NotesFAQContact Us
Search Tips
ERIC Number: ED561445
Record Type: Non-Journal
Publication Date: 2013
Pages: 200
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3034-5359-5
Applying Item Response Theory Modeling in Educational Research
Le, Dai-Trang
ProQuest LLC, Ph.D. Dissertation, Iowa State University
In an effort to understand how school boards in America's K-12 school system function, a research collaboration was undertaken among four agencies: the National School Boards Association, the Thomas B. Fordham Institute, the Iowa Association of School Boards, and the Wallace Foundation. These groups joined effort to conduct research on school boards. As a result, a National Survey of School Board Members was conducted in 2009. The focus was on understanding the critical role of school board members as participants on the governance bodies of public school systems and their attitudes on issues related to student achievement. This study provides a basic overview of item response theory (IRT) analysis for assessing a latent factor structure. The objective was to evaluate an underlying variable related to an issue in a national survey of school boards. We analyzed one question from the survey to gain an understanding of the attitudes of K-12 school board members towards factors related to students' learning achievement. Utilizing a graded response model in IRT we estimated the underlying variable, attitude, of the respondents based on their patterns of responses. Discussion includes methodology of IRT, analysis findings, and implications of IRT for educational research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A