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Using Necessary Information to Identify Item Dependence in Passage-Based Reading Comprehension Tests
Direct linkBaldonado, Angela Argo; Svetina, Dubravka; Gorin, Joanna – Applied Measurement in Education, 2015
Applications of traditional unidimensional item response theory models to passage-based reading comprehension assessment data have been criticized based on potential violations of local independence. However, simple rules for determining dependency, such as including all items associated with a particular passage, may overestimate the dependency…
Descriptors: Reading Tests, Reading Comprehension, Test Items, Item Response Theory
Peer reviewedKobrin, Jennifer L.; Young, John W. – Applied Measurement in Education, 2003
Studied the cognitive equivalence of computerized and paper-and-pencil reading comprehension tests using verbal protocol analysis. Results for 48 college students indicate that the only significant difference between the computerized and paper-and-pencil tests was in the frequency of identifying important information in the passage. (SLD)
Descriptors: Cognitive Processes, College Students, Computer Assisted Testing, Difficulty Level
