scholarly journals Analysis of Competitive Learning at University Level in Mexico via Item Response Theory

2018 ◽  
Vol 9 (4) ◽  
pp. 215-223
Author(s):  
Semei Coronado ◽  
Salvador Sandoval-Bravo ◽  
Pedro Luis Celso-Arellano ◽  
Ana Torres-Mata
Keyword(s):  
Item Response Theory ◽  
University Students ◽  
Item Response ◽  
Competitive Learning ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Response Theory ◽  
Academic Challenge ◽  
The Subject ◽  
University Level

Abstract This paper presents a study of the multiple choice test from the eleventh knowledge tournament for Statistics I, in order to determine whether it instills competitive learning in university students. This research uses Item Response Theory (IRT). The results obtained show that only 27 students (13.43% of the total number of participants) have an acceptable level of ability (1.03 to 2.58), while the level of ability of the rest of the students is not satisfactory (-1.68 to 0.76). The participants are not a group of students seeking to test their knowledge of the subject or looking for an academic challenge. Better strategies for motivating students in terms of competitive learning must be found.

scholarly journals ANALYSIS AND EVALUATION OF MULTIPLE-CHOICE TEST ITEMS AND TEST DESIGN: A STUDY ON APPLICATION OF ITEM RESPONSE THEORY

2021 ◽  
Vol 226 (13) ◽  
pp. 72-81
Author(s):  
Nguyễn Văn Cảnh ◽  
Phạm Văn Tặc
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Multiple Choice ◽  
Choice Test ◽  
Test Design ◽  
Multiple Choice Test ◽  
Response Theory ◽  
Analysis And Evaluation ◽  
Test Items

Bài viết trình bày kết quả ứng dụng lý thuyết ứng đáp câu hỏi với mô hình 2 tham số vào việc phân tích, đánh giá câu hỏi và xây dựng đề thi trắc nghiệm khách quan. Dựa trên việc phân tích dữ liệu kết quả thi của sinh viên (không thuộc chuyên ngành Tiếng Anh) đối với các đề thi Tiếng Anh 1 được sử dụng tại Trường Đại học Đồng Tháp từ năm 2017 đến 2021 bằng phần mềm R (gói ltm), nghiên cứu đã chỉ ra những câu hỏi đạt yêu cầu, đủ điều kiện để sử dụng trong các đề thi và những cầu hỏi chưa đạt yêu cầu, cần phải được xem xét lại để điều chỉnh, cải tiến. Trong đó, một số câu hỏi được sử dụng trong các đề thi có dấu hiệu bất thường, vi phạm nghiệm trọng về giới hạn giá trị các tham số độ khó, độ phân biệt cần phải được loại bỏ ra khỏi đề thi. Ngoài ra, kết quả nghiên cứu còn cho thấy các đề thi trên đều có ý nghĩa đo lường mức năng lực khá thấp (dưới 0.0 theo thang đo năng lực). Bên cạnh đó, nghiên cứu đã giới thiệu cách vận dụng công cụ đường cong thông tin vào việc xây dựng các đề thi giúp đo lường chính xác năng lực của người học dựa trên các tham số đặc trưng của các câu hỏi.

scholarly journals Building an Attitude Scale about E-learning among Isra University Students according to the Item Response Theory in Measurement

2020 ◽  
Vol 10 (2) ◽  
pp. 188
Author(s):  
Mohammad Al-Dlalah ◽  
Hani Alkhaldi ◽  
Malek Alkhutaba ◽  
Taghreed Al-Momani
Keyword(s):  
Social Media ◽  
Item Response Theory ◽  
University Students ◽  
Item Response ◽  
Learning Process ◽  
Attitude Scale ◽  
Learning Approach ◽  
Response Theory ◽  
E Learning ◽  
Education Process

Nowadays, E-learning is one of the most inevitable technique and learning approach, because it offers indispensable advancement of the education process. Furthermore, it supports and enhances many facets of the learning process. This study aimed to build an attitude scale about e-learning among Isra University students according to the item response theory (IRT) in measurement. To achieve the study’s objectives, the main dimensions of the scale were identified, and 44 items were unevenly formatted. The tool was applied to 550 students who were social media users at Isra University. After analyzing the participants’ responses according to IRT, the final form of the scale consisted of 29 items that were divided into three main dimensions. The reliability of the scale was 0.94%, while the scale had multiple indications of validation.

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 CREATION OF A TEST BATTERY FOR THE EVALUATION OF RHYTHMIC FEELINGS IN UNIVERSITY STUDENTS IN THE FIELD OF PHYSICAL EDUCATION AND SPORT

2021 ◽  
Vol 13 (2) ◽  
Author(s):  
Alena Kašparová ◽  
Kateřina Doležalová ◽  
Viléma Novotná
Keyword(s):  
Item Response Theory ◽  
University Students ◽  
Item Response ◽  
Classical Test Theory ◽  
Test Validity ◽  
Test Battery ◽  
Test Theory ◽  
Fit Indices ◽  
Response Theory ◽  
Classical Test

Optimal movement rhythmisation is considered one of the basic prerequisites for improvements in the quality of movement performance using a particular technique. Well-developed rhythm-movement patterns play a role in successful learning of various physical activities as well as in athletic performance. University students – future PE and sports teachers – should improve their rhythmic feel skills during their studies so that they can use them later in their work and develop them in their future students. This requires the creation of a test battery for the evaluation of rhythmic feel skills through a series of music tests. This paper presents the results of tests taken by 121 university students at UK FTVS in Prague, the Czech Republic, and AWFIS in Gdaňsk, Poland. The test battery focused on three types of music-motor skills: perception skills and activities (items 1-18), reproduction skills and activities (items 19-27) and production skills and activities (item 28). The data were statistically processed using the classical test theory (factor analysis) and the item response theory (two-parameter model). Statistical methods also included reliability calculation and test validity. The expected rejection of the proposed hypothesis was confirmed both for the classical test theory and for the item response theory. The only exception was model 4 where, however, fit indices (especially TLI = 0.537) pointed more at a lack of evidence for hypothesis rejection than a perfect conformity of the model and data. The intention was to create and test models with the best data compliance. The best data compliance was found in models no. 1 and 5. Model 1 [CFI = 0.927, TLI=0.916, SRMR = 0.09, RMSEA (5 %) = 0.03, RMSEA (95 %) = 0.059] had a structure that corresponded to the proposed test battery and showed a relatively good compliance with data although IRT identified several problematic items. Model 5 [CFI = 0.956, TLI=0,942, SRMR = 0.073, RMSEA (5 %) = 0.03, RMSEA (95 %) = 0.111] was unidimensional (reproduction factor feeding items 19 through 27) and its fit indices showed better compliance of model and data. An optimised test battery should be developed based on these models followed by another validation of the test battery using statistical analyses.

scholarly journals Item Response Theory-Based Psychometric Investigation of SWLS for University Students

2021 ◽  
Vol 8 (2) ◽  
Author(s):  
Akif AVCU
Keyword(s):  
Item Response Theory ◽  
University Students ◽  
Psychometric Properties ◽  
Item Response ◽  
Satisfaction With Life ◽  
Satisfaction With Life Scale ◽  
Response Theory ◽  
Positive Effects ◽  
Wide Range ◽  
Gender Based

Life satisfaction is an important factor for mental health and has many positive effects on people. Considering its importance, different measurement tools were developed over the last 5 years. Among these tools, the Satisfaction with Life Scale (SWLS) is the most prominent and adapted to diverse populations, including university students. On the other hand, all these studies were conducted using the classical testing approach, while item response theory was rarely preferred. Regarding this gap, this study aimed to evaluate the psychometric properties of the Turkish version of SWLS by using a graded response model (GRM), which is a member of a broader family of the modern psychometric approach called Item Response Theory (IRT). For this purpose, the data were collected from 471 university students (male = 83, female = 388) aged between 17 and 37 years (M = 21.23, SD = 2.32). IRT based analysis provided satisfactory results on the psychometric properties of the SWLS. It was found that the scale's reliability was acceptable across a wide range of ability spectrums and items fit the GRM well and did not show gender-based differential item functioning. As a result, the psychometric quality of SWLS was further proved in the IRT context.

scholarly journals Rasch Calibration of Achievement Test: An Application of Item Response Theory

sjesr ◽  
2020 ◽  
Vol 3 (2) ◽  
pp. 426-432
Author(s):  
Zunaira Fatima Syeda ◽  
Uzma Shahzadi ◽  
Ghazanfar Ali
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Item Analysis ◽  
Sampling Technique ◽  
Achievement Tests ◽  
Test Construction ◽  
Test Reliability ◽  
Continuous Assessment ◽  
Response Theory ◽  
The Subject

Test construction is a fundamental constituent in the field of education. Many researches are being conducted in the field of testing across the academic world. Development of Achievement tests and standardization of achievement tests is a prime area research for academic researchers. In continuous assessment, teachers develop tests to measure students’ achievement through the duration of course or study. The main objective of this study was the development of an objective type test in the subject of Measurement and Assessment in Education. Initially, the test comprised 60 items. Test reliability through Cronbach Alpha was 0.77. The test was administered to 385 students enrolled in the department of Education. A convenient sampling technique was used to select the sample. Item analysis was conducted using item response theory (IRT). This study suggests that a parallel form test with more test items and more syllabus coverage might be constructed. Tests might be administered in teacher education departments of all public sector universities. Test responses might be used to diagnose learning difficulties in the subject of measurement and assessment. The study recommended that test construction theories might be the part of course outlines.

scholarly journals Funkcionalnost, selektivnost i psihometrijske karakteristike zadataka sa prijemnog ispita za učenike sa posebnim sposobnostima za informatiku i računarstvo

2021 ◽  
Vol 34 (2) ◽  
pp. 146-161
Author(s):  
Dragana Stanojević ◽  
Elizabeta Karalić ◽  
Branislav Ranđelović
Keyword(s):  
Item Response Theory ◽  
Computer Science ◽  
Item Response ◽  
Information Technologies ◽  
Descriptive Statistics ◽  
Response Theory ◽  
Entrance Exam ◽  
The Subject ◽  
Selection Of

The subject of this research is the quality of items on the entrance exam for students with special abilities for informatics and computer science. The aim of the research is to determine the quality of the items and the whole test, based on metric characteristics (reliability, informativity, discrimination, and difficulty of items). There was a total of 1926 participants in the sample of this research, while descriptive statistics and the item response theory (IRT) were used in the analysis. The conclusions of this research will be useful for improving the quality of the items on the entrance exam for students with special abilities for informatics and computer science, and will therefore enable the successful selection of candidates for education in one of the most promising and attractive sectors today, the sector of information technologies.

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