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ERIC Number: ED199277
Record Type: Non-Journal
Publication Date: 1981-Apr
Pages: 111
Abstractor: N/A
Reference Count: N/A
A Comparison of Item Response Theory Models for Use in a Classroom Examination System. Promising Applications of Latent Trait Models and Evidence for Their Validity.
Douglass, James B.
Methods and results relevant to the introduction of item characteristic curve (ICC) models into classroom achievement testing are provided. The overall objective was to compare several common ICC models for item calibration and test equating in a classroom examination system. Parameters for the one-, two- and three-parameter logistic ICC models were estimated for 100-item final examinations taken over the course of four academic terms by 594 to 1082 examinees in an introductory college-level communications course. The three-parameter model provided unacceptable lower asymptotes for this data set and was given no further consideration. Rasch calibration and two methods of two-parameter model calibration were investigated and their estimated calibration constants were used with a true-score method to equate the examinations to a common scale. The Rasch model equatings were very consistent across all sample sizes investigated. Both of the two-parameter methods provided equatings that were less consistent. There was, however, evidence that Rasch item difficulties were less stable across examinations and academic terms than they were across different examinee samples taken from a single test administration. (Author/RL)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A