Using Full-information Item Analysis to Improve Item Quality

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH
T. Haladyna, Michael C. Rodriguez
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引用次数: 4

Abstract

ABSTRACT Full-information item analysis provides item developers and reviewers comprehensive empirical evidence of item quality, including option response frequency, point-biserial index (PBI) for distractors, mean-scores of respondents selecting each option, and option trace lines. The multi-serial index (MSI) is introduced as a more informative item-total correlation, accounting for variable distractor performance. The overall item PBI is empirically compared to the MSI. For items from an operational mathematics and reading test, poorly performing distractors are systematically removed to recompute the MSI, indicating improvements in item quality. Case studies for specific items with different characteristics are described to illustrate a variety of outcomes, focused on improving item discrimination. Full-information item analyses are presented for each case study item, providing clear examples of interpretation and use of item analyses. A summary of recommendations for item analysts is provided.
利用全信息项目分析提高项目质量
全信息项目分析为项目的开发者和评论者提供了项目质量的综合经验证据,包括选项响应频率、干扰因素的点双列指数(PBI)、选择每个选项的被调查者的平均得分以及选项跟踪线。多序列指数(MSI)被引入作为一个更信息的项目-总相关,考虑到可变的干扰性能。总体项目PBI与MSI进行经验比较。对于运算数学和阅读测试中的项目,系统地移除表现不佳的干扰物以重新计算MSI,表明项目质量的改善。描述了具有不同特征的特定项目的案例研究,以说明各种结果,重点是改善项目歧视。为每个案例研究项目提供了完整的信息项目分析,提供了解释和使用项目分析的清晰示例。提供了对项目分析人员的建议摘要。
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来源期刊
Educational Assessment
Educational Assessment EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.20
自引率
6.70%
发文量
24
期刊介绍: Educational Assessment publishes original research and scholarship on the assessment of individuals, groups, and programs in educational settings. It includes theory, methodological approaches and empirical research in the appraisal of the learning and achievement of students and teachers, young children and adults, and novices and experts. The journal reports on current large-scale testing practices, discusses alternative approaches, presents scholarship on classroom assessment practices and includes assessment topics debated at the national level. It welcomes both conceptual and empirical pieces and encourages articles that provide a strong bridge between theory and/or empirical research and the implications for educational policy and/or practice.
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