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 Implementation of Item Response Theory for Analysis of Test Items Quality and Students’ Ability in Chemistry

2017 ◽  
Vol 2 (1) ◽  
pp. 1 ◽  
Author(s):  
Rizki Nor Amelia ◽  
Kriswantoro Kriswantoro
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Repeated Measure ◽  
Choice Test ◽  
Response Theory ◽  
First Semester ◽  
Test Items ◽  
Descriptive Research ◽  
Measurement Tools ◽  
The Mean

<p>This first aim of this study is to describe the quality of chemistry test item made by teacher. The test was developed for 11<sup>th</sup> grade students’ science class in the first semester on academic year 2015/2016. The second aim of this study is to describe the characteristic of measurement’s result for students’ ability in chemistry. This is descriptive research design with the 101 student’s responses patterns from multiple choice test device with 5 answer alternatives. The responses patterns were collected by documentation technique and analyzed quantitatively using Item Response Theory software such as BILOG MG V3.0 with 1-PL, 2-PL, and 3-PL models. The differences of students’ ability in chemistry in model 1-PL, 2-PL, dan 3-PL were analyzed using One-Way Anova Repeated Measure. The result showed that the mean of item difficulties level (b), item differentiate (a), and pseudo-guessing (c) are good. The measurement tools arranged by teacher were suitable for students who have the ability from -1.0 to +1.7. The maximum score of item information function is 68.83 (SEM =0.121) with ability in 0.2 logit. The highest ability’s estimation score was showed by Model 2-PL. The mean of students’ ability for 11<sup>th</sup> grade students is -0.0185 logit and consider as moderate category.</p><p> </p>

scholarly journals Rasch model item response theory (IRT) to analyze the quality of mathematics final semester exam test on system of linear equations in two variables (SLETV)

2021 ◽  
Vol 12 (2) ◽  
pp. 399-412
Author(s):  
Adilla Desy Rizbudiani ◽  
Amat Jaedun ◽  
Abdul Rahim ◽  
Arief Nurrahman
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Rasch Model ◽  
Linear Equations ◽  
Sampling Technique ◽  
System Of Linear Equations ◽  
Multiple Choice Questions ◽  
Response Theory ◽  
Final Exam ◽  
Test Items

A high-quality test has a balanced level of difficulty and can be completed by the respondent with their level of abilities. This study analyzed the test instrument used to measure students' mathematics abilities in the semester final exam on System of Linear Equations in Two-Variables. The purposive sampling technique was applied to select the respondent students (N=195). The test items were twenty multiple-choice questions. The researchers performed the data analysis using Rasch model Item Response Theory (IRT) approach with the QUEST program. The analysis revealed that the twenty items’ validity matched the Rasch model with a range of INFIT MNSQ values between 0.89 – 1.17. Items on the final semester exam can be used based on the estimated OUTFIT t-value less than equal to 2.00. The OUTFIT t analysis obtained nineteen qualified items and one unqualified item. 

Evaluation of Northwest University, Kano Post-UTME Test Items Using Item Response Theory

2016 ◽  
Vol 5 (4) ◽  
pp. 261
Author(s):  
Ado Abdu Bichi ◽  
Hadiza Hafiz ◽  
Samira Abdullahi Bello
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Goodness Of Fit ◽  
Item Difficulty ◽  
High Stakes Testing ◽  
Test Reliability ◽  
Response Theory ◽  
Goodness Of Fit Test ◽  
Test Items ◽  
The Mean

High-stakes testing is used for the purposes of providing results that have important consequences. Validity is the cornerstone upon which all measurement systems are built. This study applied the Item Response Theory principles to analyse Northwest University Kano Post-UTME Economics test items. The developed fifty (50) economics test items was administered to a sample of 600 students. The data obtained was analysed using XCALIBRE 4 and SPSS 20v softwares to determine items parameters base on IRT models. Indicate that, the test measure single trait by satisfying the condition of unidimensionality. Similarly, the goodness of fit test revealed that, the two parameter IRT model was more suitable since no misfit item was observed and the test reliability was 0.86. The mean examinee ability was 0.07 (SD=0.94). The mean item difficulty was -0.63(SD=2.54) and mean item discrimination was 0.28 (SD=0.04). 16 (33%) items were identified as “problematic” based on difficulty indices, 35(71%) also failed to meet the set standards on the basis of discrimination parameters. it can be concluded that, using the IRT approach, the NWU Post-UTME items are not stable as far as item difficulty and discrimination indices are concerned. It is recommended that, the Post-UTME items should be made to pass through all process of standardisation and validation; test development and content experts should be involve in developing and validating the test items in order to obtain valid and reliable results which will lead to valid inferences

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.

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 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 An Application of Item Response Theory to Scoring Patient Safety Culture Survey Data

2020 ◽  
Vol 17 (3) ◽  
pp. 854
Author(s):  
Heon-Jae Jeong ◽  
Hsun-Hsiang Liao ◽  
Su Ha Han ◽  
Wui-Chiang Lee
Keyword(s):  
Patient Safety ◽  
Item Response Theory ◽  
Item Response ◽  
Safety Culture ◽  
Patient Safety Culture ◽  
Ordinal Scale ◽  
Response Theory ◽  
Scoring Method ◽  
The Mean ◽  
Domain Scores

Patient safety culture is important in preventing medical errors. Thus, many instruments have been developed to measure it. Yet, few studies focus on the data processing step. This study, by analyzing the Chinese version of the Safety Attitudes Questionnaire dataset that contained 37,163 questionnaires collected in Taiwan, found critical issues related to the currently used mean scoring method: The instrument, like other popular ones, uses a 5-point Likert scale, and because it is an ordinal scale, the mean scores cannot be calculated. Instead, Item Response Theory (IRT) was applied. The construct validity was satisfactory and the item properties of the instrument were estimated from confirmatory factor analysis. The IRT-based domain scores and mean domain scores of each respondent were estimated and compared. As for resolution, the mean approach yielded only around 20 unique values on a 0 to 100 scale for each domain; the IRT method yielded at least 440 unique values. Meanwhile, IRT scores ranged widely at each unique mean score, meaning that the precision of the mean approach was less reliable. The theoretical soundness and empirical strength of IRT suggest that healthcare institutions should adopt IRT as a new scoring method, which is the core step of processing collected data.

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>

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.

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