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Use of Restricted Item Response Models for Examining Item Difficulty Ordering and Slope Uniformity.
Peer reviewed Peer reviewed
Lane, Suzanne – Journal of Educational Measurement, 1991
The use of restricted item response models to test hypotheses regarding item difficulty ordering and slope uniformity was demonstrated in a study in which 597 algebra students were asked to solve word problems reflecting various types of cognitive processing. Benefits and limitations of the procedures are discussed. (SLD)
Descriptors: Algebra, Cognitive Ability, Cognitive Processes, Cognitive Tests