The Science and Practice of Item Response Theory in Organizations

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Jonas W.B. Lang ◽  
Louis Tay
Keyword(s):  
Item Response Theory ◽  
Organizational Behavior ◽  
Item Response ◽  
Ideal Point ◽  
Annual Review ◽  
Publication Date ◽  
Response Theory ◽  
Test Items ◽  
Starting Point ◽  
Recent Developments

Item response theory (IRT) is a modeling approach that links responses to test items with underlying latent constructs through formalized statistical models. This article focuses on how IRT can be used to advance science and practice in organizations. We describe established applications of IRT as a scale development tool and new applications of IRT as a research and theory testing tool that enables organizational researchers to improve their understanding of workers and organizations. We focus on IRT models and their application in four key research and practice areas: testing, questionnaire responding, construct validation, and measurement equivalence of scores. In so doing, we highlight how novel developments in IRT such as explanatory IRT, multidimensional IRT, random item models, and more complex models of response processes such as ideal point models and tree models can potentially advance existing science and practice in these areas. As a starting point for readers interested in learning IRT and applying recent developments in IRT in their research, we provide concrete examples with data and R code. Expected final online publication date for the Annual Review of Organizational Psychology and Organizational Behavior, Volume 8 is January 21, 2021. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.

scholarly journals Employment of Item Response Theory to measure change in Children's Analogical Thinking Modifiability Test

2013 ◽  
Vol 30 (4) ◽  
pp. 479-486
Author(s):  
Odoisa Antunes de Queiroz ◽  
Ricardo Primi ◽  
Lucas de Francisco Carvalho ◽  
Sônia Regina Fiorim Enumo
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Dynamic Testing ◽  
Intermediate Phase ◽  
Cognitive Testing ◽  
Difficulty Level ◽  
Response Theory ◽  
Analogical Thinking ◽  
Test Items ◽  
Post Test

Dynamic testing, with an intermediate phase of assistance, measures changes between pretest and post-test assuming a common metric between them. To test this assumption we applied the Item Response Theory in the responses of 69 children to dynamic cognitive testing Children's Analogical Thinking Modifiability Test adapted, with 12 items, totaling 828 responses, with the purpose of verifying if the original scale yields the same results as the equalized scale obtained by Item Response Theory in terms of "changes quantifying". We followed the steps: 1) anchorage of the pre and post-test items through a cognitive analysis, finding 3 common items; 2) estimation of the items' difficulty level parameter and comparison of those; 3) equalization of the items and estimation of "thetas"; 4) comparison of the scales. The Children's Analogical Thinking Modifiability Test metric was similar to that estimated by the TRI, but it is necessary to differentiate the pre and post-test items' difficulty, adjusting it to samples with high and low performance.

A Comparison of Different Item Response Theory Models for Scaling Speeded C-Tests

2019 ◽  
Vol 38 (6) ◽  
pp. 692-705 ◽  
Author(s):  
Boris Forthmann ◽  
Rüdiger Grotjahn ◽  
Philipp Doebler ◽  
Purya Baghaei
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Language Proficiency ◽  
Count Data ◽  
Data Models ◽  
Small Samples ◽  
Response Theory ◽  
Count Data Models ◽  
Recent Developments ◽  
Lower Complexity

As measures of general language proficiency, C-tests are ubiquitous in language testing. Speeded C-tests are quite recent developments in the field and are deemed to be more discriminatory and provide more accurate diagnostic information than power C-tests especially with high-ability participants. Item response theory modeling of speeded C-tests has not been discussed in the literature, and current approaches for power C-tests based on ordinal models either violate the model assumptions or are relatively complex to be reliably fitted with small samples. Count data models are viable alternatives with less restrictive assumptions and lower complexity. In the current study, we compare count data models with commonly applied ordinal models for modeling a speeded C-test. It was found that a flexible count data model fits equally well in absolute and relative terms as compared with ordinal models. Implications and feasibility of count data models for the psychometric modeling of C-tests are discussed.

Postexamination Analysis of Objective Tests Using the Three-Parameter Item Response Theory

2014 ◽  
Vol 22 (1) ◽  
pp. 94-105
Author(s):  
Mohsen Tavakol ◽  
Mohammad Rahimi-Madiseh ◽  
Reg Dennick
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Item Parameter ◽  
Response Theory ◽  
Characteristic Curves ◽  
Test Characteristic ◽  
Test Items ◽  
Test Information ◽  
Objective Tests

Background and Purpose: Although the importance of item response theory (IRT) has been emphasized in health and medical education, in practice, few psychometricians in nurse education have used these methods to create tests that discriminate well at any level of student ability. The purpose of this study is to evaluate the psychometric properties of a real objective test using three-parameter IRT. Methods: Three-parameter IRT was used to monitor and improve the quality of the test items. Results: Item parameter indices, item characteristic curves (ICCs), test information functions, and test characteristic curves reveal aberrant items which do not assess the construct being measured. Conclusions: The results of this study provide useful information for educators to improve the quality of assessment, teaching strategies, and curricula.

scholarly journals Characteristics and equation of accounting vocational theory trial test items for vocational high schools by subject-matter teachers' forum

2017 ◽  
Vol 3 (2) ◽  
pp. 152
Author(s):  
Dian Normalitasari Purnama
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Sampling Technique ◽  
Response Theory ◽  
Test Items ◽  
Descriptive Research ◽  
Vocational Theory ◽  
Trial Test ◽  
The Mean ◽  
B Test

This study is aimed at: (1) understanding the characteristics of Accounting Vocational Theory trial test items using the Item Response Theory and (2) determining the horizontal equation of Accounting Vocational Theory trial exam instruments. This was explorative-descriptive research, observing the subject of the eleventh-grade students. The research objects were test instruments and responses of students from six schools selected through the stratified random sampling technique. The data analysis employed review sheets and BILOG program for the Item Response Theory 2PL. The findings were as follows. (1) The test item review of test packages A and B found 37 good quality items, the Item Response Theory using 2PL showed that Package A Test generated 27 good questions, Package B Test contained 24 good questions. (2) The question equating using the Mean/Sigma method resulted in the equation of = 1.168bx + 0.270, with the Mean/Mean method resulting in the equation of  = 0.997bx - 0.250, the Mean/Mean method at 0.250, while Mean/Sigma method at 0.320. 

scholarly journals The Applicability of Item Response Theory Based Statistics to Detect Differential Item Functioning in Polytomous Tests

2020 ◽  
Vol 1 (1) ◽  
pp. 1-13
Author(s):  
Abdul Wahab Ibrahim
Keyword(s):  
Item Response Theory ◽  
Differential Item Functioning ◽  
Item Response ◽  
Undergraduate Students ◽  
Function Analysis ◽  
Response Theory ◽  
Test Items ◽  
Item Functioning ◽  
Logistic Discriminant Function ◽  
High Degree

The study used statistical procedures based on Item Response Theory to detect Differential Item Functioning (DIF) in polytomous tests. These were with a view to improving the quality of test items construction. The sample consisted of an intact class of 513 Part 3 undergraduate students who registered for the course EDU 304: Tests and Measurement at Sule Lamido University during 2017/2018 Second Semester. A self-developed polytomous research instrument was used to collect data. Data collected were analysed using Generalized Mantel Haenszel, Simultaneous Item Bias Test, and Logistic Discriminant Function Analysis. The results showed that there was no significant relationship between the proportions of test items that function differentially in the polytomous test when the different statistical methods are used.  Further, the three parametric and non-parametric methods complement each other in their ability to detect DIF in the polytomous test format as all of them have capacity to detect DIF but perform differently. The study concluded that there was a high degree of correspondence between the three procedures in their ability to detect DIF in polytomous tests. It was recommended that test experts and developers should consider using procedure based on Item Response Theory in DIF detection.

scholarly journals Developing a Numerical Ability Test for Students of Education in Jordan: An Application of Item Response Theory

2015 ◽  
Vol 9 (1) ◽  
pp. 161
Author(s):  
Eman Rasmi Abed ◽  
Mohammad Mustafa Al-Absi ◽  
Yousef Abdelqader Abu shindi
Keyword(s):  
Factor Analysis ◽  
Item Response Theory ◽  
Item Response ◽  
Information Function ◽  
Response Theory ◽  
Ability Test ◽  
Numerical Ability ◽  
Test Items ◽  
Test Information ◽  
Test Information Function

<p class="apa">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.</p><p class="apa">The results revealed that acceptable psychometric properties of the test; items parameters (difficulty, discrimination) were estimated by item response theory IRT, the reliability of the test was assessed by: Cronbach’s Alpha, average of inter-item correlation, and test information function (IRT), and the validity of the test was assessed by: arbitrator's views, factor analysis, RMSR, and Tanaka Index.</p><p class="apa">The numerical ability test can be used to measure the strength and weaknesses in numerical ability for educational faculty students, and the test can be used to classify students on levels of numerical ability.</p>

PENGEMBANGAN DAN ANALISIS SOAL ULANGAN KENAIKAN KELAS KIMIA SMA KELAS X BERDASARKAN CLASSICAL TEST THEORY DAN ITEM RESPONSE THEORY

2011 ◽  
Vol 16 (2) ◽  
pp. 109
Author(s):  
Mr Nahadi ◽  
Mrs Wiwi Siswaningsih ◽  
Mr Ana Rofiati
Keyword(s):  
High School ◽  
Item Response Theory ◽  
Item Response ◽  
Classical Test Theory ◽  
First Grade ◽  
Test Theory ◽  
Final Examination ◽  
Response Theory ◽  
Test Items ◽  
Classical Test

This research is title “Test Development and Analysis of First Grade Senior High School Final Examination in chemistry Based on Classical Test Theory and Item Response Theory”. This research is conducted to develop a standard test instrument for final examination in senior high school at first grade using analysis based on classical test theory and item response theory. The test is a multiple choice test which consists of 75 items. Each item has five options. The research method is research and development method to get a product of test items which fulfill item criterion such as validity, reliability, item discrimination, item difficulty and distracting options quality based on classical test theory and validity, reliability, item discrimination, item difficulty and pseudo-guessing based on item response theory. The three parameter item response theory model is used in this research. Research and development method is conducted until preliminary field test to 102 first grade students in senior high school. Based on the research result, the test fulfills criterion as a good instrument based on classical test theory and item response theory. The final examination test items have vary of item quality so that some of them need a revision to make them better either for the stem and the options. From the total of 75 test items, 21 test items are declined and 54 test items are accepted.

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