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ERIC Number: EJ500547
Record Type: Journal
Publication Date: 1994
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0022-0655
An Empirical Examination of the IRT Information of Polytomously Scored Reading Items under the Generalized Partial Credit Model.
Donoghue, John R.
Journal of Educational Measurement, v31 n4 p295-311 Win 1994
Using the generalized partial-credit item response theory (IRT) model, polytomous items from the 1991 field test of the National Assessment of Educational Progress reading test were calibrated with multiple-choice and open-ended items. Polytomous items provide more information than dichotomous items. (SLD)
Publication Type: Reports - Evaluative; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Assessment of Educational Progress
IES Cited: ED474792