Item response theory model highlighting rating scale of a rubric and rater-rubric interaction in objective structured clinical examination.

Objective structured clinical examinations (OSCEs) are a widely used performance assessment for medical and dental students. A common limitation of OSCEs is that the evaluation results depend on the characteristics of raters and a scoring rubric. To overcome this limitation, item response theory (IRT) models such as the many-facet Rasch model have been proposed to estimate examinee abilities while taking into account the characteristics of raters and evaluation items in a rubric.

Bayesian Network Model Averaging Classifiers by Subbagging.

When applied to classification problems, Bayesian networks are often used to infer a class variable when given feature variables. Earlier reports have described that the classification accuracy of Bayesian network structures achieved by maximizing the marginal likelihood (ML) is lower than that achieved by maximizing the conditional log likelihood (CLL) of a class variable given the feature variables. Nevertheless, because ML has asymptotic consistency, the performance of Bayesian network structures achieved by maximizing ML is not necessarily worse than that achieved by maximizing CLL for large data.

Exact Learning Augmented Naive Bayes Classifier.

Earlier studies have shown that classification accuracies of Bayesian networks (BNs) obtained by maximizing the conditional log likelihood (CLL) of a class variable, given the feature variables, were higher than those obtained by maximizing the marginal likelihood (ML). However, differences between the performances of the two scores in the earlier studies may be attributed to the fact that they used approximate learning algorithms, not exact ones. This paper compares the classification accuracies of BNs with approximate learning using CLL to those with exact learning using ML.

Empirical comparison of item response theory models with rater's parameters.

In various assessment contexts including entrance examinations, educational assessments, and personnel appraisal, performance assessment by raters has attracted much attention to measure higher order abilities of examinees. However, a persistent difficulty is that the ability measurement accuracy depends strongly on rater and task characteristics. To resolve this shortcoming, various item response theory (IRT) models that incorporate rater and task characteristic parameters have been proposed.