Minimizing the Influence of Item Parameter Estimation Errors in Test Development: A Comparison of Three Selection Procedures

In test development, item response theory (IRT) is a method to determine the amount of information that each item (i.e., item information function) and combination of items (i.e., test information function) provide in the estimation of an examinee's ability. Studies investigating the effects of item parameter estimation errors over a range of ability have demonstrated an overestimation of information when the most discriminating items are selected (i.e., item selection based on maximum information). In the present study, the authors examined the influence of item parameter estimation errors across 3 item selection methods—maximum no target, maximum target, and theta maximum—using the 2- and 3-parameter logistic IRT models. Tests created with the maximum no target and maximum target item selection procedures consistently overestimated the test information function. Conversely, tests created using the theta maximum item selection procedure yielded more consistent estimates of the test information function and, at times, underestimated the test information function. Implications for test development are discussed.     

计算机信息技术课无纸化考试的研究

介绍考试理论从经典测量到项目反应的发展,指出计算机化考试的必然性和优越性。对计算机考试如何在多媒体网络实验室实现,进行了较详细的阐述。     

基于项目反应理论的测验编制方法研究

本文在简单介绍项目反应理论的基础上,从计量分析的角度,深入探讨了应用项目反应理论编制各种测验的一般步骤;探讨了项目反应理论题库建设方法及基于题库的测验编制方法;探讨了标准参照测验合格分数线的划分方法。     

CTT与IRT测量原理之比较

通过对经典测量理论与项目反应理论在基本假设、测验精度计量、测验的标准误以及测验项目的筛选等四个主要领域的比较,可以发现项目反应理论具有被试能力估计的项目选择独立性、项目难度参数与能力参数的刻度统一性、项目参数估计的样本独立性、估计测量误差的精确性等几个优点;但是在某些模型中存在单维性假设难以满足、测验条件要求严格以及数学模型简约性差等需要解决的问题。     

基于题目反应理论的网络自适应考试

随着计算机的普及、网络的发展、教学和考试测评理论的更新,一种基于题目反应理论的计算机自适应考试已经越来越普及,它以其题目适应不同能力学生水平自动变化的特点,已经被越来越多的考试所采用,针对题目反应理论,需要对自适应考试实现等问题加以论述。     

The Impact of Vertical Scaling Decisions on Growth Interpretations

Most growth models implicitly assume that test scores have been vertically scaled. What may not be widely appreciated are the different choices that must be made when creating a vertical score scale. In this paper empirical patterns of growth in student achievement are compared as a function of different approaches to creating a vertical scale. Longitudinal item‐level data from a standardized reading test are analyzed for two cohorts of students between Grades 3 and 6 and Grades 4 and 7 for the entire state of Colorado from 2003 to 2006. Eight different vertical scales were established on the basis of choices made for three key variables: Item Response Theory modeling approach, linking approach, and ability estimation approach. It is shown that interpretations of empirical growth patterns appear to depend upon the extent to which a vertical scale has been effectively “stretched” or “compressed” by the psychometric decisions made to establish it. While all of the vertical scales considered show patterns of decelerating growth across grade levels, there is little evidence of scale shrinkage.     

考试质量在线测评系统的设计——以经典测试理论和项目反应理论为基础

在总结目前考试测评系统不足的基础上提出科学有效的考试质量评价方法,并在该方法的指导下运用经典测试理论和项目反应理论设计考试质量在线测评系统。系统具有创建新表、成绩统计、质量分析以及基于经典测试理论下的信度和效度分析等功能,能够满足广大教师对考试质量分析的需求。     

PISA Country Rankings Valid? Results for Canada and Finland

This article examines whether the way that PISA models item outcomes in mathematics affects the validity of its country rankings. As an alternative to PISA methodology a two-parameter model is applied to PISA mathematics item data from Canada and Finland for the year 2012. In the estimation procedure item difficulty and dispersion parameters are allowed to differ across the two countries and samples are restricted to respondents who actually answered items in a mathematics cluster. Different normalizations for identifying the distribution parameters are also considered. The choice of normalization is shown to be crucial in guaranteeing certain invariance properties required by item response models. The ability scores obtained from the methods employed here are significantly higher for Finland, in sharp contrast to PISA results, which gave both countries very similar ranks in mathematics.     

国际教育成效评价协会儿童认知发展状况测验项目功能差异分析

本研究旨在从一维和多维的角度检测国际教育成效评价协会(IEA)儿童认知发展状况测验中中译英考题的项目功能差异(DIF)。我们分析的数据由871名中国儿童和557名美国儿童的测试数据组成。结果显示,有一半以上的题目存在实质的DIF,意味着这个测验对于中美儿童而言,并没有功能等值。使用者应谨慎使用该跨语言翻译的比较测试结果来比较中美两国考生的认知能力水平。所幸约有半数的DIF题目偏向中国,半数偏向美国,因此利用测验总分所建立的量尺,应该不至于有太大的偏误。此外,题目拟合度统计量并不能足够地检测到存在DIF的题目,还是应该进行特定的DIF分析。我们探讨了三种可能导致DIF的原因,尚需更多学科专业知识和实验来真正解释DIF的形成。