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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ548352
Record Type: CIJE
Publication Date: 1997
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0013-1644
The Use of Item Response Theory (IRT) to Investigate the Hierarchical Nature of a College Mathematics Curriculum.
Shermis, Mark D.; Chang, Shu-Hui
Educational and Psychological Measurement, v57 n3 p450-58 Jun 1997
The degree to which an undergraduate mathematics curriculum matched the item difficulty levels of representative mathematics problems based on that sequence was studied with 62 items and 423 undergraduates and 937 high school seniors. Results suggest congruence between curriculum sequence and item difficulty levels. (SLD)
Descriptors: College Mathematics, College Students, Difficulty Level, High School Seniors, High Schools, Higher Education, Test Items
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Hierarchical Learning
Note: Study sponsored in part by the Digital Equipment Corporation through Grant No. 5-37047 and the College of General Studies, University of Pittsburgh.