Toward Embedding-Based Psychometrics: Structural Modeling of Assessment-Item Semantics With Contextual Scores

Abstract

Contextual scores represent assessment items through their similarities to reference words in an external corpus. We examine the semantic structure of scores for 40 TIMSS mathematics scored units using a partially specified two-step factor procedure. A search across factor counts identifies a persistent seven-group structure under the featured construction. Subsequent comparisons consistently favor a general dimension alongside group associations, although individual group memberships remain sensitive to some specification choices. Item examples distinguish recurring, cross-domain, sensitive, and imposed associations. Simpler and unrestricted references clarify the contribution and limits of the anchored representation: it improves on a single factor but does not achieve the lowest working Bayesian information criterion (BIC). A separate response benchmark compares three initial Q constructions and their Hull-PVAF revisions under higher-order and saturated attribute distributions. Among these diagnostic models, BIC favors the official content framework and the Akaike information criterion (AIC) favors its direct four-factor augmentation, but a matched unidimensional two-parameter logistic model has lower AIC and BIC than all twelve conditions. These findings support a conditional semantic representation while limiting direct diagnostic interpretation. We discuss learned text-assisted response calibration as a prospective application requiring a larger calibrated item bank and independent evaluation.