Statistics, 38(1): 32-60.
Rijmen, F. (2011). The Latent Class Model as a Measurement Model for Situational Judgment Tests. Psychologica Belgica, 51(3): 197-212.
Rijmen, F. (2011). Hierarchical Factor Item Response Theory Models for PIRLS: Capturing Clustering Effects at Multiple Levels. IERI Monograph Series: Issues and Methodologies in Large-Scale Assessments, 4, 59-74.
Rijmen, F., and Jeon, M. (2013). Fitting an Item Response Theory Model With Random Item Effects Across Groups by a Variational Approximation Method. Annals of Operations Research, 206(1): 647-662.
Rijmen, F., Jeon, M., von Davier, M., and Rabe-Hesketh, S. (2014). A Third-Order Item Response Theory Model for Modeling the Effects of Domains and Subdomains in Large-Scale Educational Assessment Surveys. Journal of Educational and Behavioral Statistics, 39(4), 235-256.
Rijn, P., and Rijmen, F. (2015). On the Explaining-Away Phenomenon in Multivariate Latent Variable Models. British Journal of Mathematical and Statistical Psychology, 68(1), 1-22.
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