This paper introduces an application of cross-classified item response theory (IRT) modeling to an assessment utilizing the embedded standard setting (ESS) method (Lewis & Cook). The cross-classified IRT model is used to treat both item and person effects as random, where the item effects are regressed on the target performance levels (target…

Background/purpose: This study aimed to reveal the accuracy of estimation of multiple-choice test items parameters following the models of the item-response theory in measurement. Materials/methods: The researchers depended on the measurement accuracy indicators, which express the absolute difference between the estimated and actual values of the…

Insufficient effort responding (IER) refers to a lack of effort when answering survey or questionnaire items. Such items typically offer more than two ordered response categories, with Likert-type scales as the most prominent example. The underlying assumption is that the successive categories reflect increasing levels of the latent variable…

Introduction: Item response theory (IRT) has received much attention in validation of assessment instrument because it allows the estimation of students' ability from any set of the items. Item response theory allows the difficulty and discrimination levels of each item on the test to be estimated. In the framework of IRT, item characteristics are…

The focus of this paper is on the empirical relationship between item difficulty and item discrimination. Two studies--an empirical investigation and a simulation study--were conducted to examine the association between item difficulty and item discrimination under classical test theory and item response theory (IRT), and the effects of the…

This study presents a comparative analysis of classical reliability measures, including Cronbach's alpha, test-retest, and parallel forms reliability, alongside modern psychometric methods such as the Rasch model and Mokken scaling, to evaluate the reliability of C-tests in language proficiency assessment. Utilizing data from 150 participants…

This study presents a modified version of the Korean Elicited Imitation (EI) test, designed to resemble natural spoken language, and validates its reliability as a measure of proficiency. The study assesses the correlation between average test scores and Test of Proficiency in Korean (TOPIK) levels, examining score distributions among beginner,…

Using multiple versions of an assessment has the potential to introduce item environment effects. These types of effects result in version dependent item characteristics (i.e., difficulty and discrimination). Methods to detect such effects and resulting implications are important for all levels of assessment where multiple forms of an assessment…

To mitigate the potential damaging consequences of rapid guessing (RG), a form of noneffortful responding, researchers have proposed a number of scoring approaches. The present simulation study examines the robustness of the most popular of these approaches, the unidimensional effort-moderated (EM) scoring procedure, to multidimensional RG (i.e.,…

This simulation study investigated to what extent departures from construct similarity as well as differences in the difficulty and targeting of scales impact the score transformation when scales are equated by means of concurrent calibration using the partial credit model with a common person design. Practical implications of the simulation…

Bayesian Knowledge Tracing (BKT) is a popular interpretable computational model in the educational mining community that can infer a student's knowledge state and predict future performance based on practice history, enabling tutoring systems to adaptively select exercises to match the student's competency level. Existing BKT implementations do…

This article is concerned with the statistical detection of copying on multiple-choice exams. As an alternative to existing permutation- and model-based copy-detection approaches, a simple randomization p-value (RP) test is proposed. The RP test, which is based on an intuitive match-score statistic, makes no assumptions about the distribution of…

This study utilizes an analysis of diminishing returns to examine the relationship between sample size and item parameter estimation precision when utilizing the Masters' Partial Credit Model for polytomous items. Item data from the standardization of the Batelle Developmental Inventory, 3rd Edition were used. Each item was scored with a…

In international large-scale assessments, students may not be compelled to answer every test item: a student can decide to skip a seemingly difficult item or may drop out before the end of the test is reached. The way these missing responses are treated will affect the estimation of the item difficulty and student ability, and ultimately affect…

Surveys with rating scales are often used in higher education research to measure student learning and development, yet testing and reporting on the longitudinal psychometric properties of these instruments is rare. Rasch techniques allow scholars to map item difficulty and individual aptitude on the same linear, continuous scale to compare…