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Aiman Mohammad Freihat; Omar Saleh Bani Yassin – Educational Process: International Journal, 2025
Background/purpose: This study aimed to reveal the accuracy of estimation of multiple-choice test items parameters following the models of the item-response theory in measurement. Materials/methods: The researchers depended on the measurement accuracy indicators, which express the absolute difference between the estimated and actual values of the…
Descriptors: Accuracy, Computation, Multiple Choice Tests, Test Items
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DeCarlo, Lawrence T. – Journal of Educational Measurement, 2023
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,…
Descriptors: Multiple Choice Tests, Test Items, Item Analysis, Test Wiseness
Derek Sauder – ProQuest LLC, 2020
The Rasch model is commonly used to calibrate multiple choice items. However, the sample sizes needed to estimate the Rasch model can be difficult to attain (e.g., consider a small testing company trying to pretest new items). With small sample sizes, auxiliary information besides the item responses may improve estimation of the item parameters.…
Descriptors: Item Response Theory, Sample Size, Computation, Test Length
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Marcoulides, Katerina M. – Measurement: Interdisciplinary Research and Perspectives, 2018
This study examined the use of Bayesian analysis methods for the estimation of item parameters in a two-parameter logistic item response theory model. Using simulated data under various design conditions with both informative and non-informative priors, the parameter recovery of Bayesian analysis methods were examined. Overall results showed that…
Descriptors: Bayesian Statistics, Item Response Theory, Probability, Difficulty Level
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Matlock, Ki Lynn; Turner, Ronna – Educational and Psychological Measurement, 2016
When constructing multiple test forms, the number of items and the total test difficulty are often equivalent. Not all test developers match the number of items and/or average item difficulty within subcontent areas. In this simulation study, six test forms were constructed having an equal number of items and average item difficulty overall.…
Descriptors: Item Response Theory, Computation, Test Items, Difficulty Level
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Kogar, Hakan – International Journal of Assessment Tools in Education, 2018
The aim of this simulation study, determine the relationship between true latent scores and estimated latent scores by including various control variables and different statistical models. The study also aimed to compare the statistical models and determine the effects of different distribution types, response formats and sample sizes on latent…
Descriptors: Simulation, Context Effect, Computation, Statistical Analysis
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Martin-Fernandez, Manuel; Revuelta, Javier – Psicologica: International Journal of Methodology and Experimental Psychology, 2017
This study compares the performance of two estimation algorithms of new usage, the Metropolis-Hastings Robins-Monro (MHRM) and the Hamiltonian MCMC (HMC), with two consolidated algorithms in the psychometric literature, the marginal likelihood via EM algorithm (MML-EM) and the Markov chain Monte Carlo (MCMC), in the estimation of multidimensional…
Descriptors: Bayesian Statistics, Item Response Theory, Models, Comparative Analysis
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Moothedath, Shana; Chaporkar, Prasanna; Belur, Madhu N. – Perspectives in Education, 2016
In recent years, the computerised adaptive test (CAT) has gained popularity over conventional exams in evaluating student capabilities with desired accuracy. However, the key limitation of CAT is that it requires a large pool of pre-calibrated questions. In the absence of such a pre-calibrated question bank, offline exams with uncalibrated…
Descriptors: Guessing (Tests), Computer Assisted Testing, Adaptive Testing, Maximum Likelihood Statistics
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Pohl, Steffi – Journal of Educational Measurement, 2013
This article introduces longitudinal multistage testing (lMST), a special form of multistage testing (MST), as a method for adaptive testing in longitudinal large-scale studies. In lMST designs, test forms of different difficulty levels are used, whereas the values on a pretest determine the routing to these test forms. Since lMST allows for…
Descriptors: Adaptive Testing, Longitudinal Studies, Difficulty Level, Comparative Analysis
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Schroeders, Ulrich; Robitzsch, Alexander; Schipolowski, Stefan – Journal of Educational Measurement, 2014
C-tests are a specific variant of cloze tests that are considered time-efficient, valid indicators of general language proficiency. They are commonly analyzed with models of item response theory assuming local item independence. In this article we estimated local interdependencies for 12 C-tests and compared the changes in item difficulties,…
Descriptors: Comparative Analysis, Psychometrics, Cloze Procedure, Language Tests
MacDonald, George T. – ProQuest LLC, 2014
A simulation study was conducted to explore the performance of the linear logistic test model (LLTM) when the relationships between items and cognitive components were misspecified. Factors manipulated included percent of misspecification (0%, 1%, 5%, 10%, and 15%), form of misspecification (under-specification, balanced misspecification, and…
Descriptors: Simulation, Item Response Theory, Models, Test Items
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Finch, Holmes – Applied Psychological Measurement, 2011
Estimation of multidimensional item response theory (MIRT) model parameters can be carried out using the normal ogive with unweighted least squares estimation with the normal-ogive harmonic analysis robust method (NOHARM) software. Previous simulation research has demonstrated that this approach does yield accurate and efficient estimates of item…
Descriptors: Item Response Theory, Computation, Test Items, Simulation
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Wang, Wen-Chung; Jin, Kuan-Yu – Applied Psychological Measurement, 2010
In this study, all the advantages of slope parameters, random weights, and latent regression are acknowledged when dealing with component and composite items by adding slope parameters and random weights into the standard item response model with internal restrictions on item difficulty and formulating this new model within a multilevel framework…
Descriptors: Test Items, Difficulty Level, Regression (Statistics), Generalization
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Li, Yuan H.; Lissitz, Robert W. – Journal of Educational Measurement, 2004
The analytically derived asymptotic standard errors (SEs) of maximum likelihood (ML) item estimates can be approximated by a mathematical function without examinees' responses to test items, and the empirically determined SEs of marginal maximum likelihood estimation (MMLE)/Bayesian item estimates can be obtained when the same set of items is…
Descriptors: Test Items, Computation, Item Response Theory, Error of Measurement