项目参数估计的替代方法:从CTT到IRT

Q3 Social Sciences
Hongwen Guo, Ru Lu, Matthew S. Johnson, Dan F. McCaffrey
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引用次数: 0

摘要

教育评估需要由能够区分考生不同表现水平的项目组成,因此,无论是经典测试理论还是项目反应理论,准确估计项目区分参数都是很重要的。当样本量很小时,这样做尤其具有挑战性。本研究重新检验了双列相关系数与判别参数之间的关系,探讨了双列相关系数的估计量是否可以修改,以及基于双列的估计量是否可以作为项目判别指标的替代估计。结果表明,在某些情况下(例如,对于小样本量或较短的测试),假设潜在能力分布的正态性,修改和替代方法的效果略好。这些替代估计器在项目尺度和加权差分项目功能分析中的应用。讨论了这些方法在实际应用中的建议和局限性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Alternative Methods for Item Parameter Estimation: From CTT to IRT

Alternative Methods for Item Parameter Estimation: From CTT to IRT

It is desirable for an educational assessment to be constructed of items that can differentiate different performance levels of test takers, and thus it is important to estimate accurately the item discrimination parameters in either classical test theory or item response theory. It is particularly challenging to do so when the sample sizes are small. The current study reexamined the relationship between the biserial correlation coefficient and the discrimination parameter to investigate whether the biserial correlation coefficient estimator could be modified and whether biserial-based estimators could be used as alternate estimates of the item discrimination indices. Results show that the modified and alternative approaches work slightly better under certain circumstances (e.g., for small sample sizes or shorter tests), assuming normality of the latent ability distribution. Applications of these alternative estimators are presented in item scaling and weighted differential item functioning analyses. Recommendations and limitations are discussed for practical use of these proposed methods.

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来源期刊
ETS Research Report Series
ETS Research Report Series Social Sciences-Education
CiteScore
1.20
自引率
0.00%
发文量
17
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