期刊名称：Practical Assessment, Research and Evaluation
印刷版ISSN：1531-7714
电子版ISSN：1531-7714
出版年度：2012
卷号：17
期号：01
出版社：ERIC: Clearinghouse On Assessment and Evaluation
摘要：For several decades, the three-parameter logistic model (3PLM) has been the dominant choice for practitioners in
the field of educational measurement for modeling examinees’ response data from multiple-choice (MC)
items. Past studies, however, have pointed out that the c-parameter of 3PLM should not be interpreted as a
guessing parameter. This study found logical, empirical evidence showing that neither the a-, b-, or cparameters
of 3PLM can accurately reflect the discrimination, difficulty, and guessing properties of an item,
respectively. This study reconceptualized the problem-solving and guessing processes with a modification of
the 3PLM that eliminates ambiguity in modeling the guessing process. A series of studies using various real
and simulated data demonstrated that the suggested model, in which the c-parameters were fixed at a
computed probability for successful random guessing (i.e., c = 1 / k with k being the number of options),
could provide a more feasible, stable, and accurate item estimation solution without sacrificing the model fit
compared with a typical 3PLM.
