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Leveraging Item Parameter Drift to Assess Transfer Effects in Vocabulary Learning. EdWorkingPaper No. 23-868

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Title: Leveraging Item Parameter Drift to Assess Transfer Effects in Vocabulary Learning. EdWorkingPaper No. 23-868
Language: English
Authors: Joshua B. Gilbert, James S. Kim, Luke W. Miratrix, Annenberg Institute for School Reform at Brown University
Source: Annenberg Institute for School Reform at Brown University. 2024.
Availability: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Peer Reviewed: N
Page Count: 42
Publication Date: 2024
Document Type: Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 1
Primary Education
Grade 2
Grade 3
Descriptors: Vocabulary Development, Item Response Theory, Test Items, Student Development, Longitudinal Studies, Simulation, Monte Carlo Methods, Error of Measurement, Reading, Learner Engagement, Randomized Controlled Trials, Elementary School Students, Grade 1, Grade 2, Grade 3, Language Tests
Abstract: Longitudinal models of individual growth typically emphasize between-person predictors of change but ignore how growth may vary "within" persons because each person contributes only one point at each time to the model. In contrast, modeling growth with multi-item assessments allows evaluation of how relative item performance may shift over time. While traditionally viewed as a nuisance under the label of "item parameter drift" (IPD) in the Item Response Theory literature, we argue that IPD may be of substantive interest if it reflects how learning manifests on different items or subscales at different rates. In this study, we present a novel application of the Explanatory Item Response Model (EIRM) to assess IPD in a causal inference context. Simulation results show that when IPD is not accounted for, both parameter estimates and their standard errors can be affected. We illustrate with an empirical application to the persistence of transfer effects from a content literacy intervention on vocabulary knowledge, revealing how researchers can leverage IPD to achieve a more fine-grained understanding of how vocabulary learning develops over time.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED672233
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Leveraging Item Parameter Drift to Assess Transfer Effects in Vocabulary Learning. EdWorkingPaper No. 23-868
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  Data: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
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– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Longitudinal models of individual growth typically emphasize between-person predictors of change but ignore how growth may vary "within" persons because each person contributes only one point at each time to the model. In contrast, modeling growth with multi-item assessments allows evaluation of how relative item performance may shift over time. While traditionally viewed as a nuisance under the label of "item parameter drift" (IPD) in the Item Response Theory literature, we argue that IPD may be of substantive interest if it reflects how learning manifests on different items or subscales at different rates. In this study, we present a novel application of the Explanatory Item Response Model (EIRM) to assess IPD in a causal inference context. Simulation results show that when IPD is not accounted for, both parameter estimates and their standard errors can be affected. We illustrate with an empirical application to the persistence of transfer effects from a content literacy intervention on vocabulary knowledge, revealing how researchers can leverage IPD to achieve a more fine-grained understanding of how vocabulary learning develops over time.
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  Data: 2025
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  Label: Accession Number
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  Data: ED672233
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED672233
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      – Text: English
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        PageCount: 42
    Subjects:
      – SubjectFull: Vocabulary Development
        Type: general
      – SubjectFull: Item Response Theory
        Type: general
      – SubjectFull: Test Items
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      – SubjectFull: Student Development
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      – SubjectFull: Longitudinal Studies
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      – SubjectFull: Simulation
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      – SubjectFull: Monte Carlo Methods
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      – SubjectFull: Error of Measurement
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      – SubjectFull: Reading
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Randomized Controlled Trials
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Grade 1
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      – SubjectFull: Grade 2
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      – SubjectFull: Grade 3
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      – SubjectFull: Language Tests
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      – TitleFull: Leveraging Item Parameter Drift to Assess Transfer Effects in Vocabulary Learning. EdWorkingPaper No. 23-868
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