This study conducted a comprehensive comparison of Item Response Theory (IRT) linking methods applied to a bifactor model, examining their performance on both multiple choice (MC) and mixed format tests within the common item nonequivalent group design framework. Four distinct multidimensional IRT linking approaches were explored, consisting of…

The forced-choice (FC) item formats used for noncognitive tests typically develop a set of response options that measure different traits and instruct respondents to make judgments among these options in terms of their preference to control the response biases that are commonly observed in normative tests. Diagnostic classification models (DCMs)…

The present study investigates the influence of multidimensionality on linking and equating in a unidimensional IRT. Two hypothetical multidimensional scenarios are explored under a nonequivalent group common-item equating design. The first scenario examines test forms designed to measure multiple constructs, while the second scenario examines a…

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…

This study examines the efficacy of artificial intelligence (AI) in creating parallel test items compared to human-made ones. Two test forms were developed: one consisting of 20 existing human-made items and another with 20 new items generated with ChatGPT assistance. Expert reviews confirmed the content parallelism of the two test forms.…

As implementation of the "Next Generation Science Standards" moves forward, there is a need for new assessments that can measure students' integrated three-dimensional science learning. The National Research Council has suggested that these assessments be multicomponent tasks that utilize a combination of item formats including…

Examination scores obtained by students from the West African Examinations Council (WAEC), and National Business and Technical Examinations Board (NABTEB) may not be directly comparable due to differences in examination administration, item characteristics of the subject in question, and student abilities. For more accurate comparisons, scores…

Computer adaptive testing is intended to make assessment more reliable by tailoring the difficulty of the questions a student has to answer to their level of ability. Most commonly, this benefit is used to justify the length of tests being shortened whilst retaining the reliability of a longer, non-adaptive test. Improvements due to adaptive…

In this study, whether item position effects lead to DIF in the condition where different test booklets are used was investigated. To do this the methods of Lord's chi-square and Raju's unsigned area with the 3PL model under with and without item purification were used. When the performance of the methods was compared, it was revealed that…

Unlike the traditional multiple-choice (MC) format, the discrete-option multiple-choice (DOMC) format does not necessarily reveal all answer options to an examinee. The purpose of this study was to determine whether the reduced exposure of item content affects test security. We conducted an experiment in which participants were allowed to view…

Research-based multiple-choice questions implemented in class with peer instruction have been shown to be an effective tool for improving students' engagement and learning outcomes. Moreover, multiple-choice questions that are carefully sequenced to build on each other can be particularly helpful for students to develop a systematic understanding…

This article considers psychometric properties of composite raw scores and transformed scale scores on mixed-format tests that consist of a mixture of multiple-choice and free-response items. Test scores on several mixed-format tests are evaluated with respect to conditional and overall standard errors of measurement, score reliability, and…

This study aimed at comparing the effect of two test item formats (multiple-choice and complete) on estimating person's ability, item parameters and the test information function (TIF).To achieve the aim of the study, two format of mathematics(1) test have been created: multiple-choice and complete, In its final format consisted of (31) items. The…

The "Next Generation Science Standards" calls for new assessments that measure students' integrated three-dimensional science learning. The National Research Council has suggested that these assessments utilize a combination of item formats including constructed-response and multiple-choice. In this study, students were randomly assigned…

The current study digitalised an assessment instrument of receptive vocabulary knowledge, GraWo-KiGa, for use in Austrian kindergartens. Using a mixed-methods approach, this study looks at 85 kindergarteners in their last year (age M = 5.79 years, 51.8% male, 71.8% L1 German), to find out (a) whether the form of digital assessment employed meets…