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IRT-Estimated Reliability for Tests Containing Mixed Item Formats
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Shu, Lianghua; Schwarz, Richard D. – Journal of Educational Measurement, 2014
As a global measure of precision, item response theory (IRT) estimated reliability is derived for four coefficients (Cronbach's a, Feldt-Raju, stratified a, and marginal reliability). Models with different underlying assumptions concerning test-part similarity are discussed. A detailed computational example is presented for the targeted…
Descriptors: Item Response Theory, Reliability, Models, Computation
Developing a Numerical Ability Test for Students of Education in Jordan: An Application of Item Response Theory
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Abed, Eman Rasmi; Al-Absi, Mohammad Mustafa; Abu shindi, Yousef Abdelqader – International Education Studies, 2016
The purpose of the present study is developing a test to measure the numerical ability for students of education. The sample of the study consisted of (504) students from 8 universities in Jordan. The final draft of the test contains 45 items distributed among 5 dimensions. The results revealed that acceptable psychometric properties of the test;…
Descriptors: Foreign Countries, Item Response Theory, Numeracy, Reliability
Some Implications of Choice of Tiering Model in GCSE Mathematics for Inferences about What Students Know and Can Do
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Bramley, Tom – Research in Mathematics Education, 2017
This study compared models of assessment structure for achieving differentiation across the range of examinee attainment in the General Certificate of Secondary Education (GCSE) examination taken by 16-year-olds in England. The focus was on the "adjacent levels" model, where papers are targeted at three specific non-overlapping ranges of…
Descriptors: Foreign Countries, Mathematics Education, Student Certification, Student Evaluation
Development of Nonword and Irregular Word Lists for Australian Grade 3 Students Using Rasch Analysis
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Callinan, Sarah; Cunningham, Everarda; Theiler, Stephen – Australian Journal of Learning Difficulties, 2014
Many tests used in educational settings to identify learning difficulties endeavour to pick up only the lowest performers. Yet these tests are generally developed within a Classical Test Theory (CTT) paradigm that assumes that data do not have significant skew. Rasch analysis is more tolerant of skew and was used to validate two newly developed…
Descriptors: Foreign Countries, Reading Tests, Item Response Theory, Elementary School Students
The Precision of Gain Scores under an Item Response Theory Perspective: A Comparison of Asymptotic and Exact Conditional Inference about Change.
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Fischer, Gerhard H. – Applied Psychological Measurement, 2003
Compared approaches to determining the precision of gain scores: (1) the asymptotic normal distribution of the maximum likelihood estimator of the person parameter; and (2) the exact conditional distribution of the gain score. Use of three data sets illustrates that these methods yield more relevant and more detailed information than traditional…
Descriptors: Estimation (Mathematics), Item Response Theory, Maximum Likelihood Statistics, Reliability
Conditional Standard Errors, Reliability and Decision Consistency of Performance Levels Using Polytomous IRT.
Wang, Tianyou; And Others – 1996
M. J. Kolen, B. A. Hanson, and R. L. Brennan (1992) presented a procedure for assessing the conditional standard error of measurement (CSEM) of scale scores using a strong true-score model. They also investigated the ways of using nonlinear transformation from number-correct raw score to scale score to equalize the conditional standard error along…
Descriptors: Ability, Classification, Error of Measurement, Goodness of Fit