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政大機構典藏 > 學術期刊 > 教育與心理研究 TSSCI > 期刊論文 > Item 140.119/97591

Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/97591

Title:	以項目反應模式來探討評分者的評分標準與嚴荷性
Authors:	王文中
Keywords:	向量 ; 計分 ; 矩陣 ; 設計 ; 評分 ; 評分者 ; 項目反應模式 ; 標準
Date:	1993-09
Issue Date:	2016-06-04 13:52:03 (UTC+8)
Abstract:	It has been argued that multiple-choice items can only be used for low level learning or ability. However, since there are no raters involved, the fairness of scoring has justified its popularity. If essay questions or other scoring formats which include raters are desirable, the fairness of scoring should be guaranteed or the raters` bias be detected. Tradionally, more than one rater is employed in order to reduce random errors caused by raters. So far, less has been done to detect nonrandom errors (the raters` bias). Two kinds of biases are proposed in the paper, overall rating severity and step severities. These definitions are somewhat similar to those in the partial credit model (Masters, 1982.) In the paper, a generalized Rasch model, the random coefficients multinominal logit model (RCML), is applied to estimate the raters` bias. The RCML allows the users to define parameters to respresent raters` overall severity and step severities. The data is from 435 fourth-grade students who took a mathematics test which includes 20 multiple-choice and two open-ended items. Each open-ended item is scored by two different raters. Five models are proposed and compared.
Relation:	教育與心理研究, 16,83-105 Journal of Education & Psychology
Data Type:	article
Appears in Collections:	[教育與心理研究 TSSCI] 期刊論文

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