Conditional Dependencies Between Response Time and Item Discrimination: An Item-Level Meta-Analysis

The use of process data, such as response time (RT) in psychometrics, has generally focused on the relationship between speed and accuracy. The potential relationships between RT and item discrimination remain less explored. In this study, we propose a model for simultaneously estimating the relationships between RT and item discrimination at the person, item, and person-by-item (residual) levels and illustrate our approach through an item-level meta-analysis of 40 empirical data sets comprising 1.84 million item responses. We find no evidence of average differences in item discrimination between items of different time intensity or persons of different average RT, while residual RT strongly and negatively predicts item discrimination (pooled coef. = -.27% per 1% difference in RT, <i>SE</i> = .04, <mml:math xmlns:mml="http://www.w3.org/1998/Math/MathML"><mml:mrow><mml:mi>τ</mml:mi></mml:mrow> </mml:math> = .17). While heterogeneity is high, we find little evidence of moderation by overall data set characteristics. Flexible generalized additive models show that the relationship between residual RT and item discrimination is generally curvilinear, with discrimination maximized just below average RT and minimized at the extremes. Our results suggest that RT data can provide insights into the measurement properties of educational and psychological assessments, but that the relationships between RT and item discrimination are highly variable.

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Journal
Educational and Psychological Measurement
Published
2026-03-17
DOI
https://doi.org/10.1177/00131644261426972
Primary Topic
Psychometric Methodologies and Testing
Type
article
Field-Weighted Citation Impact
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article

Conditional Dependencies Between Response Time and Item Discrimination: An Item-Level Meta-Analysis

Zachary Himmelsbach, Esther Ulitzsch, Joshua B. Gilbert, William S. Young et al.
Educational and Psychological Measurement
Psychometric Methodologies and Testing
article

Conditional Dependencies Between Response Time and Item Discrimination: An Item-Level Meta-Analysis

Zachary Himmelsbach, Esther Ulitzsch, Joshua B. Gilbert, William S. Young, Benjamin W. Domingue
article en

Abstract

The use of process data, such as response time (RT) in psychometrics, has generally focused on the relationship between speed and accuracy. The potential relationships between RT and item discrimination remain less explored. In this study, we propose a model for simultaneously estimating the relationships between RT and item discrimination at the person, item, and person-by-item (residual) levels and illustrate our approach through an item-level meta-analysis of 40 empirical data sets comprising 1.84 million item responses. We find no evidence of average differences in item discrimination between items of different time intensity or persons of different average RT, while residual RT strongly and negatively predicts item discrimination (pooled coef. = -.27% per 1% difference in RT, <i>SE</i> = .04, <mml:math xmlns:mml="http://www.w3.org/1998/Math/MathML"><mml:mrow><mml:mi>τ</mml:mi></mml:mrow> </mml:math> = .17). While heterogeneity is high, we find little evidence of moderation by overall data set characteristics. Flexible generalized additive models show that the relationship between residual RT and item discrimination is generally curvilinear, with discrimination maximized just below average RT and minimized at the extremes. Our results suggest that RT data can provide insights into the measurement properties of educational and psychological assessments, but that the relationships between RT and item discrimination are highly variable.

Educational and Psychological Measurement
Harvard University (US), University of Oslo (NO), Stanford University (US)
Reduced inequalities
Openalex Percentile: Top 22%
Psychometric Methodologies and Testing
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Conditional Dependencies Between Response Time and Item Discrimination: An Item-Level Meta-Analysis — Zachary Himmelsbach, Esther Ulitzsch, et al. · Educational and Psychological Measurement (2026) | TGRS Research Map | TGRS