ArticleEducational and psychological measurement2023
On Bank Assembly and Block Selection in Multidimensional Forced-Choice Adaptive Assessments.
Article in Educational and psychological measurement, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- Dimensionality Assessment in Forced-Choice Questionnaires: First Steps Toward an Exploratory Framework.Educational and psychological measurement · 2026Article
- A general diagnostic modelling framework for forced-choice assessments.The British journal of mathematical and statistical psychology · 2025Article
- An Item Response Theory Model for Incorporating Response Times in Forced-Choice Measures.Educational and psychological measurement · 2024Article
- Estimating and Using Block Information in the Thurstonian IRT Model.Psychometrika · 2023Article
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3 authors.
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Abstract
Multidimensional forced-choice (FC) questionnaires have been consistently found to reduce the effects of socially desirable responding and faking in noncognitive assessments. Although FC has been considered problematic for providing ipsative scores under the classical test theory, item response theory (IRT) models enable the estimation of nonipsative scores from FC responses. However, while some authors indicate that blocks composed of opposite-keyed items are necessary to retrieve normative scores, others suggest that these blocks may be less robust to faking, thus impairing the assessment validity. Accordingly, this article presents a simulation study to investigate whether it is possible to retrieve normative scores using only positively keyed items in pairwise FC computerized adaptive testing (CAT). Specifically, a simulation study addressed the effect of (a) different bank assembly (with a randomly assembled bank, an optimally assembled bank, and blocks assembled
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