TY - JOUR
T1 - Analyzing the results of Monte Carlo studies in item response theory
AU - Harwell, Michael R.
PY - 1997/4
Y1 - 1997/4
N2 - Monte Carlo studies in item response theory have been used in a number of ways, for example, to evaluate new parameter estimation procedures, to compare item analysis programs, and to study the effects of multidimensional data on parameter estimation. These studies typically rely on simple descriptive methods to analyze Monte Carlo results, implying that complex effects are unlikely to be detected or their magnitudes estimated. These problems are exacerbated when Monte Carlo studies lack an experimental design to guide the data analyses. The results from two Monte Carlo studies in item response theory are analyzed with inferential methods to illustrate the strengths of these procedures. It is recommended that researchers in item response theory employ both descriptive and inferential methods to analyze Monte Carlo results.
AB - Monte Carlo studies in item response theory have been used in a number of ways, for example, to evaluate new parameter estimation procedures, to compare item analysis programs, and to study the effects of multidimensional data on parameter estimation. These studies typically rely on simple descriptive methods to analyze Monte Carlo results, implying that complex effects are unlikely to be detected or their magnitudes estimated. These problems are exacerbated when Monte Carlo studies lack an experimental design to guide the data analyses. The results from two Monte Carlo studies in item response theory are analyzed with inferential methods to illustrate the strengths of these procedures. It is recommended that researchers in item response theory employ both descriptive and inferential methods to analyze Monte Carlo results.
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U2 - 10.1177/0013164497057002006
DO - 10.1177/0013164497057002006
M3 - Article
AN - SCOPUS:0031497344
SN - 0013-1644
VL - 57
SP - 266
EP - 279
JO - Educational and Psychological Measurement
JF - Educational and Psychological Measurement
IS - 2
ER -