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IRT Approaches to Modeling Scores on Mixed-Format Tests
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Lee, Won-Chan; Kim, Stella Y.; Choi, Jiwon; Kang, Yujin – Journal of Educational Measurement, 2020
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…
Descriptors: Raw Scores, Item Response Theory, Test Format, Multiple Choice Tests
The Effects of Violating Standard Item Writing Principles on Tests and Students: The Consequences of Using Flawed Test Items on Achievement Examinations in Medical Education
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Downing, Steven M. – Advances in Health Sciences Education, 2005
The purpose of this research was to study the effects of violations of standard multiple-choice item writing principles on test characteristics, student scores, and pass-fail outcomes. Four basic science examinations, administered to year-one and year-two medical students, were randomly selected for study. Test items were classified as either…
Descriptors: Medical Education, Medical Students, Test Items, Test Format
The Consistency of Detecting Item Bias across Different Test Administrations: Implications of Another Failure.
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Skaggs, Gary; Lissitz, Robert W. – Journal of Educational Measurement, 1992
The consistency of several item bias detection methods was studied across different test administrations of the same items using data from a mathematics test given to approximately 6,600 eighth grade students in all. The Mantel Haenszel and item-response-theory-based sum-of-squares methods were the most consistent. (SLD)
Descriptors: Comparative Testing, Grade 8, Item Bias, Item Response Theory