NotesFAQContact Us
Search Tips
ERIC Number: ED397105
Record Type: RIE
Publication Date: 1996-Apr
Pages: 20
Abstractor: N/A
Reference Count: N/A
Polychotomous Responses and the Test Score.
Samejima, Fumiko
Traditionally, the test score represented by the number of items answered correctly was taken as an indicator of the examinee's ability level. Researchers still tend to think that the number-correct score is a way of ordering individuals with respect to the latent trait. The objective of this study is to depict the benefits of using ability estimates obtained directly from individuals' response patterns instead of their test scores, especially when responses are graded polychotomously. The importance of substantive model validation is also discussed. Mathematical models are presented to show that the use of the test score instead of the response pattern itself in ability or attitude estimation will, in general, reduce the accuracy of estimation. The loss of accuracy can be especially important when items are scored polychotomously. It is suggested that ability or attitude estimation be made from the response pattern using basic functions developed by F. Samejima in conjunction with the graded response model. In doing so, substantive model validation is essential. (Contains 2 figures, 1 table, and 13 references.) (SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Graded Response Model; Number Right Scoring; Polychotomous Scoring
Note: Paper presented at the Annual Meeting of the National Council of Measurement in Education (New York, NY, April 9-11, 1996).