Classical test theory

A well developed and validated assessment tool is imperative for an accurate measurement of the level of mastery of the students' learning. This study utilized the Item Response Theory (IRT) approach using 2 Parameter Logistic (2PL) model to develop and validate an assessment tool for Grade 6 Science. The results found out in the discrimination index that the items included in the verbal interpretation were "very discriminating/very good," "discriminating/good," "moderately discriminating/marginal," and "poor/marginal." The results showed that the highest numbers of items were in discriminating or very good condition, so the 74 items can be included in the final test form. And in the difficulty index, the items are included in 3 verbal interpretations: easy item, average item and difficult item. Here, the highest number of items is included under "difficult item," which means that some items here can be rejected. The results of test statistics for internal reliability, indicates that there is a very high positive correlation results of the Split-Half Reliability and Spearman-Brown Reliability Tests, which are 0.985 and 0.992, respectively, indicate there is good internal reliability in the 120-item test. The Grade 6 Science teachers can use the developed assessment tools in assessing the students since it showed a very high positive correlation, indicating good internal reliability.

This study examines the response pattern of depressive symptoms in a nationwide student sample, through item analyses of a rating scale by both classical test theory (CTT) and item response theory (IRT). The 21-item Beck Depression Inventory-II (BDI-II) was administered to 12,711 college students. First, the psychometric properties of the scale were described. Thereafter, the endorsement probability of depressive symptom in each scale item was analyzed through CTT and IRT. Graphical plots depicted the endorsement probability of scale items and intensity of depression. Three items of different difficulty level were compared through CTT and IRT approach. Four in five students reported the presence of depressive symptoms. The BDI-II items presented good reliability and were distributed along the symptomatic continuum of depression. Similarly, in both CTT and IRT approaches, the item 'changes in sleep' was easily endorsed, 'loss of interest' moderately and 'suicidal ...

In psychiatry, the recovery paradigm is increasingly identified as the overarching framework for service provision. Currently, the Recovery Self-Assessment (RSA), a 36-item rating scale, is commonly used to assess the uptake of a recovery orientation in clinical services. However, the consumer version of the RSA has been found challenging to complete because of length and the reading level required. In response to this feedback, a brief 12-item version of the RSA was developed (RSA-B). This article describes the development of the modified instrument and the application of traditional psychometric analysis and Rasch Measurement Theory to test the psychometrics properties of the RSA-B. Data from a multisite study of adults with serious mental illnesses (n = 1256) who were followed by assertive community treatment teams were examined for reliability, clinical meaning, targeting, response categories, model fit, reliability, dependency, and raw interval-level measurement. Analyses were ...

Discriminating between orthogonal quantum systems without destroying their entanglement is of interest to quantum computation and communication. In this paper, we explicate the schemes for the non-destructive discrimination (NDD) of 16 orthogonal four qubit cluster states and 32 orthogonal five qubit cluster states respectively. This technique will find its applications in various branches of quantum information theory.

The progress test is used to provide useful summative and formative judgments about medical students' knowledge without distorting learning. The test samples the complete knowledge domain expected of new graduates on completion of their course, regardless of the year level of the student. Item Response Theory (IRT) have been proposed for evaluating examinations in medical education. Although IRT relies upon some strong assumptions, it is useful and practical in many situations such as medical education testing. IRT assumptions are often violated and threaten the statistical inferences. To overcome these difficulties, Bayesian approach to IRT can be used. The objective of this paper is to provide an overview of both Item Response Theory (IRT) and Bayesian IRT to the practitioner involved in the development of medical education assessments. We analysed the results from the Progress test examination taken by 4th year undergraduate medical students in the academic year 2010 to 2011....

Artykuł przedstawia w szerokiej perspektywie poglądy na samobójstwo, które jest traktowane jako apogeum nieprzyjaznej postawy żywionej wobec siebie, a tym samym staje się przykładem skrajnego niebezpieczeństwa egzystencjalnego. Tłem wypowiedzi jest koncepcja suicydologiczna rozwijana w obrębie różnych nauk, pośród których przywoływane są zagadnienia lozo czne, psychologiczne, socjologiczne czy kulturoznawcze. Problematyka ta jest naświetlana w perspektywie historycznej, jako że zjawisko samobójstwa to jeden z trwalszych przejawów desperacji człowieka umiejscowionej w dziejach. Sam zresztą stosunek do samobójstwa jest wyznacznikiem cywilizacyjnych uwarunkowań rozwoju ludzkości w rozmaitych kręgach kulturowych. Suicydologia jako dziedzina mająca związek z bioetyką (tanatologią) rozważa dylematy moralne połączone z zyczną dekonstrukcją człowieka uwidaczniającą się podczas analizy kwestii społecznych (humanistycznych) łączących się z problematyką zagrożenia czy wprost niweczenia życia ludzkiego. W związku z tym rozważania nad ową formą niebezpieczeństwa egzystencjalnego wchodzą w zakres stwierdzeń właściwych zarówno dla lozo i, socjologii, psychologii, jak i prawa. Tak więc nauki, zwłaszcza społeczne, pojmują samobójstwo jako akt agresji nakierowanej na siebie i autodestrukcji świadomie niszczącej życie wbrew przyrodniczym imperatywom nakazującym jego trwanie. Słowa kluczowe: bezpieczeństwo jednostki, lozo a bezpieczeństwa, socjologia bezpieczeństwa, samobójstwo, tanatologia.

Information Systems (IS) research frequently uses survey data to measure the interplay between technological systems and human beings. Researchers have developed sophisticated procedures to build and validate multi-item scales that measure latent constructs. Most studies use classical test theory (CTT), which suffers from several theoretical shortcomings. We discuss these problems and present item response theory (IRT) as a viable alternative. Subsequently, we use the CTT approach as well as Rasch models (a class of restrictive IRT models) to develop a scale for measuring the hedonic aspects of websites. The results illustrate how IRT can not only be successfully applied in IS research but also provide improved results over CTT approaches.

This study addresses the critical need for robust measurement tools in digital leadership (DL) within educational settings—a topic of increasing relevance but limited research. Using the Rasch model measurement analysis, the study aims to develop and validate an instrument tailored to assess principals’ digital leadership (PDL) in China. The questionnaire, based on the five dimensions of the International Society for Technology in Education (ISTE) for education leaders—equity and citizenship advocate (ECA), visionary planner (VP), empowering leader (EL), systems designer (SD), and connected learner (CL)—was adapted to reflect Chinese cultural contexts. Following expert validation, the 33-item instrument was piloted with 188 teachers from higher vocational and technical colleges in Sichuan Province. The Rasch analysis, performed using Winsteps 3.72.3, assessed item fit, unidimensionality, local independence, reliability, separation index, and item-person mapping. The findings revealed that 26 items met all assumptions, demonstrating the strong reliability, validity, and psychometric robustness of the instrument. In conclusion, the validated PDL instrument is a reliable tool for assessing the DL of principals within the Chinese educational context, offering insights into professional development, and sets the stage for future research and policy development in the field of educational leadership.

The validity of the assumptions underlying Cliff's (1989) ordinal true score theory (OTST) were investigated in a three-stage study. OTST makes only ordinal assumptions about the data, and provides a means of converting ordinal item information into summary ordinal information about examinees. Stage 1 was a simulation based on a classical (weak true score) test theory model. Stage 2 used a long empirical test to approximate the true order. Stage 3 was an extensive simulation based on the three-parameter logistic model. The results of all three studies were consistent; the assumption of local ordinal uncorrelatedness was violated in that partial item-item gamma (y) cor relations were positive instead of 0. The assump tion of proportional distribution of ties was violated—pairs tied on one item were not distributed on the other as prescribed. The item- true order tau (τ) correlation was consistently overestimated, although the estimated τ correlated highly with the true τ. The τ c...

Este texto ofrece una revisión constructiva de los problemas de validez interna, estadística y conceptual que afectan a la psicología social anglosajona predominante. La revisión se basa en un enfoque empírico, que sintetiza los hallazgos de estudios previos para proporcionar al lector una comprensión realista de la relevancia y las limitaciones de la disciplina. Para ello, se utilizan y comentan metaanálisis, los cuales integran todos los estudios sobre un área determinada para estimar un efecto medio o tendencia central, evaluar su variabilidad y analizar los moderadores que explican dicha variabilidad. A partir de estos hallazgos, se plantean directrices para avanzar hacia una psicología social basada en la réplica acumulativa, reforzando una visión realista de los fenómenos psicosociales, así como la validez interna, externa y transcultural y la potencia estadística de nuestra disciplina.

Five studies document the validity of a new 8-item scale designed to measure positivity, defined as the tendency to view life and experiences with a positive outlook. In the first study (N ϭ 372), the psychometric properties of Positivity Scale (P Scale) were examined in accordance with classical test theory using a large number of college participants. In Study 2, the unidimensionality of the P Scale was corroborated with confirmatory factor analysis in 2 independent samples (N 1 ϭ 322; N 2 ϭ 457). In Study 3, P Scale invariance across sexes and its relations with self-esteem, life satisfaction, optimism, positive negative affect, depression, and the Big Five provided further evidence of the internal and construct validity of the new measure in a large community sample (N ϭ 3,589). In Study 4, test-retest reliability of the P Scale was found in a sample of college students (N ϭ 262) who were readministered the scale after 5 weeks. In Study 5, measurement invariance and construct validity of P Scale were further supported across samples in different countries and cultures, including Italy (N ϭ 689), the United States (N ϭ 1,187), Japan (N ϭ 281), and Spain (N ϭ 302). Psychometric findings across diverse cultural context attest to the robustness of the P Scale and to positivity as a basic disposition.

The IRT (item response theory) is a theory for scoring of tests, and it is used for some test systems such as TOEFL. Classical test scoring is the total of raw scores for each items (questions). On the other hand, IRT can make fine performance finer than the raw score method. IRT is based on the relationship between individual test takers' performances on a test item (question), and the test takers' levels of performance. Even with the same number of correct answers, the IRT score may be different depending on the degree of difficulty of item (question). Computational complexity of parameter estimation of IRT is one of important issue. To solve this issue, we propose a parameter estimation method of IRT using the Holonomic approach. Generate differential equations which solve the likelihood function of IRT. By solving this differential equation, it is able to estimate the ability parameter.

With increasing interest in studies evaluating treatment outcome in children with attention deficit hyperactivity disorder (ADHD), there is a need for treatment-sensitive instruments that are feasible, yield valid and reliable scores, and measure outcome in a “time-locked” and “situation- and symptom-specific” manner. These instruments are needed to evaluate the outcome for which the treatment is targeted at specific settings (e.g., school), specific times of day (e.g., the late afternoon or early evening medication dose), and specific symptoms (e.g., hyperactivity). The Telephone Interview Probe (TIP) was developed to meet this need for outcome research with children with ADHD. The present study evaluated the feasibility, reliability, validity, and treatment sensitivity of scores on the TIP scales (Inattention, Hyperactivity-Impulsivity, Oppositional Behavior, and Problem Situation). Psychometric properties of the TIP were evaluated using classical test theory, as well as generaliz...

Although health-related quality of life (HRQOL) instruments may offer satisfactory results, their length often limits the extent to which they are actually applied in clinical practice. Efforts to develop short questionnaires have largely focused on reducing existing instruments. The approaches most frequently employed for this purpose rely on statistical procedures that are considered exponents of Classical Test Theory (CTT). Despite the popularity of CTT, two major conceptual limitations have been pointed out: the lack of an explicit ordered continuum of items that represent a unidimensional construct, and the lack of additivity of rating scale data. In contrast to the CTT approach, the Rasch model provides an alternative scaling methodology that enables the examination of the hierarchical structure, unidimensionality and additivity of HRQOL measures. In order to empirically compare CTT and Rasch Analysis (RA) results, this paper presents the parallel reduction of a 38-item questi...

La medición en el ámbito educativo del rendimiento académico de los estudiantes universitarios es considerada empírica y cuantitativa. De allí que el propósito principal de dichas evaluaciones consiste en el control de los sistemas educativos y la evaluación a partir de criterios objetivos (Long, Wendt, & Dunne, 2011). Este trabajo apunta a desarrollar un banco de ítems para el Test de Conocimiento General compuesto de 20 dominios específicos. Se presentan avances realizados en seis dominios (psicología, biología, historia, literatura, economía y leyes). La muestra estuvo compuesta por 6.794 estudiantes. Se evaluaron 1.526 ítems de distintos dominios. Se realizó un análisis factorial exploratorio no lineal, se obtuvieron los índices de dificultad y discriminación según la teoría clásica de los test y la teoría de respuesta al ítem; también se obtuvieron índices de fiabilidad. El 68% presenta dificultad moderada y 32% un índice de dificultad alto o bajo. Sobre los índices de confiabi...

Work engagement is a positive psychology construct widely sought after and developed in various countries. Psychometric validation requires statistical analysis to measure and differentiate individuals across different cultures. This study aims to validate the Utrecht Work Engagement Scale-17 (UWES-17) instrument on hospitality workers in state-owned companies in Indonesia. The study sample comprised 1,638 individuals, representing various positions and types of hospitality service jobs within the land transportation sector of a state-owned enterprise. A non-probability sampling approach, specifically convenience sampling, was employed, selecting participants based on their accessibility and willingness to participate. The participants, aged between 18 and 62, came from diverse fields and work areas. Analysis of item responses in the test was the Rasch Model with a study focus on item fit and person fit from the UWES-17 Scale. In addition, assumption tests of unidimensionality and local independence were performed to ensure the validity of the measurement model. The scale's reliability was also assessed to evaluate the instrument's consistency. The results showed that the items were overall fit, but the criteria for person fit were unmet. This is due to the tendency for uniformity and too many diverse positions and cultural tendencies of state-owned companies. The implication is that further item development and confirmation are needed on the constituent aspects, especially the absorption constituent items. Additionally, developing a more consistent shorter version or discovering other dimensions of work engagement that are specific to collectivist societies may be possible.

In their basic forms, psychometric models in item response theory (IRT) model task responses in terms of variables that represent abilities of learners and operating characteristics of items. While task construction and score interpretation may be guided by theories about the knowledge, processes, and strategies by which learners carry out their work, these considerations lie outside the formal probabilistic framework of traditional IRT models. Structured item response theory (SIRT) models, however, extend the basic IRT models by incorporating variables for features of tasks that are salient from some theoretical perspective on response processing. Further extensions allow for the inclusion of additional variables that represent within-task processes, multiple-step solutions, and strategy use of learners. This chapter sketches cognitive psychology foundations upon which SIRT extensions of IRT are grounded, discusses the interplay between substantive theory and probabilistic modelling, addresses the interpretation of model parameters with respect to the grainsize of the desired feedback, and illustrates ideas with two examples from cognitively-motivated educational assessments. A construct-centered approach [to assessment design] would begin by asking what complex of knowledge, skills, or other attributes should be assessed, presumably because they are tied to explicit or implicit objectives of instruction or are otherwise valued by society. Next, what behaviours or performances should reveal those constructs, and what tasks or situations should elicit those behaviours? Messick (1994, p. 16)

scales, and nourished in Geoff Masters' doctoral dissertation. The analysis of partial credit data was original with Geoff. The kind of work we discuss leans heavily on computing. We are deeply indebted to Larry Ludlow for his many valuable contributions to our main computer program, CREDIT. The companionship, constructive criticism and creative participation of able colleagues has played an especially important part in our work. We are particularly grateful to our MESA colleagues Richard Smith, Tony Kalinowski, Kathy Sloane and Nick Bezruczko. Bruce Choppin and Graham Douglas helped us to make the writing clearer and the algebra more correct.

Purpose: This study examines the test equating performance under various item response theory models and sample size conditions in testlet based tests. Design/Methodology/Approach: Utilizing data from the eTIMSS 2019 science test, the study compares scale transformation methods and test equating results under Unidimensional Item Response Theory (UIRT), Testlet Response Theory (TRT) and bifactor models with varying sample sizes. Scale transformation methods, including the mean-sigma and Stocking-Lord methods, as well as observed and true score equating methods, were employed within the framework of a common-item nonequivalent groups design. To evaluate the equating performance, RMSE and BIAS values were calculated. Findings: The findings indicate that in a science test with low testlet effects, scale transformation results based on the UIRT model and test equating results based on the bifactor model demonstrated lower error rates. Moreover, as sample size increased, the error in parameter estimations generally decreased, with the TRT model specifically requiring a sample size of at least 500 for robust estimations. Highlights: The bifactor model, taking testlet effects into account, yielded more precise and consistent results, facilitating fair and reliable score equating. This study, utilizing real data, concretely illustrates the practical implications of testlet effects in tests containing testlets.

El objetivo de este estudio fue evaluar las propiedades psicométricas del Subtest de Razonamiento Numérico del Test de Aptitudes Diferenciales, mediante el Modelo de Rasch. Se administró esta prueba a una muestra de 1.484 adolescentes de ambos sexos, con edades comprendidas entre 12 y 17 años (M = 14,00, DT = 1,38). Se evaluó la unidimensionalidad del instrumento, el ajuste de los ítems al modelo, los índices de separación y de fiabilidad para personas e ítems, el funcionamiento diferencial del ítem y la objetividad específica. De los 40 ítems, 38 presentaron un ajuste adecuado al modelo. El análisis de ajuste de las personas refleja que el 92% de los patrones de respuesta se ajustaron al modelo. Los índices de separación de los ítems (18,20) y de las personas (1,95), y los índices de fiabilidad de los ítems (1,00), así como los índices de fiabilidad de las personas (0,79), fueron satisfactorios. Dos ítems presentaron un comportamiento diferencial según el sexo. Los resultados son s...

La medición en el ámbito educativo del rendimiento académico de los estudiantes universitarios es considerada empírica y cuantitativa. De allí que el propósito principal de dichas evaluaciones consiste en el control de los sistemas educativos y la evaluación a partir de criterios objetivos (Long, Wendt, & Dunne, 2011). Este trabajo apunta a desarrollar un banco de ítems para el Test de Conocimiento General compuesto de 20 dominios específicos. Se presentan avances realizados en seis dominios (psicología, biología, historia, literatura, economía y leyes). La muestra estuvo compuesta por 6.794 estudiantes. Se evaluaron 1.526 ítems de distintos dominios. Se realizó un análisis factorial exploratorio no lineal, se obtuvieron los índices de dificultad y discriminación según la teoría clásica de los test y la teoría de respuesta al ítem; también se obtuvieron índices de fiabilidad. El 68% presenta dificultad moderada y 32% un índice de dificultad alto o bajo. Sobre los índices de confiabi...

Although Classical Test Theory has been used by the measurement community for almost a century, Item Response Theory has become commonplace for educational assessment development, evaluation and refinement in recent decades. Its potential for improving test items as well as eliminating the ambiguous or misleading ones is substantial. However, in order to estimate its parameters and produce reliable results, IRT requires a large sample size of examinees, thus limiting its use to large-scale testing programs. Nevertheless, the accuracy of parameter estimates becomes of lesser importance when trying to detect items whose parameters exceed a threshold value. Under this consideration, the present study investigates the application of IRT-based assessment evaluation to small sample sizes through a series of simulations. Additionally, it introduces a set of quality indices, which exhibit the success rate of identifying potentially flawed items in a way that test developers without a significant statistical background can easily comprehend and utilize.

Developing unambiguous and challenging assessment material for measuring educational attainment is a time-consuming, labor-intensive process. As a result Computer Aided Assessment (CAA) tools are becoming widely adopted in academic environments in an effort to improve the assessment quality and deliver reliable results of examinee performance. This paper introduces a methodological and architectural framework which embeds a CAA tool in a Learning Management System (LMS) so as to assist test developers in refining items to constitute assessment tests. An Item Response Theory (IRT) based analysis is applied to a dynamic assessment profile provided by the LMS. Test developers define a set of validity rules for the statistical indices given by the IRT analysis. By applying those rules, the LMS can detect items with various discrepancies which are then flagged for review of their content. Repeatedly executing the aforementioned procedure can improve the overall efficiency of the testing process.

capacidad percibida por un estudiante universitario para operar eficazmente con símbolos y fórmulas, aprender y aprobar la asignatura matemática u otras afines. La prueba consta de 8 ítems con formato de respuesta Likert de 6 opciones. Participaron

This study investigated dimensionality of Binary Response Items through a non-parametric technique of Item Response Theory measurement framework. The study used causal comparative research type of non-experimental design. The sample consisted of 5,076 public senior secondary school examinees (SSS3) between the age of 14-16 years from 45 schools, which were drawn randomly from three senatorial districts of Osun State, Nigeria. Instrument used for this study was 2018 Osun State unified multiple-choice mathematics achievement test items with empirical reliability coefficient of 0.82. Data obtained were analysed using Non-linear factor analysis, Stout’s Test of Essential Unidimensionality (STEU), Factor Analysis (FA), Full Information Factor Analysis (FIFA) and Bootstrap Modified Parallel Analysis Test (BMPAT). Results showed that both the BMPAT and STEU ascertained violation of unidimensionality assumption of the test items (the observed difference in the second eigenvalue of the obser...

Resumen: La identificación de patrones de respuesta atípicos es de gran utilidad para la construcción de tests y de bancos de ítems con propiedades psicométricas así como para el análisis de validez de los mismos. En este trabajo de revisión se han recogido los más relevantes y novedosos métodos de ajuste de personas que se han elaborado dentro de cada uno de los

Hopelessness has become an increasingly important construct in palliative care research, yet concerns exist regarding the utility of existing measures when applied to patients with a terminal illness. This article describes a series of studies focused on the exploration, development, and analysis of a measure of hopelessness specifically intended for use with terminally ill cancer patients. The 1st stage of measure development involved interviews with 13 palliative care experts and 30 terminally ill patients. Qualitative analysis of the patient interviews culminated in the development of a set of potential questionnaire items. In the 2nd study phase, we evaluated these preliminary items with a sample of 314 participants, using item response theory and classical test

When multiple four point interval scales are available, researchers usually assign successive integers to the response categories and then simply sum up the raw scores on each item to estimate the true score of each person on the underlying dimension. This approach usually is classified as classical test theory. Classical test theory has been often criticised for its assumption of equal weight for all items and of equal interval between ordinal response categories. This article aims to provide evidence on the model fitness using item response theory called graded response model as a new approach in measuring latent variables compared to classical test theory in human resource management (HRM) research. This simulation study generated four different sample sizes of 113, 226, 339 and 452 observations based on a study in HRM. This study finds that graded response model is more precise in estimating statistical parameters in a big sample size and structural equation model analysis than ...

Along with rapid changes in education patterns and processes there is a massive shift in teacher education as well. The process need to be analyzed and given implications to strengthen the teachers of the nation. It is found that in majority of universities the 'off campus program' is not included in the syllabus of the teacher education. However, the value of the program cannot be neglected while contemplating over the quality education and quality teacher education. The purpose of the study is to discover the impact of this program on the student trainees and to give some implications to the policy framers. The present study was undertaken in Saurashtra University (India), which offers this program. The randomly selected focused group was interviewed and the field notes submitted by them were analyzed in a qualitative tradition of analysis. The major finding was the positive attitude and multiple skill development of the student trainees. They were of the opinion that the ...

Σχήμα 1.1 Εντατική κατάσταση στην τοιχοποιία, (i) στα πρώιμα στάδια της απόκρισης (διατμητικό τοίχωμα) και (ii) μετά την αποκόλληση από το περιβάλλον πλαίσιο…………………………………………………………………………………. Σχήμα 1.2 Σχηματική αναπαράσταση μηχανισμών αστοχίας στον τοίχο πλήρωσης... Σχήμα 1.3 Σχηματική αναπαράσταση μηχανισμών αστοχίας στο πλαίσιο Ο.Σ……... Σχήμα 1.4 Συγκριτικά διαγράμματα λόγου w/L diag συναρτήσει της παραμέτρου λ h ... Σχήμα 1.5 Προσομοιώματα πολλαπλών θλιπτήρων (α) Syrmakezis & Vratsanou (1986) (β) Chrysostomou (2002), (γ) El-Dakhakhni et al. (2003) και (δ) Crisafulli & Carr (2007)…………………………………………………………………………….. Σχήμα 1.6 Νόμοι υστέρησης : (α) Crisafulli (1997), (β) Fardis & Panagiotakos (1997) και (γ) Chrysostomou et al. (1990)…………………………………………….. Σχήμα 2.1 Σχηματική αναπαράσταση μη-γραμμικών μελών, (α) με βάση τις μετακινήσεις και (β) με βάση τις δυνάμεις……………………………………………. Σχήμα 2.2 Προσομοίωμα σκυροδέματος (Concrete02), νόμος σ-ε σε μονοτονική και ανακυκλιζόμενη φόρτιση……………………………………………………………… Σχήμα 2.3 Προσομοίωμα χάλυβα (Steel02), νόμος σ-ε σε ανακυκλιζόμενη φόρτιση..

The current study aimed to verify the unidimensionality assumption of the academic passion scale (prepared by: Sahar Gamal Mohamed Abdel Galil) using exploratory factor analysis, confirmatory factor analysis, and the Rasch model, The number of participants in the study consisted of 300 male and female students from the third year at the Faculty of Education in Qena (General Education-Basic Education-Childhood Division), their ages ranged between 20-22 years, with an average age of 20.87 years and a standard deviation of (0.633), and was used the statistical programs SPSS (V.28), AMOS (V.26), Winsteps (V.5.6.0.0), and the results of the study indicated that a onedimensional assumption was achieved in the academic passion scale, meaning that the scale measures only one characteristic, which is the academic passion of the study sample, through Indicators of the exploratory factor analysis to reveal a unidimensionality assumption, indicators of confirmatory factor analysis and indicators of the Rasch model. The results of the study also found that the items of the scale used for the used Rasch model matched, and the study sample was renewed according to the model used, expect for five non-conforming persons, who were deleted and reapplied again. It found that the effectiveness of unidimensionality assumption detection indicators did not differ depending on The type of analysis used.

Purpose The patient activation measure short form (PAM-13) assesses patients' self-reported health management skills, knowledge, confidence, and motivation. We used item response theory to evaluate the psychometric properties of the PAM-13 utilized in rural settings. Methods A Rasch partial credit model analysis was conducted on the PAM-13 instrument using a sample of 812 rural patients recruited by providers and our research staff. Specially, we examined dimensionality, item fit, and quality of measures, category response curves, and item differential functioning. Convergent and divergent validities were also examined. Findings The PAM-13 instrument has excellent convergent and divergent validities. It is fairly unidimensional, and all items fit the Rasch model well. It has relatively high person and item reliability indices. Majority of the items were free of item differential functioning. There were, however, some issues with ceiling effects. Additionally, there was a lack of responses for category one across all items. Conclusions Patient activation measure short form (PAM-13) performs well in some areas, but not all. In general, more items need to be added to cover the upper end of the trait. The four response categories of PAM-13 should be collapsed into three.

This study investigated dimensionality of Binary Response Items through a non-parametric technique of Item Response Theory measurement framework. The study used causal comparative research type of non-experimental design. The sample consisted of 5,076 public senior secondary school examinees (SSS3) between the age of 14-16 years from 45 schools, which were drawn randomly from three senatorial districts of Osun State, Nigeria. Instrument used for this study was 2018 Osun State unified multiple-choice mathematics achievement test items with empirical reliability coefficient of 0.82. Data obtained were analysed using Non-linear factor analysis, Stout’s Test of Essential Unidimensionality (STEU), Factor Analysis (FA), Full Information Factor Analysis (FIFA) and Bootstrap Modified Parallel Analysis Test (BMPAT). Results showed that both the BMPAT and STEU ascertained violation of unidimensionality assumption of the test items (the observed difference in the second eigenvalue of the obser...

Test stability is an important assessment tool used in assessing of students' performance. This is because the stability of the test gives an equal level or uniform level of assessment of students' abilities which resulted into test invariant. item response theory is a measurement framework that possesses the characteristic of test invariance. This study was carried out to illustrate the invariant of polytomous geography items in senior school certificate examination in Nigeria using the item characteristic curve. This is a curve that shows the hidden ability level of an examinee. This study examined the extent of invariance of item difficulty estimates across male and female students; and the extent of invariance of item difficulty estimates across Geography students in rural and urban areas. The study employed the descriptive survey design. The population comprised all senior secondary school students in Nigeria. The target population was all senior secondary schools three (SSS3) students that offered Geography in their final examinations in 2016/2017 academic session. The target population for the study was 14,718 in Imo State, 8,433 in Osun State and 9,348 in Kwara State for 2016/2017 academic session. A sample of 1,546 drawn out of 32,499 students from 876 senior secondary schools in Nigeria were selected. A multi-stage sampling procedure involving stratified random sampling, simple random sampling and proportionate sampling technique were used to select the respondents. The research instruments were questions on Element of Practical and Physical Geography (WASSCE 2016 Geography Paper 3). The data collected were analyzed using generalized partial credit model with Mplus 7.4 The findings of the study revealed that, there was a significant invariant of item parameter estimates across male and female geography students and there was a significant invariant of item parameter estimates across rural and urban geography students.

The study aimed at investigating the relative efficiency of senior secondary school certificate examination in Economics in north-central Nigeria. The objectives of this study were to determine: (i)the IRT model fit for 2013 WASSCE Economics multiple-choice items; (ii) the IRT model fit for 2014 WASSCE Economics multiple-choice items; and (iii) the relative efficiency of 2013 and 2014 WASSCE multiple-choice Economics items. The study employed the descriptive survey design and the population comprised all 157,156 senior secondary school three (SS3) students in the North-central zone of Nigeria. The target population was all senior school three (SS3) students that offered Economics in their Senior School Certificate Examinations (SSCE). A sample of 1,120 students was drawn from 32 senior secondary schools in North-central, Nigeria. Multistage sampling procedures involving simple random, proportionate and purposive sampling techniques were used to select the sample. The research instruments were WASSCE 2013 and 2014 Economics paper 1, information indices of Akaike information criterion (AIC) and Bayesian information criterion (BIC) were employed to analyse research questions while t-test statistic was used to test for research hypothesis formulated. The study concluded that tests items of 2013 and 2014 WASSCE Economics were good and of the same qualities. This implied that Economics test items used for the assessment have the same model fit and can be used interchangeably. The study recommended that examination bodies should retain and sustain items with equal model fit statistics for future examinations.

Objective. To test the Bath Ankylosing Spondylitis Disease Activity Index (BASDAI) according to Rasch Measurement Theory and investigate whether measurement precision can be improved. Methods. Secondary analysis of a BASDAI database. The data had been collected from individuals starting an Ankylosing Spondylitis Exercise Course at the Royal National Hospital for Rheumatic Diseases in Bath, UK. Results. Data were available for 250 participants (23.6% female) aged between 18 and 85 years (mean 52.8, SD 14.6). Initial fit of the data to the Rasch model appeared good and item thresholds were consistent, but local item dependence (LID) was identified. After addressing the LID, a unidimensional measure was achieved. The Person Separation Index (reliability) was 0.83 and the location of the items was well matched to that of the respondents. A transformation table was generated to convert total raw BASDAI scores into linearized Rasch transformed scores that form an interval scale. The Smallest Detectable Difference improved from 2 to 1.2. This finding suggests that a change score of > 1.2 points on the modified BASDAI is required to achieve meaningful change. Applying the Rasch transformed scores simplifies completion and scoring of the measure and confirms internal construct validity. It also ensures linear measurement and justifies the use of parametric statistical analyses when analyzing datasets. The transformation table can be used with existing BASDAI datasets to allow direct comparisons of disease activity scores with those generated from future studies. (

This paper discusses recent advances that have been made in the field of psychometrics, specifically, the application of Rasch analysis to the instrument development process. It emphasizes the importance of assessing the fundamental scaling properties of an instrument prior to consideration of traditional psychometric indicators. The paper introduces Rasch analysis and shows how it has been applied in the development of needs-based measures in order to ensure that they provide unidimensional measurement. By ensuring that scales are based on the same measurement model and that they fit the Rasch model it is possible for QoL scores to be compared across diseases by means of cocalibration and item banking.

Psychometricians and researchers have grown increasingly concern about students’ performance. It is noteworthy from observation in the selected university of education in Nigeria that many of these students do not attend lectures for general courses particularly EDU 222 (tests and measurement) due to overcrowded lecture halls, the classroom climate factor, and other latent factors, such as exam conditions, test anxiety among others. Consequently therefore, students’ performance in EDU 222 does not significantly correlate with these challenges. The characteristics of the item parameter of the Tests and Measurement achievement test at the selected University of Education in Ogun State, Nigeria, were therefore examined in this study using measurement theories. The study employed an ex-post facto research of non-experimental design. Purposive sampling was used to select 6,203 second-year undergraduates offering EDU 222 for the 2018/2019 academic year. To analysis students’ responses to ...

Title: Aberrant patterns detection methods. Abstract: Aberrant patterns detection has a great usefulness in order to make tests and item banks with psychometric characteristics and validity analysis of tests and items. The most relevant and newest person-fit meth- ods have been reviewed. All of them have been made in each one of main areas of Psychometry: Guttman's scalogram, Classical Test

1. This is one of the first studies to examine the timeframe issue by using both classical testing theory and Item Response theory/Rasch model 2. This manuscript provides empirical evidence comparing recall periods which has been a long-debated issue. 3. We conclude that substantive considerations regarding the appropriate time frame should outweigh statistical ones.

The 7-item Gaming Addiction Scale (GAS) is a brief instrument based on DSM criteria to assess gaming addiction. Although the psychometric properties of the GAS have been tested using classical test theory, its psychometric properties have never been tested using modern test theory (e.g., Rasch analysis). The present study used a large adolescent sample in Iran to test the psychometric properties of the Persian GAS through both classical test and modern test theories. Adolescents (n = 4442; mean age = 15.3 years; 50.3% males) were recruited from Qazvin, Iran. In addition to the GAS, all of them completed the following instruments: the nine-item Internet Gaming Disorder Scale-Short Form (IGDS-SF9), Depression Anxiety Stress Scale (DASS), Pittsburgh Sleep Quality Index (PSQI), and a generic quality of life instrument. Two weeks later, all participants completed the GAS again. Confirmatory factor analysis (CFA) and Rasch analysis were used to test the unidimensionality of the GAS. Pearson correlation coefficients were used to test the test-retest reliability, and a regression model was used to test the criterion-related validity of the GAS. Both CFA and Rasch analysis supported the unidimensionality of the GAS. Pearson correlations coefficients showed satisfactory test-retest reliability of the GAS (r = 0.78 to 0.86), and the regression model demonstrated the criterion-related validity of the GAS (β = 0.31 with IGDS-SF9; 0.41 with PSQI). Based on the results, the Persian GAS is a reliable and valid instrument for healthcare providers to assess the level of gaming addiction among Persian-speaking adolescents.

The study aimed to examine the effect of the percentage of missing values on the matching of the items of the graded model. To achieve this, the experimental approach was followed in conducting the study, as hypothetical data were used to simulate the experimental conditions represented by the percentage of missing values. It has three levels (5%, 10%, and 20%). Moreover, the compensation method is represented by simple regression. The study found that there were no statistically significant differences in the percentage of items matching the graded model according to the missing percentages (5% and 10%). Moreover, there were statistically significant differences in the percentage of items matching the graded model according to the missing percentages (20%). Therefore, we must use the different nonparametric item response theory (IRT) models because of the good information, it provides to researchers about the test and its items without missing items suitable for this purpose and prejudice-the cumulative response of the subjects.

Resumen: Se analiza la problemática implicada en la medición de las variables psicológicas, y se comentan las soluciones aportadas por los diferentes enfoques psicométricos. En primer lugar, se subraya cómo las dificultades mayores para medir lo ...

BACKGROUND-We developed and validated a Patient Satisfaction with Cancer-Related Care (PSCC) measure using classical test theory methods. The present study applied item response theory (IRT) analysis to determine item-level psychometric properties, facilitate development of short forms, and inform future applications for the PSCC. METHODS-We applied unidimensional IRT models to PSCC data from 1,296 participants (73% female; 18 to 86 years). An unconstrained graded response model (GRM) and a Rasch Model were fitted to estimate indices for model comparison using likelihood ratio (LR) test and information criteria. We computed item and latent trait parameter estimates, category and operating characteristic curves, and tested information curves for the better fitting model. The GRM fitted the data better than the Rasch Model (LR=828, df=17, p<0.001). The log-Likelihood (-17390.38 vs. -17804.26) was larger, and the AIC and BIC were smaller for the GRM compared to the Rash Model (AIC=34960.77 vs. 35754.73; BIC=35425.80 vs. 36131.92). Item parameter estimates (IPEs) showed substantial variation in items' discriminating power (0.94 to 2.18). Standard errors of the IPEs were small (threshold parameters mostly around 0.1; discrimination parameters: 0.1 to 0.2), confirming the precision of the IPEs. The GRM provides precise IPEs that will enable comparable scores from different subsets of items, and facilitate optimal selections of items to estimate patients' latent

The study tries to see the effect of different sample sizes on the reliability of creativity tests using Cronbach’s alpha. In addition, the background of the sample (gender and grade) is also detected. The study has a practical significance for designing a sample for estimating reliability using Cronbach alpha. The secondary data are used for analysis. The sample of creativity test is determined purposively, that is, has been administered to 1,960 students. The α-coefficient calculation uses the SPSS program. The result proves in the total sample, the creativity test is reliable (α=0.852). In small sample sizes, the α-coefficients values vary greatly in the different test groups. In the larger sample size, the α-coefficients are closer to constant in the different test groups. For a polytomous scale test with a length of 20 items, the α-coefficients obtained close to constant on the sample size of more than 80 testees. This result indicates for the optimum result the sample size is at least four times larger than the number of test items in reliability analysis, especially Cronbach alpha. Based on the gender aspect, descriptively the α coefficient in the male group (0.846) was almost equal to the female group (0.851). By grouping the testees based on the grades, there are slight differences in α-coefficients in class IV (0.850), class V (0.841), and class VI (0.809). Regarding the results of this study, in the reliability estimation of test development, it is suggested to consider the adequacy and the characteristic of samples.

The reliable change index has been used to evaluate the significance of individual change in healthrelated quality of life. We estimate reliable change for two measures (physical function and emotional distress) in the Patient-Reported Outcomes Measurement Information System (PROMIS®) 29-item healthrelated quality of life measure (PROMIS-29 v2.1). Using two waves of data collected 3 months apart in a longitudinal observational study of chronic low back pain and chronic neck pain patients receiving chiropractic care, and simulations, we compare estimates of reliable change from classical test theory fixed standard errors with item response theory standard errors from the graded response model. We find that unless true change in the PROMIS physical function and emotional distress scales is substantial, classical test theory estimates of significant individual change are much more optimistic than estimates of change based on item response theory.