Obtaining a Common Scale for Item Response Theory Item Parameters Using Separate Versus Concurrent Estimation in the Common-Item Equating Design

2002 ◽  
Vol 26 (1) ◽  
pp. 3-24 ◽  
Author(s):  
Bradley A. Hanson ◽  
Anton A. Béguin
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Response Theory ◽  
Common Item ◽  
Item Parameters ◽  
Common Scale ◽  
The Common ◽  
Concurrent Estimation

Item Response Theory and Music Testing

2019 ◽  
pp. 477-503
Author(s):  
Brian Wesolowski
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Test Scores ◽  
General Framework ◽  
Logistic Function ◽  
Response Theory ◽  
Measurement Models ◽  
Latent Constructs ◽  
Item Parameters ◽  
Introductory Overview

This chapter presents an introductory overview of concepts that underscore the general framework of item response theory. “Item response theory” is a broad umbrella term used to describe a family of mathematical measurement models that consider observed test scores to be a function of latent, unobservable constructs. Most musical constructs cannot be directly measured and are therefore unobservable. Musical constructs can therefore only be inferred based on secondary, observable behaviors. Item response theory uses observable behaviors as probabilistic distributions of responses as a logistic function of person and item parameters in order to define latent constructs. This chapter describes philosophical, theoretical, and applied perspectives of item response theory in the context of measuring musical behaviors.

Item Response Theory True Score Equatings and Their Standard Errors

2001 ◽  
Vol 26 (1) ◽  
pp. 31-50 ◽  
Author(s):  
Haruhiko Ogasawara
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Standard Errors ◽  
Simultaneous Estimation ◽  
True Score ◽  
Response Theory ◽  
Asymptotic Standard Errors ◽  
Item Parameters ◽  
Irt Equating ◽  
Equating Coefficients

The asymptotic standard errors of the estimates of the equated scores by several types of item response theory (IRT) true score equatings are provided. The first group of equatings do not use IRT equating coefficients. The second group of equatings use the IRT equating coefficients given by the moment or characteristic curve methods. The equating designs considered in this article cover those with internal or external common items and the methods with separate or simultaneous estimation of item parameters of associated tests. For the estimates of the asymptotic standard errors of the equated true scores, the method of marginal maximum likelihood estimation is employed for estimation of item parameters.

scholarly journals Linking Pain Items from Two Studies Onto a Common Scale Using Item Response Theory

2009 ◽  
Vol 38 (4) ◽  
pp. 615-628 ◽  
Author(s):  
Wen-Hung Chen ◽  
Dennis A. Revicki ◽  
Jin-Shei Lai ◽  
Karon F. Cook ◽  
Dagmar Amtmann
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Response Theory ◽  
Common Scale

scholarly journals Equating of grades at basic and higher level of mathematics achievement

2010 ◽  
Vol 7 (2) ◽  
Author(s):  
Alenka Hauptman
Keyword(s):  
Item Response Theory ◽  
Mathematics Achievement ◽  
Item Response ◽  
Rasch Model ◽  
Response Theory ◽  
Selection Procedures ◽  
Common Scale ◽  
Grade Scale ◽  
Basic Level ◽  
Theory Framework

In Slovene General Matura, Mathematics is one of the compulsory subjects and it can be taken either at Basic or Higher Level of Achievement. Basic Level of Achievement is expressed by the classic five-grade scale from 1 to 5. Candidates at Higher Level of Achievement can get grades on scale from 1 to 8. Conversion of points into grades (i.e. getting points on tests and points at internal examination and then calculating those grades from the sum of points) on each Level is set independently, and we tried to find out if the same grade on each Level of Achievement corresponds to the same knowledge. Once grades are assigned they are used comparatively in selection procedures for admission to University. Both Basic and Higher Level in Mathematics include the same Part 1 of the exam. The second part of the exam (Part 2) is applied only to the Higher Level's candidates. Part 1 amounts to 80% of the total points at Basic Level, and 53.3% of total points at Higher Level. Higher Level's candidates get other 26.7% of points in Part 2. Oral part of the exam represents 20% of the grades at both Levels. In this paper we show discrepancy between knowledge within the same grades for candidates at Basic and Higher Level of Achievement on an example of a Mathematics exam from General Matura 2008. Rasch model within Item Response Theory framework was used to place item difficulties on common scale and the comparability of grade conversion on both Basic and Higher Level of Achievement was explored. The results show interesting differences in knowledge of candidates with the same grade at Basic and Higher Level of Achievement.

scholarly journals Constructing a Common Scale Between Tests of Depression: The use of Item Response Theory for Transferring of Norms from the BDI to EBADEP-A

2017 ◽  
Vol 16 (2) ◽  
Author(s):  
Lucas De Francisco Carvalho ◽  
Makilim Nunes Baptista ◽  
Ricardo Primi ◽  
Juliana Gomes Oliveira ◽  
Jon D. Elhai
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Response Theory ◽  
Common Scale

scholarly journals Measuring the quality of life in hypertension according to Item Response Theory

2017 ◽  
Vol 51 (0) ◽  
Author(s):  
José Wicto Pereira Borges ◽  
Thereza Maria Magalhães Moreira ◽  
Jeovani Schmitt ◽  
Dalton Francisco de Andrade ◽  
Pedro Alberto Barbetta ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Item Response Theory ◽  
Item Response ◽  
Latent Trait ◽  
Estimation Of Parameters ◽  
Response Theory ◽  
Item Parameters ◽  
Individual Contributions ◽  
Somatic State

ABSTRACT OBJECTIVE To analyze the Miniquestionário de Qualidade de Vida em Hipertensão Arterial (MINICHAL – Mini-questionnaire of Quality of Life in Hypertension) using the Item Response Theory. METHODS This is an analytical study conducted with 712 persons with hypertension treated in thirteen primary health care units of Fortaleza, State of Ceará, Brazil, in 2015. The steps of the analysis by the Item Response Theory were: evaluation of dimensionality, estimation of parameters of items, and construction of scale. The study of dimensionality was carried out on the polychoric correlation matrix and confirmatory factor analysis. To estimate the item parameters, we used the Gradual Response Model of Samejima. The analyses were conducted using the free software R with the aid of psych and mirt. RESULTS The analysis has allowed the visualization of item parameters and their individual contributions in the measurement of the latent trait, generating more information and allowing the construction of a scale with an interpretative model that demonstrates the evolution of the worsening of the quality of life in five levels. Regarding the item parameters, the items related to the somatic state have had a good performance, as they have presented better power to discriminate individuals with worse quality of life. The items related to mental state have been those which contributed with less psychometric data in the MINICHAL. CONCLUSIONS We conclude that the instrument is suitable for the identification of the worsening of the quality of life in hypertension. The analysis of the MINICHAL using the Item Response Theory has allowed us to identify new sides of this instrument that have not yet been addressed in previous studies.

Sign in / Sign up

Export Citation Format

Share Document