Analysis of Goodness and Response Characteristics by Guessing of Elementary, Middle, and High School Students’ Economic Literacy Survey Using Item Response Theory

2021 ◽  
Vol 28 (2) ◽  
pp. 29-57
Author(s):  
Hyunjong Noh ◽  
Sangeun Park
Keyword(s):  
High School ◽  
High School Students ◽  
Item Response Theory ◽  
Item Response ◽  
Economic Literacy ◽  
Response Theory ◽  
School Students ◽  
Response Characteristics ◽  
Literacy Survey

scholarly journals Building a Self-Confidence Scale According to the Item Response Theory for High School Students in Jordan

2021 ◽  
Vol 15 (3) ◽  
pp. 17
Author(s):  
Hani Alkhaldi ◽  
Malek Alkhutaba ◽  
Mohammad Al-Dlalah
Keyword(s):  
High School ◽  
High School Students ◽  
Item Response Theory ◽  
Item Response ◽  
Experimental Sample ◽  
Response Theory ◽  
School Students ◽  
Male And Female ◽  
Final Version ◽  
Self Confidence

This study aimed to build self-confidence for high school students in Al-Mafraq Governorate in Jordan following the Item Response Theory (IRT). The scale included its initial version (50) items. To ensure the external validity of the scale, it was reviewed by several experts. According to the experts’ feedback, some items should be deleted or modified. The final version of the scale included (44) items. The scale was further applied to an experimental sample of (310) male and female students to verify psychometricians’ characteristics. Finally, the scale was administered to a sample of (1060) male and female high school students in Al-Mafraq Governorate. Data were collected, coded, and analyzed using statistical programs (SPSS and WINSTEPS). The most important results were the following: the self-confidence measure was one-dimensional, which means it measures only a single dimension. The results further revealed identical to the partial estimation model, and the index of average matching of individuals and the external and internal items approached zero, and the standard deviation approached the correct one. The estimated values of the distinct thresholds for the scale items showed a clear discriminatory ability and the emergence of particular threshold scores on the scale. After deleting the paragraphs that did not fit the study's model, the scale's final version included 39 items. The results also showed that the transfer values of logistical capacity units were within (-2.88 -2.77), within the IRT's accepted range.

scholarly journals Item Response Theory Modeling of High School Students’ Behavior in a High-Stakes Exam

OALib ◽  
2019 ◽  
Vol 06 (02) ◽  
pp. 1-22
Author(s):  
Helen Gomes ◽  
Raul Matsushita ◽  
Sergio Da Silva
Keyword(s):  
High School ◽  
High School Students ◽  
Item Response Theory ◽  
Item Response ◽  
Response Theory ◽  
School Students ◽  
High Stakes

Using the Short Form of the MSBS to Assess State Boredom Among Adolescents: Psychometric Evidence by Applying Item Response Theory

Assessment ◽  
2019 ◽  
pp. 107319111986465
Author(s):  
Maria Anna Donati ◽  
Elisa Borace ◽  
Edoardo Franchi ◽  
Caterina Primi
Keyword(s):  
High School Students ◽  
Item Response Theory ◽  
Item Response ◽  
Short Form ◽  
Response Theory ◽  
School Students ◽  
Gender Invariance ◽  
Item Functioning ◽  
State Boredom ◽  
Psychometric Evidence

The Multidimensional State Boredom Scale (MSBS) is widely used, but evidence regarding its psychometric properties among adolescents is lacking. In particular, the functioning of the scale across genders is unknown. As a result, we used item response theory (IRT) to investigate gender invariance of the Short Form of the MSBS (MSBS-SF) among adolescents. Four hundred and sixty-six Italian high school students (51% male; M = 16.7, SD = 1.44) were recruited. A confirmatory factor analysis demonstrated the unidimensionality of the scale, and IRT analyses indicated that the scale was sufficiently informative. Differential item functioning (DIF) across genders showed that only one item had DIF that was both nonuniform and small in size. Additionally, relationships with negative/positive urgency and present/future-oriented time perspectives were found. Overall, this study offers evidence that the MSBS-SF is a valuable and useful scale for measuring state boredom among male and female adolescents.

scholarly journals ANALISIS ESTIMASI KEMAMPUAN SISWA DENGAN PENDEKATAN ITEM RESPONSE THEORY PENSKORAN DIKOTOMUS DAN POLITOMUS

2021 ◽  
Vol 4 (1) ◽  
pp. 8-13
Author(s):  
Duden Sepuzaman ◽  
Edi Istiyono ◽  
Haryanto ◽  
Heri Retnawati ◽  
Yustiandi
Keyword(s):  
High School Students ◽  
Item Response Theory ◽  
Item Response ◽  
Difficulty Level ◽  
Theory Approach ◽  
Research Subjects ◽  
Response Theory ◽  
School Students ◽  
Quantitative Descriptive ◽  
Dichotomous Scoring

This study compares students' abilities using the Item Response Theory (IRT) approach to dichotomous and polytomous scoring. This research is quantitative descriptive. The research subjects were 1175 high school students in class XI spread across West Java and Banten provinces, consisting of 450 male students and 725 female students. Response data with dichotomous scoring were analyzed using the item response theory approach with the BILOG-MG program, while the polytomous scoring was analyzed using the GPCM approach using the R program. The results of the model fit test showed that the items most fit with the 2PL model. The instrument used is a work and energy material test instrument tested for validity d, reliability, distinguishing power, and difficulty level. The results showed that the average ability with a polytomous score was greater than that of a dichotomous, even though compared to having almost the same ability but with a relatively different distribution. The distribution of students' abilities with polytomous scoring is closer to the normal curve than the dichotomous scoring. The relationship between students' ability scores with these two scoring approaches is shown by a correlation coefficient score of 0.990 and a determination index of 0.9808 with a prediction line y= 0.9735 x +0.0036.

scholarly journals Measuring Problematic Facebook Use among Adolescents and Young Adults with the Bergen Facebook Addiction Scale: A Psychometric Analysis by Applying Item Response Theory

2021 ◽  
Vol 18 (6) ◽  
pp. 2979
Author(s):  
Caterina Primi ◽  
Giulia Fioravanti ◽  
Silvia Casale ◽  
Maria Anna Donati
Keyword(s):  
Young Adults ◽  
High School Students ◽  
Item Response Theory ◽  
Item Response ◽  
Adolescents And Young Adults ◽  
Response Theory ◽  
School Students ◽  
Facebook Use ◽  
Facebook Addiction ◽  
Psychometric Evidence

The Bergen Facebook Addiction Scale (BFAS) is widely used, but psychometric evidence by applying Item Response Theory (IRT) is lacking. Considering the advantages of this psychometric approach, the aim of study was to investigate the psychometric properties of the Italian version of the BFAS among adolescents and young adults. Participants were 1134 (50% males, Mean age = 20.7, SD = 3.5, range = 14–33 years) Italian high school students and undergraduates. The unidimensionality of the scale was confirmed (χ2/df = 2.8, CFI = 0.99, TLI = 0.98, and RMSEA = 0.04 [C.I. = 0.02–0.06]) and IRT analysis showed that the scale assesses medium and high levels of the trait, and that it is useful in order to discriminate different levels of Problematic Facebook use (PFU) within this range of trait, in which the scale is sufficiently informative. The relationships of BFAS θ scores with theoretically related constructs provided support to the validity of the scale. In accordance with previous studies, BFAS scores were positively correlated with Problematic Internet use and problematic Social Network use, negatively correlated with self-esteem, and positively related to loneliness. The Differential Item Functioning (DIF) analysis showed that BFAS is invariant across gender, and only one item had uniform and small-in-size DIF. Additionally, we tested age invariance. Since only 17% of the BFAS items were non-invariant, we determined that the BFAS exhibited minor non-invariance as a whole. An analysis of the adequacy of the polythetic and monothetic criteria to define the range of the trait indicative of problematic use was also conducted. Overall, this study offers evidence that BFAS is a valuable and useful scale for measuring high levels of PFU among Italian adolescents and young adults.

scholarly journals A Computational Strategy for Classification of Enem Issues Based on Item Response Theory

2020 ◽  
Vol 27 (1) ◽  
pp. 92-111
Author(s):  
Gustavo Henrique Nunes ◽  
Bruno Alberto Soares Oliveira ◽  
Ciniro Aparecido Leite Nametala
Keyword(s):  
High School ◽  
Item Response Theory ◽  
Item Response ◽  
Generation System ◽  
Response Theory ◽  
Hit Rate ◽  
System A ◽  
Intelligent Simulation ◽  
Computational Strategy

The National High School Examination (ENEM) gains each year more importance, as it gradually, replacing traditional vestibular. Many simulations are done almost randomly by teachers or systems, with questions chosen without discretion. With this methodology, if a test needs to be reapplied, it is not possible to recreate it with questions that have the same difficulty as those used in the first evaluation. In this context, the present work presents the development of an ENEM Intelligent Simulation Generation System that calculates the parameters of Item Response Theory (TRI) of questions that have already been applied in ENEM and, based on them, classifies them. in groups of difficulty, thus enabling the generation of balanced tests. For this, the K-means algorithm was used to group the questions into three difficulty groups: easy, medium and difficult. To verify the functioning of the system, a simulation with 180 questions was generated along the ENEM model. It could be seen that in 37.7% of cases this happened. This hit rate was not greater because the algorithm confounded the difficulty of issues that are in close classes. However, the system has a hit rate of 92.8% in the classification of questions that are in distant groups.

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