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ERIC Number: EJ548352
Record Type: Journal
Publication Date: 1997
Pages: N/A
Abstractor: N/A
Reference Count: 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)
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A