在不同测量参照下解读延迟掌握矛盾

英文标题/原题

Interpreting Delayed Mastery Contradictions Under Alternative Measurement References

作者

刘康；杨晓娟

通讯作者

刘康

研究方向

教育测量；掌握判定效度；学习分析

关键词

mastery decisions; measurement validity; posterior prediction; selective observation; item difficulty

投稿/发表信息

发表期刊/目标

Journal of Educational Measurement

投稿/成果状态

投稿中

投稿日期

2026-10-23

发表日期

-

原地址/投稿系统地址

https://submission.wiley.com/submissionBoard/1/cad611c6-9451-48c4-a8d7-3bfa12ce39fd

期刊与检索情况

检索情况

SSCI（未核实）；IF 未核实

摘要/说明

A short run of correct responses may support a mastery decision without establishing durable proficiency. We examined how the stable-state reference used to interpret later disagreement changes that interpretation. Four references crossed practice-history length with item-difficulty representation for the same 9,755 EdNet mastery decisions. The observed contradiction rate was 19.15%. Final-three references predicted 15.12%–16.13%, whereas all-history references predicted 19.56%–19.67%; the contrast held when item calibration, learner sampling, and prior estimation were propagated jointly. Within delayed sets that mixed practiced and new items, residuals for new items were about 14 points lower than for practiced items answered on the same day, a gap that a change in proficiency cannot produce. Simulations showed that offsets estimated from adaptively routed responses leave a harder delayed item mix uncorrected, producing a positive residual without decline, and that learning during practice can conceal a decline under all-history references. Candidate-level contradiction exceeded the final-three reference unless non-returners' odds were about 35% lower than comparable returners'. The residual quantifies disagreement with a specified model; interpreting it as forgetting requires linked items, planned follow-up, and a dynamic state model.

基金信息

无

论文备注

项目目录：E:\小作坊\01_论文\12_练习保持效度审计（旧编号 P001，2026-10-23 从 99_归档\论文废弃_20261022 移回）。JEM 投稿包：01_稿件与版本\04_JEM投稿包_20261023\（manuscript_anonymized.docx、title_page.docx、supplementary_information.docx、cover_letter.pdf）。原题（JCAL 版）：When Three Correct Answers Are Not Enough: Validating Mastery and Retest Decisions Across Learning Platforms。2026-08-29 被 JCAL 以范围不符初审拒稿后经 Wiley 转稿服务转投 JEM；最后一试，不中就停。