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DeCarlo, Lawrence T. – Journal of Educational Measurement, 2023
A conceptualization of multiple-choice exams in terms of signal detection theory (SDT) leads to simple measures of item difficulty and item discrimination that are closely related to, but also distinct from, those used in classical item analysis (CIA). The theory defines a "true split," depending on whether or not examinees know an item,…
Descriptors: Multiple Choice Tests, Test Items, Item Analysis, Test Wiseness
Kim, Sooyeon; Moses, Tim; Yoo, Hanwook – Journal of Educational Measurement, 2015
This inquiry is an investigation of item response theory (IRT) proficiency estimators' accuracy under multistage testing (MST). We chose a two-stage MST design that includes four modules (one at Stage 1, three at Stage 2) and three difficulty paths (low, middle, high). We assembled various two-stage MST panels (i.e., forms) by manipulating two…
Descriptors: Comparative Analysis, Item Response Theory, Computation, Accuracy
Guo, Hongwen; Oh, Hyeonjoo J.; Eignor, Daniel – Journal of Educational Measurement, 2013
In operational equating situations, frequency estimation equipercentile equating is considered only when the old and new groups have similar abilities. The frequency estimation assumptions are investigated in this study under various situations from both the levels of theoretical interest and practical use. It shows that frequency estimation…
Descriptors: Equated Scores, Computation, Statistical Analysis, Test Items
Pohl, Steffi – Journal of Educational Measurement, 2013
This article introduces longitudinal multistage testing (lMST), a special form of multistage testing (MST), as a method for adaptive testing in longitudinal large-scale studies. In lMST designs, test forms of different difficulty levels are used, whereas the values on a pretest determine the routing to these test forms. Since lMST allows for…
Descriptors: Adaptive Testing, Longitudinal Studies, Difficulty Level, Comparative Analysis
Schroeders, Ulrich; Robitzsch, Alexander; Schipolowski, Stefan – Journal of Educational Measurement, 2014
C-tests are a specific variant of cloze tests that are considered time-efficient, valid indicators of general language proficiency. They are commonly analyzed with models of item response theory assuming local item independence. In this article we estimated local interdependencies for 12 C-tests and compared the changes in item difficulties,…
Descriptors: Comparative Analysis, Psychometrics, Cloze Procedure, Language Tests
Jiao, Hong; Kamata, Akihito; Wang, Shudong; Jin, Ying – Journal of Educational Measurement, 2012
The applications of item response theory (IRT) models assume local item independence and that examinees are independent of each other. When a representative sample for psychometric analysis is selected using a cluster sampling method in a testlet-based assessment, both local item dependence and local person dependence are likely to be induced.…
Descriptors: Item Response Theory, Test Items, Markov Processes, Monte Carlo Methods
Jiao, Hong; Wang, Shudong; He, Wei – Journal of Educational Measurement, 2013
This study demonstrated the equivalence between the Rasch testlet model and the three-level one-parameter testlet model and explored the Markov Chain Monte Carlo (MCMC) method for model parameter estimation in WINBUGS. The estimation accuracy from the MCMC method was compared with those from the marginalized maximum likelihood estimation (MMLE)…
Descriptors: Computation, Item Response Theory, Models, Monte Carlo Methods
Camilli, Gregory; Prowker, Adam; Dossey, John A.; Lindquist, Mary M.; Chiu, Ting-Wei; Vargas, Sadako; de la Torre, Jimmy – Journal of Educational Measurement, 2008
A new method for analyzing differential item functioning is proposed to investigate the relative strengths and weaknesses of multiple groups of examinees. Accordingly, the notion of a conditional measure of difference between two groups (Reference and Focal) is generalized to a conditional variance. The objective of this article is to present and…
Descriptors: Test Bias, National Competency Tests, Grade 4, Difficulty Level
Li, Yuan H.; Lissitz, Robert W. – Journal of Educational Measurement, 2004
The analytically derived asymptotic standard errors (SEs) of maximum likelihood (ML) item estimates can be approximated by a mathematical function without examinees' responses to test items, and the empirically determined SEs of marginal maximum likelihood estimation (MMLE)/Bayesian item estimates can be obtained when the same set of items is…
Descriptors: Test Items, Computation, Item Response Theory, Error of Measurement