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ERIC Number: EJ1052380
Record Type: Journal
Publication Date: 2015-Jan
Pages: 10
Abstractor: As Provided
ISSN: EISSN-1531-7714
Psychometric Changes on Item Difficulty Due to Item Review by Examinees
Papanastasiou, Elena C.
Practical Assessment, Research & Evaluation, v20 n3 Jan 2015
If good measurement depends in part on the estimation of accurate item characteristics, it is essential that test developers become aware of discrepancies that may exist on the item parameters before and after item review. The purpose of this study was to examine the answer changing patterns of students while taking paper-and-pencil multiple choice exams, and to examine how these changes affect the estimation of item difficulty parameters. The results of this study have shown that item review by examinees does produce some changes to the examinee ability estimates and to the item difficulty parameters. In addition, these effects are more pronounced in shorter tests than in longer tests. In turn, these small changes produce larger effects when estimating the changes in the information values of each student's test score.
Center for Educational Assessment. 813 North Pleasant Street, Amherst, MA 01002. e-mail:; Tel: 413-577-2180; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A