In tests with time limits, items at the end are often not reached. Usually, the pattern of missing responses depends on the ability level of the respondents; therefore, missing data are not ignorable in statistical inference. This study models data using a combination of two item response theory (IRT) models: one for the observed response data and one for the missing data indicator. The missing data indicator is modeled using a sequential model with linear restrictions on the item parameters. The models are connected by the assumption that the respondents’ latent proficiency parameters have a joint multivariate normal distribution. Model parameters are estimated by maximum marginal likelihood. Simulations show that treating missing data as ...
A model-based procedure for assessing the extent to which missing data can be ignored and handling n...
Missing responses are often inevitable in assessments, whether they are intended or not. The problem...
In many applications of high- and low-stakes ability tests, a non-negligible amount of respondents m...
Non-randomly missing data has theoretically different implications for item parameter estimation dep...
Unplanned missing responses are common to surveys and tests including large scale assessments. There...
Missing data usually present special problems for statistical analyses, especially when the data are...
The situation of nonrandomly missing data has theoretically different implications for item paramete...
In large-scale educational assessments missing data are not uncommon. In fact, two missing data proc...
In the context of educational research, missing data arise when examinees omit or do not reach an it...
This study investigated the effect on examinees ' ability estimate under item response theory (...
When dealing with missing responses, two types of omissions can be discerned: items can be skipped o...
Copyright © 2017 by the National Council on Measurement in Education When dealing with missing respo...
Missing data are ubiquitous in educational research settings, including item responses in multilevel...
In large-scale assessments two missing responses can be discerned: “not-reached” and “skipped” respo...
A new response time-based method for coding omitted item responses in computer-based testing is intr...
A model-based procedure for assessing the extent to which missing data can be ignored and handling n...
Missing responses are often inevitable in assessments, whether they are intended or not. The problem...
In many applications of high- and low-stakes ability tests, a non-negligible amount of respondents m...
Non-randomly missing data has theoretically different implications for item parameter estimation dep...
Unplanned missing responses are common to surveys and tests including large scale assessments. There...
Missing data usually present special problems for statistical analyses, especially when the data are...
The situation of nonrandomly missing data has theoretically different implications for item paramete...
In large-scale educational assessments missing data are not uncommon. In fact, two missing data proc...
In the context of educational research, missing data arise when examinees omit or do not reach an it...
This study investigated the effect on examinees ' ability estimate under item response theory (...
When dealing with missing responses, two types of omissions can be discerned: items can be skipped o...
Copyright © 2017 by the National Council on Measurement in Education When dealing with missing respo...
Missing data are ubiquitous in educational research settings, including item responses in multilevel...
In large-scale assessments two missing responses can be discerned: “not-reached” and “skipped” respo...
A new response time-based method for coding omitted item responses in computer-based testing is intr...
A model-based procedure for assessing the extent to which missing data can be ignored and handling n...
Missing responses are often inevitable in assessments, whether they are intended or not. The problem...
In many applications of high- and low-stakes ability tests, a non-negligible amount of respondents m...