A conceptualization of multiple-choice exams in terms of signal detection theory (SDT) leads to simple measures of item difficulty and item discrimination that are closely related to, but also distinct from, those used in classical item analysis (CIA). The theory defines a "true split," depending on whether or not examinees know an item,…

Calibration of an item bank for computer adaptive testing requires substantial resources. In this study, we investigated whether the efficiency of calibration under the Rasch model could be enhanced by improving the match between item difficulty and student ability. We introduced targeted multistage calibration designs, a design type that…

An Angoff standard setting study generally yields judgments on a number of items by a number of judges (who may or may not be nested in panels). Variability associated with judges (and possibly panels) contributes error to the resulting cut score. The variability associated with items plays a more complicated role. To the extent that the mean item…

Studies have shown that item difficulty can vary significantly based on the context of an item within a test form. In particular, item position may be associated with practice and fatigue effects that influence item parameter estimation. The purpose of this research was to examine the relevance of item position specifically for assessments used in…

Bayesian methods incorporate model parameter information prior to data collection. Eliciting information from content experts is an option, but has seen little implementation in Bayesian item response theory (IRT) modeling. This study aims to use ethical reasoning content experts to elicit prior information and incorporate this information into…

An IRT-based sequential procedure is developed to monitor items for enhancing test security. The procedure uses a series of statistical hypothesis tests to examine whether the statistical characteristics of each item under inspection have changed significantly during CAT administration. This procedure is compared with a previously developed…

Four item response theory (IRT) models were compared using data from tests where multiple items were grouped into testlets focused on a common stimulus. In the bi-factor model each item was treated as a function of a primary trait plus a nuisance trait due to the testlet; in the testlet-effects model the slopes in the direction of the testlet…

Different indices for the internal consistency, reproducibility, or homogeneity of a test are based upon highly similar conceptual frameworks. Illustrations are presented to demonstrate how the maximum and minimum values of KR20 are influenced by test difficulty and the shape of the distribution of test scores. (Author/CTM)

Study investigated whether the proportion of examinees who answer an item correctly may be influenced by the difficulty of the immediately preceding item. (Authors/MB)

The analytical decomposition demonstrates how the effects of item characteristics, test properties, individual examinee responses, and rounding rules combine to produce the item deletion effect on the equating/scaling function and candidate scores. The empirical portion of the report illustrates the effects of item deletion on reported score…

Recent studies have shown that restricting review and answer change opportunities on computerized adaptive tests (CATs) to items within successive blocks reduces time spent in review, satisfies most examinees' desires for review, and controls against distortion in proficiency estimates resulting from intentional incorrect answering of items prior…

A taxonomic matrix classification was used to assess the curricular validity of the Stanford Achievement Tests for the mathematics textbooks used in a school district's fifth and sixth grades. Rasch item difficulty was also examined. Results indicated only small differences between textbooks. (GDC)

Content characteristics of 1,400 Graduate Record Examination (GRE) analytical reasoning items were coded for item difficulty and discrimination. The results provide content characteristics for consideration in extending specifications for analytical reasoning items and a better understanding of the construct validity of these items. (TJH)

To assess item dimensionality, the following two approaches are described and compared: hierarchical generalized linear model (HGLM) and multidimensional item response theory (MIRT) model. Two generating models are used to simulate dichotomous responses to a 17-item test: the unidimensional and compensatory two-dimensional (C2D) models. For C2D…

Providing examinees with advanced knowledge of the difficulty of an item led to an increase in test performance with no loss of reliability. This finding was consistent across several test formats. ( Author/JKS)