Missing item responses are prevalent in educational large-scale assessment studies such
as the programme for international student assessment (PISA). The current operational …

It is essential to control self-reported trait measurements for response style effects to ensure
a valid interpretation of estimates. Traditional psychometric models facilitating such control …

In high-stakes, large-scale, standardized tests with certain time limits, examinees are likely
to engage in either one of the three types of behavior (eg, van der Linden & Guo,; Wang & …

For various reasons, respondents to forced-choice assessments (typically used for
noncognitive psychological constructs) may respond randomly to individual items due to …

Multiple‐choice (MC) items are widely used in educational tests. Distractor analysis, an
important procedure for checking the utility of response options within an MC item, can be …

Rater effects are commonly observed in rater-mediated assessments. By using item
response theory (IRT) modeling, raters can be treated as independent factors that function …

IRTree models have been receiving increasing attention. However, to date, there are limited
sources that provide a systematic introduction to Bayesian modeling techniques using …

In traditional test models, test items are independent, and test-takers slowly and thoughtfully
respond to each test item. However, some test items have a common stimulus (dependent …

The effectiveness of methods for handling missing data in educational assessments
depends on understanding the underlying missing mechanisms. This study investigates the …

The use of discrete categorical formats to assess psychological traits has a long-standing
tradition that is deeply embedded in item response theory models. The increasing …