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A Joint Model for Graded Responses and Response Times

Published online by Cambridge University Press:  24 February 2026

Xinyu Zhang
Affiliation:
School of Mathematics and Statistics, Key Laboratory of Applied Statistics of MOE, Key Laboratory of Big Data Analysis of Jilin Province, Northeast Normal University, Changchun, Jilin, China
Xiangbin Meng*
Affiliation:
School of Mathematics and Statistics, Key Laboratory of Applied Statistics of MOE, Key Laboratory of Big Data Analysis of Jilin Province, Northeast Normal University, Changchun, Jilin, China
Wei Gao
Affiliation:
School of Mathematics and Statistics, Key Laboratory of Applied Statistics of MOE, Key Laboratory of Big Data Analysis of Jilin Province, Northeast Normal University, Changchun, Jilin, China
Gongjun Xu
Affiliation:
Department of Statistics, University of Michigan, Ann Arbor, MI, USA
*
Corresponding author: Xiangbin Meng; Email: mengxb600@nenu.edu.cn
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Abstract

While the joint modeling of item responses and response times (RTs) has received considerable attention, most existing approaches remain limited to dichotomous items and are not applicable to assessments involving polytomous or mixed-format items. To address this limitation, this article proposes a novel joint modeling framework for graded item responses and RTs. Specifically, we develop a conditional RT model given item responses and integrate it with a marginal response model based on Samejima’s graded response model, yielding a conditional joint model for graded item responses and RTs. The model is then embedded within a two-level hierarchical framework to account for the relationship between ability and speed at the population level. A key methodological contribution is the development of a stochastic approximation EM (SAEM) algorithm for estimating the proposed model, which efficiently computes its marginal maximum likelihood estimates. Simulation studies demonstrate the accurate parameter recovery of the SAEM algorithm and indicate that the proposed model outperforms the hierarchical model assuming conditional independence across various testing conditions. Finally, an empirical analysis using data from the 2022 Programme for International Student Assessment illustrates the effectiveness of the graded response–response time model in large-scale assessments.

Information

Type
Theory and Methods
Creative Commons
Creative Common License - CCCreative Common License - BY
This is an Open Access article, distributed under the terms of the Creative Commons Attribution licence (https://creativecommons.org/licenses/by/4.0), which permits unrestricted re-use, distribution and reproduction, provided the original article is properly cited.
Copyright
© The Author(s), 2026. Published by Cambridge University Press on behalf of Psychometric Society
Figure 0

Figure 1 Line charts of mean log–response times (log⁡tij)$(\log t_{ij})$ and mean residuals (ϵ^ij)$(\hat {\epsilon }_{ij})$ across different response categories for item “DS643Q04R.”Figure 1 long description.

Figure 1

Table 1 Relationship between Yij$Y{}_{ij}$ and Xij${\mathbf {X}}{}_{ij}$ for four-category graded responseTable 1 long description.

Figure 2

Table 2 Five mixture proportion (MP) structures of four-category graded and binary itemsTable 2 long description.

Figure 3

Table 3 RMSE (ABias) of the estimates of GR–RT model, under three sample sizes (N=500$N=500$, 1,000, and 2,000) and five mixture proportions (MPs) of items (MP1, MP2, MP3, MP4, and MP5)Table 3 long description.

Figure 4

Table 4 RMSE (ABias) of the estimates of GR–RT model, under three sample sizes (N=500$N=500$, 1,000, and 2,000) and five mixture proportions (MPs) of items (MP1, MP2, MP3, MP4, and MP5)Table 4 long description.

Figure 5

Table 5 RMSE (ABias) of the estimates of HM, under three sample sizes (N=500$N=500$, 1,000, and 2,000) and five mixture proportions (MPs) of items (MP1, MP2, MP3, MP4, and MP5)Table 5 long description.

Figure 6

Table 6 RMSE (ABias) of the estimates of HM, under three sample sizes (N=500$N=500$, 1,000, and 2,000) and five mixture proportions (MPs) of items (MP1, MP2, MP3, MP4, and MP5)Table 6 long description.

Figure 7

Figure 2 Boxplots of computing time for GR–RT model (top row) and HM (bottom row), across varying sample sizes of N=500$N=500$, 1,000, and 2,000 and test lengths of M=20$M=20$ and 40 over 100 replications.Figure 2 long description.

Figure 8

Figure 3 Boxplots of bootstrap standard errors (SEs) for the parameters in the GR–RT model.Figure 3 long description.

Figure 9

Figure 4 Boxplots of bootstrap standard errors (SEs) for the parameters in the HM.Figure 4 long description.

Figure 10

Figure 5 The 95% bootstrap confidence intervals (CIs) for δ1$\delta _1$ of 171 binary items in the GR–RT model. Blue lines indicate items whose CIs do not include zero, and red lines indicate items whose CIs include zero.Figure 5 long description.

Figure 11

Figure 6 The 95% bootstrap confidence intervals (CIs) for δ1$\delta _1$ and δ2$\delta _2$ of 62 three-category graded items in the GR–RT model. Blue lines indicate items whose CIs do not include zero, and red lines indicate items whose CIs include zero.Figure 6 long description.

Figure 12

Table 7 AIC, BIC, and likelihood ratio test (LRT) of the GR–RT and HM (hierarchical model) at the test levelTable 7 long description.

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