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IRT Characteristic Curve Linking Methods Weighted by Information for Mixed-Format Tests
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Shaojie Wang; Won-Chan Lee; Minqiang Zhang; Lixin Yuan – Applied Measurement in Education, 2024
To reduce the impact of parameter estimation errors on IRT linking results, recent work introduced two information-weighted characteristic curve methods for dichotomous items. These two methods showed outstanding performance in both simulation and pseudo-form pseudo-group analysis. The current study expands upon the concept of information…
Descriptors: Item Response Theory, Test Format, Test Length, Error of Measurement
Evaluating the Psychometric Characteristics of Generated Multiple-Choice Test Items
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Gierl, Mark J.; Lai, Hollis; Pugh, Debra; Touchie, Claire; Boulais, André-Philippe; De Champlain, André – Applied Measurement in Education, 2016
Item development is a time- and resource-intensive process. Automatic item generation integrates cognitive modeling with computer technology to systematically generate test items. To date, however, items generated using cognitive modeling procedures have received limited use in operational testing situations. As a result, the psychometric…
Descriptors: Psychometrics, Multiple Choice Tests, Test Items, Item Analysis
An Empirical Investigation of Methods for Assessing Item Fit for Mixed Format Tests
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Chon, Kyong Hee; Lee, Won-Chan; Ansley, Timothy N. – Applied Measurement in Education, 2013
Empirical information regarding performance of model-fit procedures has been a persistent need in measurement practice. Statistical procedures for evaluating item fit were applied to real test examples that consist of both dichotomously and polytomously scored items. The item fit statistics used in this study included the PARSCALE's G[squared],…
Descriptors: Test Format, Test Items, Item Analysis, Goodness of Fit
The Effect of Changing Content on IRT Scaling Methods
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Keller, Lisa A.; Keller, Robert R. – Applied Measurement in Education, 2015
Equating test forms is an essential activity in standardized testing, with increased importance with the accountability systems in existence through the mandate of Adequate Yearly Progress. It is through equating that scores from different test forms become comparable, which allows for the tracking of changes in the performance of students from…
Descriptors: Item Response Theory, Rating Scales, Standardized Tests, Scoring Rubrics
Gender DIF in Reading and Mathematics Tests with Mixed Item Formats
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Taylor, Catherine S.; Lee, Yoonsun – Applied Measurement in Education, 2012
This was a study of differential item functioning (DIF) for grades 4, 7, and 10 reading and mathematics items from state criterion-referenced tests. The tests were composed of multiple-choice and constructed-response items. Gender DIF was investigated using POLYSIBTEST and a Rasch procedure. The Rasch procedure flagged more items for DIF than did…
Descriptors: Test Bias, Gender Differences, Reading Tests, Mathematics Tests
Detecting Calculator Effects on Item Performance.
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Cohen, Allan S.; Kim, Seock-Ho – Applied Measurement in Education, 1992
Studied effects of students' use of calculators with 2 experimental forms of a university mathematics test taken by 765 and 725 college students, respectively. Calculator effects are not found for overall scores but are seen for some individual items. Analysis at the item level makes the actual impact apparent. (SLD)
Descriptors: Calculators, College Students, Educational Technology, Equations (Mathematics)