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Direct linkLeBeau, Brandon; Assouline, Susan G.; Mahatmya, Duhita; Lupkowski-Shoplik, Ann – Gifted Child Quarterly, 2020
This study investigated the application of item response theory (IRT) to expand the range of ability estimates for gifted (hereinafter referred to as high-achieving) students' performance on an above-level test. Using a sample of fourth- to sixth-grade high-achieving students (N = 1,893), we conducted a study to compare estimates from two…
Descriptors: Item Response Theory, Test Theory, Academically Gifted, High Achievement
Peer reviewed
Download full textÇokluk, Ömay; Gül, Emrah; Dogan-Gül, Çilem – Educational Sciences: Theory and Practice, 2016
The study aims to examine whether differential item function is displayed in three different test forms that have item orders of random and sequential versions (easy-to-hard and hard-to-easy), based on Classical Test Theory (CTT) and Item Response Theory (IRT) methods and bearing item difficulty levels in mind. In the correlational research, the…
Descriptors: Test Bias, Test Items, Difficulty Level, Test Theory
Chang, Shun-Wen – Educational and Psychological Measurement, 2006
This study evaluates the effects of employing the linear, normalizing, and arcsine transformation methods for constructing scale scores on the Basic Competence Test (BCTEST). Tests in three subject areas (Chinese, English, and Mathematics) were studied using the data of test administrations from 2001 to 2003. The resulting scale scores for each…
Descriptors: Standardized Tests, Achievement Tests, Test Theory, True Scores
