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Showing 1 to 15 of 30 results Save | Export
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Guo, Wenjing; Choi, Youn-Jeng – Educational and Psychological Measurement, 2023
Determining the number of dimensions is extremely important in applying item response theory (IRT) models to data. Traditional and revised parallel analyses have been proposed within the factor analysis framework, and both have shown some promise in assessing dimensionality. However, their performance in the IRT framework has not been…
Descriptors: Item Response Theory, Evaluation Methods, Factor Analysis, Guidelines
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Novak, Josip; Rebernjak, Blaž – Measurement: Interdisciplinary Research and Perspectives, 2023
A Monte Carlo simulation study was conducted to examine the performance of [alpha], [lambda]2, [lambda][subscript 4], [lambda][subscript 2], [omega][subscript T], GLB[subscript MRFA], and GLB[subscript Algebraic] coefficients. Population reliability, distribution shape, sample size, test length, and number of response categories were varied…
Descriptors: Monte Carlo Methods, Evaluation Methods, Reliability, Simulation
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Sedat Sen; Allan S. Cohen – Educational and Psychological Measurement, 2024
A Monte Carlo simulation study was conducted to compare fit indices used for detecting the correct latent class in three dichotomous mixture item response theory (IRT) models. Ten indices were considered: Akaike's information criterion (AIC), the corrected AIC (AICc), Bayesian information criterion (BIC), consistent AIC (CAIC), Draper's…
Descriptors: Goodness of Fit, Item Response Theory, Sample Size, Classification
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Fu, Yanyan; Strachan, Tyler; Ip, Edward H.; Willse, John T.; Chen, Shyh-Huei; Ackerman, Terry – International Journal of Testing, 2020
This research examined correlation estimates between latent abilities when using the two-dimensional and three-dimensional compensatory and noncompensatory item response theory models. Simulation study results showed that the recovery of the latent correlation was best when the test contained 100% of simple structure items for all models and…
Descriptors: Item Response Theory, Models, Test Items, Simulation
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Kárász, Judit T.; Széll, Krisztián; Takács, Szabolcs – Quality Assurance in Education: An International Perspective, 2023
Purpose: Based on the general formula, which depends on the length and difficulty of the test, the number of respondents and the number of ability levels, this study aims to provide a closed formula for the adaptive tests with medium difficulty (probability of solution is p = 1/2) to determine the accuracy of the parameters for each item and in…
Descriptors: Test Length, Probability, Comparative Analysis, Difficulty Level
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Arikan, Serkan; Aybek, Eren Can – Educational Measurement: Issues and Practice, 2022
Many scholars compared various item discrimination indices in real or simulated data. Item discrimination indices, such as item-total correlation, item-rest correlation, and IRT item discrimination parameter, provide information about individual differences among all participants. However, there are tests that aim to select a very limited number…
Descriptors: Monte Carlo Methods, Item Analysis, Correlation, Individual Differences
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Tulek, Onder Kamil; Kose, Ibrahim Alper – Eurasian Journal of Educational Research, 2019
Purpose: This research investigates Tests that include DIF items and which are purified from DIF items. While doing this, the ability estimations and purified DIF items are compared to understand whether there is a correlation between the estimations. Method: The researcher used to R 3.4.1 in order to compare the items and after this situation;…
Descriptors: Test Items, Item Analysis, Item Response Theory, Test Length
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Öztürk, Nagihan Boztunç – Universal Journal of Educational Research, 2019
In this study, how the length and characteristics of routing module in different panel designs affect measurement precision is examined. In the scope of the study, six different routing module length, nine different routing module characteristics, and two different panel design are handled. At the end of the study, the effects of conditions on…
Descriptors: Computer Assisted Testing, Adaptive Testing, Test Length, Test Format
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Zhou, Sherry; Huggins-Manley, Anne Corinne – Educational and Psychological Measurement, 2020
The semi-generalized partial credit model (Semi-GPCM) has been proposed as a unidimensional modeling method for handling not applicable scale responses and neutral scale responses, and it has been suggested that the model may be of use in handling missing data in scale items. The purpose of this study is to evaluate the ability of the…
Descriptors: Models, Statistical Analysis, Response Style (Tests), Test Items
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Hamby, Tyler – Journal of Psychoeducational Assessment, 2018
In this study, the author examined potential mediators of the negative relationship between the absolute difference in items' lengths and their inter-item correlation size. Fifty-two randomly ordered items from five personality scales were administered to 622 university students, and 46 respondents from a survey website rated the items'…
Descriptors: Correlation, Personality Traits, Undergraduate Students, Difficulty Level
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Kelly, William E.; Daughtry, Don – College Student Journal, 2018
This study developed an abbreviated form of Barron's (1953) Ego Strength Scale for use in research among college student samples. A version of Barron's scale was administered to 100 undergraduate college students. Using item-total score correlations and internal consistency, the scale was reduced to 18 items (Es18). The Es18 possessed adequate…
Descriptors: Undergraduate Students, Self Concept Measures, Test Length, Scores
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Fu, Jianbin; Feng, Yuling – ETS Research Report Series, 2018
In this study, we propose aggregating test scores with unidimensional within-test structure and multidimensional across-test structure based on a 2-level, 1-factor model. In particular, we compare 6 score aggregation methods: average of standardized test raw scores (M1), regression factor score estimate of the 1-factor model based on the…
Descriptors: Comparative Analysis, Scores, Correlation, Standardized Tests
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Lee, Soo; Bulut, Okan; Suh, Youngsuk – Educational and Psychological Measurement, 2017
A number of studies have found multiple indicators multiple causes (MIMIC) models to be an effective tool in detecting uniform differential item functioning (DIF) for individual items and item bundles. A recently developed MIMIC-interaction model is capable of detecting both uniform and nonuniform DIF in the unidimensional item response theory…
Descriptors: Test Bias, Test Items, Models, Item Response Theory
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Bazaldua, Diego A. Luna; Lee, Young-Sun; Keller, Bryan; Fellers, Lauren – Asia Pacific Education Review, 2017
The performance of various classical test theory (CTT) item discrimination estimators has been compared in the literature using both empirical and simulated data, resulting in mixed results regarding the preference of some discrimination estimators over others. This study analyzes the performance of various item discrimination estimators in CTT:…
Descriptors: Test Items, Monte Carlo Methods, Item Response Theory, Correlation
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Sahin, Alper; Anil, Duygu – Educational Sciences: Theory and Practice, 2017
This study investigates the effects of sample size and test length on item-parameter estimation in test development utilizing three unidimensional dichotomous models of item response theory (IRT). For this purpose, a real language test comprised of 50 items was administered to 6,288 students. Data from this test was used to obtain data sets of…
Descriptors: Test Length, Sample Size, Item Response Theory, Test Construction
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