Kuan‐Yu Jin
Biographic Data
| ID | 5707038 |
|---|---|
| NAME | Kuan‐Yu Jin |
| GIVEN NAMES | Kuan‐Yu |
| FAMILY NAME | Jin |
| SIGNATURE | JIN K Y |
| AFFILIATIONS | Education University of Hong Kong |
| ORCID | 0000-0002-0327-7529 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
What do music listening tests assess? Applying the Rasch testlet models to the HKDSE data
This study examines the adequacy of a general proficiency in music listening for describing how examinees responded to exam questions on various music genres based on an empirical investigation of a public music listening examination. In the Hong Kong Diploma of Secondary Education Examination (HKDSE), Music consists of three mandatory components: listening, performing, and creating. Notably, the listening component is evaluated through a written…
The Impact of Insufficient Effort Responses on the Order of Category Thresholds in the Polytomous Rasch Model
Insufficient effort responding (IER) refers to a lack of effort when answering survey or questionnaire items. Such items typically offer more than two ordered response categories, with Likert-type scales as the most prominent example. The underlying assumption is that the successive categories reflect increasing levels of the latent variable assessed. This research investigates how IER affects the intended category order of Likert-type scales, fo…
Detecting Differential Rater Functioning in Severity and Centrality
Performance assessments heavily rely on human ratings. These ratings are typically subject to various forms of error and bias, threatening the assessment outcomes’ validity and fairness. Differential rater functioning (DRF) is a special kind of threat to fairness manifesting itself in unwanted interactions between raters and performance- or construct-irrelevant factors (e.g., examinee gender, rater experience, or time of rating). Most DRF studies…
The Impact of Item Feature and Response Preference in a Mixed-Format Design
A combination of positively and negatively worded items (termed a mixed-format design) has been widely adopted in personality and attitude assessments. While advocates claim that the inclusion of positively and negatively worded items will encourage respondents to process the items more carefully and avoid response preference, others have reported that negatively worded (NW) items may induce a nuisance factor and contaminate scale scores. The pre…
Measuring digital literacy across three age cohorts
Development and validation of the willingness to intervene in bullying scale
BACKGROUND: Most bullying incidents occur in the presence of bystanders, with few choosing to intervene. Therefore, the development of a valid instrument to measure individuals' willingness to intervene in bullying is warranted. AIMS: This study aimed to develop as well as validate a self-reported willingness to intervene in bullying scale (WIBS) for secondary school students. SAMPLES: Two junior high school students' samples (N = 553; N = 950) i…
Assessment of Differential Rater Functioning in Latent Classes with New Mixture Facets Models
Multifaceted data are very common in the human sciences. For example, test takers' responses to essay items are marked by raters. If multifaceted data are analyzed with standard facets models, it is assumed there is no interaction between facets. In reality, an interaction between facets can occur, referred to as differential facet functioning. A special case of differential facet functioning is the interaction between ratees and raters, referred…
Item Response Theory Models for Wording Effects in Mixed-Format Scales
Many scales contain both positively and negatively worded items. Reverse recoding of negatively worded items might not be enough for them to function as positively worded items do. In this study, we commented on the drawbacks of existing approaches to wording effect in mixed-format scales and used bi-factor item response theory (IRT) models to test the assumption of reverse coding and evaluate the magnitude of the wording effect. The parameters o…
Generalized IRT Models for Extreme Response Style
Extreme response style (ERS) is a systematic tendency for a person to endorse extreme options (e.g., strongly disagree, strongly agree) on Likert-type or rating-scale items. In this study, we develop a new class of item response theory (IRT) models to account for ERS so that the target latent trait is free from the response style and the tendency of ERS is quantified. Parameters of these new models can be estimated with marginal maximum likelihoo…
A Generalized Model With Internal Restrictions on Item Difficulty for Polytomous Items
In this study, the authors extend the standard item response model with internal restrictions on item difficulty (MIRID) to fit polytomous items using cumulative logits and adjacent-category logits. Moreover, the new model incorporates discrimination parameters and is rooted in a multilevel framework. It is a nonlinear mixed model so that existing parameter estimation procedures and computer packages for nonlinear mixed models can be directly ado…
Development and validation of the willingness to intervene in bullying scale
BACKGROUND: Most bullying incidents occur in the presence of bystanders, with few choosing to intervene. Therefore, the development of a valid instrument to measure individuals' willingness to intervene in bullying is warranted. AIMS: This study aimed to develop as well as validate a self-reported willingness to intervene in bullying scale (WIBS) for secondary school students. SAMPLES: Two junior high school students' samples (N = 553; N = 950) i…
A Generalized Model With Internal Restrictions on Item Difficulty for Polytomous Items
In this study, the authors extend the standard item response model with internal restrictions on item difficulty (MIRID) to fit polytomous items using cumulative logits and adjacent-category logits. Moreover, the new model incorporates discrimination parameters and is rooted in a multilevel framework. It is a nonlinear mixed model so that existing parameter estimation procedures and computer packages for nonlinear mixed models can be directly ado…
Generalized IRT Models for Extreme Response Style
Extreme response style (ERS) is a systematic tendency for a person to endorse extreme options (e.g., strongly disagree, strongly agree) on Likert-type or rating-scale items. In this study, we develop a new class of item response theory (IRT) models to account for ERS so that the target latent trait is free from the response style and the tendency of ERS is quantified. Parameters of these new models can be estimated with marginal maximum likelihoo…
Item Response Theory Models for Wording Effects in Mixed-Format Scales
Many scales contain both positively and negatively worded items. Reverse recoding of negatively worded items might not be enough for them to function as positively worded items do. In this study, we commented on the drawbacks of existing approaches to wording effect in mixed-format scales and used bi-factor item response theory (IRT) models to test the assumption of reverse coding and evaluate the magnitude of the wording effect. The parameters o…
Assessment of Differential Rater Functioning in Latent Classes with New Mixture Facets Models
Multifaceted data are very common in the human sciences. For example, test takers' responses to essay items are marked by raters. If multifaceted data are analyzed with standard facets models, it is assumed there is no interaction between facets. In reality, an interaction between facets can occur, referred to as differential facet functioning. A special case of differential facet functioning is the interaction between ratees and raters, referred…
Measuring digital literacy across three age cohorts
Development and validation of the willingness to intervene in bullying scale
BACKGROUND: Most bullying incidents occur in the presence of bystanders, with few choosing to intervene. Therefore, the development of a valid instrument to measure individuals' willingness to intervene in bullying is warranted. AIMS: This study aimed to develop as well as validate a self-reported willingness to intervene in bullying scale (WIBS) for secondary school students. SAMPLES: Two junior high school students' samples (N = 553; N = 950) i…
Detecting Differential Rater Functioning in Severity and Centrality
Performance assessments heavily rely on human ratings. These ratings are typically subject to various forms of error and bias, threatening the assessment outcomes’ validity and fairness. Differential rater functioning (DRF) is a special kind of threat to fairness manifesting itself in unwanted interactions between raters and performance- or construct-irrelevant factors (e.g., examinee gender, rater experience, or time of rating). Most DRF studies…
The Impact of Item Feature and Response Preference in a Mixed-Format Design
A combination of positively and negatively worded items (termed a mixed-format design) has been widely adopted in personality and attitude assessments. While advocates claim that the inclusion of positively and negatively worded items will encourage respondents to process the items more carefully and avoid response preference, others have reported that negatively worded (NW) items may induce a nuisance factor and contaminate scale scores. The pre…
The Impact of Insufficient Effort Responses on the Order of Category Thresholds in the Polytomous Rasch Model
Insufficient effort responding (IER) refers to a lack of effort when answering survey or questionnaire items. Such items typically offer more than two ordered response categories, with Likert-type scales as the most prominent example. The underlying assumption is that the successive categories reflect increasing levels of the latent variable assessed. This research investigates how IER affects the intended category order of Likert-type scales, fo…
What do music listening tests assess? Applying the Rasch testlet models to the HKDSE data
This study examines the adequacy of a general proficiency in music listening for describing how examinees responded to exam questions on various music genres based on an empirical investigation of a public music listening examination. In the Hong Kong Diploma of Secondary Education Examination (HKDSE), Music consists of three mandatory components: listening, performing, and creating. Notably, the listening component is evaluated through a written…
Psychology (9 works) · Psychometric Methodologies and Testing (8 works) · Mathematics (7 works) · Statistics (7 works) · Item response theory (6 works) · Psychometrics (6 works) · Social Psychology (5 works) · Cognitive psychology (4 works) · Computer Science (4 works) · Developmental psychology (4 works)