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. 

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. 

An Application of Item Response Theory and the Rasch Model in Speech Recognition Test Materials

2016 ◽  
Vol 25 (2) ◽  
pp. 142-152 ◽  
Author(s):  
Iris H.-Y. Ng ◽  
Kathy Y. S. Lee ◽  
Joffee H. S. Lam ◽  
C. Andrew van Hasselt ◽  
Michael C. F. Tong
Keyword(s):  
Speech Recognition ◽  
Item Response Theory ◽  
Item Response ◽  
Recognition Test ◽  
Rasch Model ◽  
Response Theory ◽  
Hearing Sensitivity ◽  
Test Items ◽  
Test Materials ◽  
The Rasch Model

Purpose The purpose of this study was to describe an attempt to apply item-response theory (IRT) and the Rasch model to construction of speech-recognition tests. A set of word-recognition test items applicable to children as young as 3 years old—with any level of hearing sensitivity, with or without using hearing devices—was developed. Method Test items were constructed through expert consultation and by reference to some established language corpora, validated with 121 participants with various degrees of hearing loss and 255 with typical hearing. IRT and the Rasch model were applied to evaluate item quality. Results Eighty disyllabic word items were selected in accordance with IRT. The speech-recognition abilities of the 376 young participants are reported. The IRT analyses on this set of data are also discussed. Conclusions A new set of speech-recognition test materials in Cantonese Chinese has been developed. Construction of short equivalent lists may be performed in accordance with IRT item qualities. Clinical applications of this test tool in the particular language population are discussed.

scholarly journals Application of the Rasch model in measuring personality disorders

2012 ◽  
Vol 34 (2) ◽  
pp. 101-109 ◽  
Author(s):  
Lucas de Francisco Carvalho ◽  
Ricardo Primi ◽  
Gregory J. Meyer
Keyword(s):  
Item Response Theory ◽  
Personality Disorders ◽  
Item Response ◽  
Rasch Model ◽  
Psychiatric Treatment ◽  
Response Theory ◽  
Test Items ◽  
Successful Attempt ◽  
The Rasch Model ◽  
Item Response Theory Models

OBJECTIVE: To describe item and person parameters obtained with the Rasch model, one of the item response theory models, in the assessment of personality disorders based on Millon's theory. METHOD: A total of 350 people participated in the study. Age ranged from 18 to 67 years (mean ± standard deviation = 27.02±10.13), and 71.7% of the participants (n = 251) were female. Of the 350 individuals, 21.1% (n = 74) answered affirmatively about being under psychiatric treatment and taking psychiatric medications. The Personality Disorders Dimensional Inventory (PDDI), an instrument designed to assess personality disorders according to Millon's theory, was applied to all participants. Data were analyzed using the Rasch model. RESULTS: Overall, analysis with the Rasch model revealed that the PDDI has adequate psychometric properties for the assessment of personality disorders. CONCLUSION: Among the contributions of item response theory models for clinical instruments, the Rasch person-item map deserves to be highlighted as a successful attempt to improve the understanding of clinical scores obtained in response to particular test items.

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.

Reconsidering Focus Groups and Rasch Model Item Response Theory in Instrument Development

2016 ◽  
Vol 44 (2) ◽  
pp. 226-236
Author(s):  
Joseph R. Miles ◽  
Brent Mallinckrodt ◽  
Daniela A. Recabarren
Keyword(s):  
Item Response Theory ◽  
Focus Groups ◽  
Item Response ◽  
Instrument Development ◽  
Rasch Model ◽  
Response Theory

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.

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