A Dyadic IRT Model

Individual random effects model for differences in trait distribution among respondents

The homogeneity hypothesis is a common assumption in classic measurement. However, the item response theory model assumes that different respondents with same ability have the same option probabilities, which may not hold. The aim of this study is to propose a new individual random effect model that accounts for the differences in option probabilities among respondents with same latent traits by using within-person variance. The performance of the new model is evaluated through simulation studies and real data using the PRESUPP scale of PISA. The model parameters are estimated by the MCMC method. The results show that the individual random effect model can provide more accurate parameter estimates and obtain a scale parameter to describe the distribution of respondents' abilities, under different within-person variances. The new model has lower RMSE and better model fit than the classic IRT model.

A dynamic social relations model for clustered longitudinal dyadic data with continuous or ordinal responses

Social relations models allow the identification of cluster, actor, partner, and relationship effects when analysing clustered dyadic data on interactions between individuals or other units of analysis. We propose an extension of this model which handles longitudinal data and incorporates dynamic structure, where the response may be continuous, binary, or ordinal. This allows the disentangling of the relationship effects from temporal fluctuation and measurement error and the investigation of whether individuals respond to their partner's behaviour at the previous observation. We motivate and illustrate the model with an application to Canadian data on pairs of individuals within families observed working together on a conflict discussion task.

A scoping review of approaches for measuring 'interdependent' collaborative performances

INTRODUCTION

Individual assessment disregards the team aspect of clinical work. Team assessment collapses the individual into the group. Neither is sufficient for medical education, where measures need to attend to the individual while also accounting for interactions with others. Valid and reliable measures of interdependence are critical within medical education given the collaborative manner in which patient care is provided. Medical education currently lacks a consistent approach to measuring the performance between individuals working together as part of larger healthcare team. This review's objective was to identify existing approaches to measuring this interdependence.

METHODS

Following Arksey & O'Malley's methodology, we conducted a scoping review in 2018 and updated it to 2020. A search strategy involving five databases located >12 000 citations. At least two reviewers independently screened titles and abstracts, screened full texts (n = 161) and performed data extraction on twenty-seven included articles. Interviews were also conducted with key informants to check if any literature was missing and assess that our interpretations made sense.

RESULTS

Eighteen of the twenty-seven articles were empirical; nine conceptual with an empirical illustration. Eighteen were quantitative; nine used mixed methods. The articles spanned five disciplines and various application contexts, from online learning to sports performance. Only two of the included articles were from the field of Medical Education. The articles conceptualised interdependence of a group, using theoretical constructs such as collaboration synergy; of a network, using constructs such as degree centrality; and of a dyad, using constructs such as synchrony. Both descriptive (eg social network analysis) and inferential (eg multi-level modelling) approaches were described.

CONCLUSION

Efforts to measure interdependence are scarce and scattered across disciplines. Multiple theoretical concepts and inconsistent terminology may be limiting programmatic work. This review motivates the need for further study of measurement techniques, particularly those combining multiple approaches, to capture interdependence in medical education.

From Knowledge Transmission to Knowledge Construction: A Step towards Human-Like Active Learning

Machines usually employ a guess-and-check strategy to analyze data: they take the data, make a guess, check the answer, adjust it with regard to the correct one if necessary, and try again on a new data set. An active learning environment guarantees better performance while training on less, but carefully chosen, data which reduces the costs of both annotating and analyzing large data sets. This issue becomes even more critical for deep learning applications. Human-like active learning integrates a variety of strategies and instructional models chosen by a teacher to contribute to learners’ knowledge, while machine active learning strategies lack versatile tools for shifting the focus of instruction away from knowledge transmission to learners’ knowledge construction. We approach this gap by considering an active learning environment in an educational setting. We propose a new strategy that measures the information capacity of data using the information function from the four-parameter logistic item response theory (4PL IRT). We compared the proposed strategy with the most common active learning strategies—Least Confidence and Entropy Sampling. The results of computational experiments showed that the Information Capacity strategy shares similar behavior but provides a more flexible framework for building transparent knowledge models in deep learning.