Oct 2026· International Journal of Assessment Tools in Education· 0 citations· 31 references
Abstract
The present study aims to investigate the impact of the number of response categories in polytomously scored measurement instruments on latent class analysis (LCA) outcomes under varying conditions of sample size and latent class proportion distributions. Accordingly, a comprehensive Monte Carlo simulation study was conducted in which the number of item response categories, sample size, and latent class proportions were systematically manipulated. The simulation design was based on a two–latent-class model, and 100 replications were generated for each experimental condition to ensure the stability of parameter estimates. In line with scoring formats commonly employed in educational and psychological measurement contexts, the number of response categories was specified as three, four, and five. Sample size was operationalized at three levels: small (N = 100), medium (N = 500), and large (N = 1000). Latent class proportions were examined under both equal (0.50–0.50) and unequal (0.70–0.30) distribution conditions to reflect realistic population heterogeneity. All simulation data were analyzed using the poLCA package within the R statistical computing environment. Model fit and classification performance were evaluated using multiple indices, including the log-likelihood, Akaike Information Criterion (AIC), Bayesian Information Criterion (BIC), and entropy. The results revealed a systematic decrease in entropy values—indicative of reduced classification accuracy—as the number of item response categories increased. Specifically, the highest entropy values were consistently observed in measurement structures comprising three response categories. These findings suggest that a reduced number of response categories facilitates more accurate class assignment in latent class analysis. Furthermore, increases in sample size were associated with improved classification performance across all experimental conditions, underscoring the importance of adequate sample sizes in LCA applications.
Estimation of Latent class item response theory (LC-IRT) models is typically performed using full-information maximum likelihood, which may be computationally demanding, susceptible to convergence problems, and subject to interpretational confounding. We propose a two-step estimation approach for unidimensional and mul...
Z. Bakk, Rosa Fabbricatore· Educational and Psychologica...· 0 citations
Classification consistency evaluates the degree of consistency of the classifications based on observed scores from repeated testing. The classification consistency index is often used in practice for tests that categorize examinees into two or more categories with respect to a specific standard. In this paper, the asy...
Kyung Yong Kim· Journal of educational and b...· 0 citations
Differential item functioning (DIF) analysis is essential for evaluating measurement invariance in educational and psychological assessments. In cognitive diagnostic assessment, however, most existing methods require prespecified comparison subgroups and anchor items. When subgroup membership and anchor items are unava...
Zhi-Lin Song, Qing Zeng, Ping Chen· British Journal of Mathemati...· 0 citations
Latent Class Growth Modeling (LCGM) identifies distinct developmental trajectories but often treats classes as homogeneous. This study examines within-class heterogeneity in Chinese college students’ mental health trajectories, focusing specifically on high-risk groups.
We analyzed 2,562 Chinese college st...
Ya-Juan Li, Gang Xiao, Huan-Bin Xue· Frontiers in Psychology· 0 citations
Guidance on handling missing item responses in educational assessments is drawn almost entirely from large-scale testing programs; however, much of the practical work occurs in single classes and small multi-class samples. This Monte Carlo study aimed to identify which strategies can be estimated at all at that scale,...
Atilla Özdemir· Frontiers in Psychology· 0 citations
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