scholarly journals Analysis of Items with Item Response Theory (IRT) Approach on Final Assessment for Al-Quran Hadith Subjects

2021 ◽  
Vol 18 (1) ◽  
pp. 167-194
Author(s):  
Ahmad Syafii ◽  
Haryanto Haryanto ◽  
Iqbal Faza Ahmad ◽  
Arifah Fauziah
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Teaching And Learning ◽  
Power Level ◽  
Test Theory ◽  
Parameter Analysis ◽  
Difficulty Level ◽  
Multiple Choice Questions ◽  
Response Theory ◽  
Difficult Question

Measurement in the field of education, especially the teaching and learning process can be done with measuring tools in the form of tests and non-tests. Islamic Religious Education is considered the same as other subjects. to realize student success is also measured through evaluation, which is a systematic process to obtain information about the effectiveness of teaching and learning activities. In addition, it can also assist teachers in achieving learning objectives and describe student achievement in accordance with predetermined criteria. This study aims to analyze the Year-End Assessment of MAN 2 Bantul for the 2020/2021 academic year consisting of 25 multiple-choice questions. The items analyzed in the report have a total number of responses of 265 students. Item analysis using analysis with modern test theory ( Item Response Theory ). The results showed that the results of the model fit test showed that the instrument fit on the 2 PL model (Logistics parameter) with the lowest AIC value, namely 4874.85. The results of the parameter analysis of the level of difficulty indicate that there are 4 questions that are categorized as very easy, 4 easy questions, 15 moderate questions, 1 difficult question, and 1 very difficult question. This shows that the distribution of the difficulty level parameters is quite balanced. The results of the analysis of the different power parameters show that there are 23 good questions, 1 fairly good question, and 1 bad question. This shows that the different power level parameters are quite good. The results of the estimation of students' abilities with the MLE estimator showed that there were no students who had abilities below -4. There are 15 students with abilities above 2.00. There are 165 students who fall into the good category (ability -2 to 2 and 9 students who have abilities below -2. Based on the plot of the information function, it can be concluded that the optimal test if given to individuals with low abilities is around -1.2. Accurate questions to measure students' abilities with a range of -2.5 to 1.2.

scholarly journals Using Item Response Theory to Identify Responders to Treatment: Examples with the Patient-Reported Outcomes Measurement Information System (PROMIS®) Physical Function Scale and Emotional Distress Composite

Psychometrika ◽  
2021 ◽  
Author(s):  
Ron D. Hays ◽  
Karen L. Spritzer ◽  
Steven P. Reise
Keyword(s):  
Item Response Theory ◽  
Physical Function ◽  
Item Response ◽  
Emotional Distress ◽  
Classical Test Theory ◽  
Test Theory ◽  
Measurement Information ◽  
Response Theory ◽  
Reliable Change ◽  
Patient Reported

AbstractThe reliable change index has been used to evaluate the significance of individual change in health-related quality of life. We estimate reliable change for two measures (physical function and emotional distress) in the Patient-Reported Outcomes Measurement Information System (PROMIS®) 29-item health-related quality of life measure (PROMIS-29 v2.1). Using two waves of data collected 3 months apart in a longitudinal observational study of chronic low back pain and chronic neck pain patients receiving chiropractic care, and simulations, we compare estimates of reliable change from classical test theory fixed standard errors with item response theory standard errors from the graded response model. We find that unless true change in the PROMIS physical function and emotional distress scales is substantial, classical test theory estimates of significant individual change are much more optimistic than estimates of change based on item response theory.

Validation study of the Korean version of decent work scale

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Yunsoo Lee ◽  
Ji Hoon Song ◽  
Soo Jung Kim
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Work Engagement ◽  
Item Difficulty ◽  
Test Theory ◽  
Decent Work ◽  
Validity And Reliability ◽  
Response Theory ◽  
Content Type ◽  
Korean Version

Purpose This paper aims to validate the Korean version of the decent work scale and examine the relationship between decent work and work engagement. Design/methodology/approach After completing translation and back translation, the authors surveyed 266 Korean employees from various organizations via network sampling. They assessed Rasch’s model based on item response theory. In addition, they used classical test theory to evaluate the decent work scale’s validity and reliability. Findings The authors found that the current version of the decent work scale has good validity, reliability and item difficulty, and decent work has a positive relationship with work engagement. However, based on item response theory, the assessment showed that three of the items are extremely similar to another item within the same dimension, implying that the items are unable to discriminate among individual traits. Originality/value This study validated the decent work scale in a Korean work environment using Rasch’s (1960) model from the perspective of item response theory.

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.

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