Abstract
AbstractDouble‐scoring constructed‐response items is a common but costly practice in mixed‐format assessments. This study explored the impacts of Targeted Double‐Scoring (TDS) and random double‐scoring procedures on the quality of psychometric outcomes, including student achievement estimates, person fit, and student classifications under various conditions that reflect operational performance assessments. Using a simulation study, our results suggest no notable advantages for TDS over the random double‐scoring approach across various psychometric outcomes, regardless of conditions related to student misfit, rater misfit, and rater severity. This study holds significant implications for mixed‐format assessments, offering insights into a comprehensive evaluation of double‐scoring methods. We recommend that researchers consider these findings when considering among double‐scoring procedures.
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