scholarly journals Computer-based Adaptive Test Development Using Fuzzy Item Response Theory to Estimate Student Ability

2020 ◽  
Vol 8 (3) ◽  
pp. 66-73
Author(s):  
Fitri Wulandari ◽  
Samsul Hadi ◽  
Haryanto Haryanto
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Test Development ◽  
Response Theory ◽  
Adaptive Test ◽  
Computer Based ◽  
Student Ability

Estimating student ability and problem difficulty using item response theory (IRT) and TrueSkill

2019 ◽  
Vol 47 (2) ◽  
pp. 67-75 ◽  
Author(s):  
Youngjin Lee
Keyword(s):  
Data Mining ◽  
Item Response Theory ◽  
Problem Solving ◽  
Learning Environment ◽  
Item Response ◽  
Predictive Power ◽  
Response Theory ◽  
Content Type ◽  
Computer Based Learning ◽  
Computer Based

Purpose The purpose of this paper is to investigate an efficient means of estimating the ability of students solving problems in the computer-based learning environment. Design/methodology/approach Item response theory (IRT) and TrueSkill were applied to simulated and real problem solving data to estimate the ability of students solving homework problems in the massive open online course (MOOC). Based on the estimated ability, data mining models predicting whether students can correctly solve homework and quiz problems in the MOOC were developed. The predictive power of IRT- and TrueSkill-based data mining models was compared in terms of Area Under the receiver operating characteristic Curve. Findings The correlation between students’ ability estimated from IRT and TrueSkill was strong. In addition, IRT- and TrueSkill-based data mining models showed a comparable predictive power when the data included a large number of students. While IRT failed to estimate students’ ability and could not predict their problem solving performance when the data included a small number of students, TrueSkill did not experience such problems. Originality/value Estimating students’ ability is critical to determine the most appropriate time for providing instructional scaffolding in the computer-based learning environment. The findings of this study suggest that TrueSkill can be an efficient means for estimating the ability of students solving problems in the computer-based learning environment regardless of the number of students.

scholarly journals Performance of an Item Response Theory-Based Computer Adaptive Test in Identifying Functional Decline

2012 ◽  
Vol 93 (7) ◽  
pp. 1153-1160 ◽  
Author(s):  
Andrea L. Cheville ◽  
Kathleen J. Yost ◽  
Dirk R. Larson ◽  
Katiuska Dos Santos ◽  
Megan M. O'Byrne ◽  
...  
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Functional Decline ◽  
Response Theory ◽  
Computer Adaptive Test ◽  
Adaptive Test

Computerized Adaptive Testing in Poland / Komputerowe Testowanie Adaptacyjne W Polsce

2012 ◽  
Vol 17 (1-2) ◽  
pp. 61-68
Author(s):  
Ryszard Gmoch
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Computerized Adaptive Testing ◽  
Adaptive Testing ◽  
Problem Area ◽  
Testing Methods ◽  
Response Theory ◽  
Essential Questions ◽  
Computer Based ◽  
Computer Based Testing

Abstract New trends relating to computer-based testing of learners’ achievements are presented in the paper. It describes adaptive testing methods and results of studies in this problem area. Essential questions connected with the Item Response Theory (IRT) were also discussed. The presented data indicate that computer-based adaptive testing should be popularized in Poland to its fullest extent.

scholarly journals Perbandingan Properti Psikometri antara Tes PAPs Berbentuk Computer-Based dan Paper and Pencil Test

2020 ◽  
Vol 6 (1) ◽  
pp. 12
Author(s):  
Ariana Marastuti ◽  
Wahyu Jati Anggoro ◽  
Ramadhan Dwi Marvianto ◽  
Abdullah Azzam Al Afghani
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Response Theory ◽  
Computer Based ◽  
Paper And Pencil

Perkembangan zaman yang diikuti dengan perkembangan teknologi telah menawarkan berbagai kemudahan dalam hal administrasi tes. Salah satunya adalah administrasi tes berbasis komputer atau yang lazim dinamakan dengan Computer Based Test (CBT). CBT dikembangkan untuk menjadi alternatif penyelenggaraan tes dengan menggunakan Paper and Pencil Test (PPT). Secara praktis CBT memiliki banyak keuntungan dibanding dengan PPT namun perbandingan mengenai properti psikometris pada kedua bentuk tes ini masih perlu ditelaah lebih lanjut. Penelitian mengenai paralelisme kedua model administrasi tes ini belum banyak dilakukan, terutama pada tes-tes yang dikembangkan oleh Fakultas Psikologi UGM seperti Tes Potensi Akademik Pascasarjana (PAPs). Analisis pada penelitian ini dilakukan dengan mengikutsertakan taraf kesukaran dan daya diskriminasi menggunakan pendekatan Item Response Theory (IRT), indeks ketepatan model dan struktur pengukuran sebagai bukti validitas konstruk. Temuan dari penelitian ini menunjukkan bahwa Tes PAPs secara umum tergolong memiliki kesetaraan pada parameter taraf kesukaran butir, daya diskriminasi butir dan tingkat ketepatan butir ketika disajikan dalam bentuk CBT dan PPT. Sehingga, Tes PAPs ke depannya dapat disajikan dalam kedua bentuk tersebut secara bergantian.

scholarly journals Applying Item Response Theory model for evaluating item and test properties of academic potential test for students with disability

2021 ◽  
Vol 25 (1) ◽  
pp. 97-107
Author(s):  
Sukaesi Marianti ◽  
Dian Putri Permatasari ◽  
Unita Werdi Rahajeng
Keyword(s):  
Item Response Theory ◽  
Students With Disabilities ◽  
Item Response ◽  
Inclusive Education ◽  
Theory Model ◽  
Response Theory ◽  
Computer Based ◽  
Selection For ◽  
Academic Potential ◽  
Potential Test

Universitas Brawijaya (UB) is one of the pioneers of inclusive education in higher education in Indonesia. One of the innovations in the policies related to inclusive education is affirmative action admissions special for students with disabilities, namely Seleksi Mandiri Penyandang Disabilitas (Independent Selection for Person with Disabilities), which focuses on accommodating admissions selection for students with disabilities who want to enroll in bachelors or vocational programs. A part of this admission selection is the test called the Computer-Based Academic Potential Test. This study aims to evaluate, from a psychometric perspective, the psychometric properties of the potential academic test. The approach used in this study is the item response theory (IRT) framework, which is mostly used for evaluating psychometric quality at both item-level and test levels. This study's IRT model is a two-parameter logistic model that includes difficulty parameter and discrimination parameter. The result of this study exhibited that the three subtests of the Computer-Based Academic Potential Test, in general, have satisfying results from the 2PL model estimation. The result also showed that most of the item difficulties ranged from medium to very difficult.

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