Search results for "ITEM RESPONSE THEORY"
showing 10 items of 47 documents
A reanalysis of the center for epidemiological studies depression scale (CES-D) using non-parametric item response theory
2020
Abstract The “Center for Epidemiological Studies Depression Scale” (CES-D; Radloff, 1977 ) is a questionnaire used world-wide to measure depressive symptoms. Although the original four-factor-structure has been widely accepted and replicated, some studies point to other factor-structures like a one- and two-factor-structure. The goal of the current study was to evaluate the factor structure of the CES-D (one-, two- and four-factor-structure), which was found using classical test theory (CTT), with two non-parametric item-response-theory-models (Mokken-Scaling; Monotone-homogeneity-model; MHM and Double-monotonicity-model; DMM). To this end, a representative German sample was analyzed (N = 2…
Gender-related differences in psychometric properties of WHO Disability Assessment Schedule 2.0
2019
Objective of this study was to investigate the gender-related differential item function of 12-item WHODAS 2.0 amongst patients with chronic musculoskeletal pain. This was a cross-sectional survey study among 1,988 patients at a university Physical and Rehabilitation Medicine outpatient clinic. To assess DIF, WHODAS 2.0 items were dichotomized as `none’ rated by respondents as `0’ versus `any limitation’ rated as `1,2,3 or 4’. The item response theory analysis was used to define discrimination and difficulty parameters of a questionnaire. The probit logistic regression was used to test uniformity of DIF between gender groups. The results of DIF analysis were presented and evaluated graphica…
Prediction of the difficulty level in a standardized reading comprehension test: contributions from cognitive psychology and psychometrics
2013
This research seeks to identify possible predictors of the difficulty level of reading comprehension items used in a standardized psychometric test for university admission. Several potential predictors of difficulty were proposed, namely, propositional density, negations, grammatical structure, vocabulary difficulty, presence of enhancement elements (words highlighted typographically), item abstraction level and degree of similarity between correct option and relevant text to resolve the item. By Linear Logistic Test Model (Fisher, 1973) it was found that the number of propositions, the syntactic structure, and fundamentally, the presence of difficult words contributed to the prediction of…
Advantages of the Rasch measurement model in analysing educational tests:an applicator's reflection
2011
Educational achievement is a very important issue for parents, teachers, and the government. An accurate measurement plays a very important role in evaluating achievement fairly, and, therefore, analysis methods have been developed considerably in recent years. Education based on long-time learning processes forms a fruitful base for item tests, as it opens up possibilities to design a nearly unlimited number of items. There are several methods available to analyse such tests, but which method is the most useful and in which situation? The Rasch measurement from the Institute for Object Measurement (IOM) has pointed out to be the most useful in evaluating individual items and their function…
Improving a Measure of Mobility-Related Fatigue (The Mobility-Tiredness Scale) by Establishing Item Intensity
2013
Objectives To improve the construct validity of self‐reported fatigue by establishing a formal hierarchy of scale items and to determine whether such a hierarchy could be maintained across time (aged 75–80), sex, and nationality. Design Cohort study. Setting Two Nordic urban locations: Jyväskylä, Finland, and Glostrup, Denmark. Participants Baseline (1989/90) consisted of a random sample of citizens of Finland or Denmark born in 1914 (n = 837). At 5‐year follow‐up, excluding those lost to follow‐up and with baseline disability resulted in a sample of n = 690. Measurements The Mobility‐Tiredness (Mob‐T) Scale is a six‐item scale that requires subjects to self‐report on whether they become ti…
Prediction of the difficulty level in a standardized reading comprehension test : contributions from cognitive psychology and psychometrics
2013
Esta investigación busca identificar posibles variables predictoras del nivel de dificultad de los ítems de comprensión de lectura utilizados en una prueba psicométrica estandarizada para la admisión a una institución universitaria. Se propusieron varios posibles predictores del nivel de dificultad, a saber: densidad proposicional, negaciones, estructura sintáctica, dificultad del vocabulario, presencia elementos de realce (palabras resaltadas tipográficamente), abstracción del ítem y grado de similitud entre opción correcta y texto relevante para resolver el ítem. Mediante el Modelo Logístico Lineal de Rasgo Latente se encontró que la cantidad de proposiciones, la estructura sintáctica y, …
IRT Modeling of Decomposed Student Learning Patterns in Higher Education Economics
2019
Researchers have spent decades arguing how to measure improvements in learning within formal settings, where achievements are intended and presupposed, in a reliable and valid way. Repeated measures are required to investigate improvements of any kind. Students usually take a multiple-choice test at least twice with the difference between the two measurements indicating how much they have learned. Walstad and Wagner (J Econ Educ 47:121–131, 2016) presented a new approach to gathering more information about different learning patterns by decomposing these difference measures. They describe the patterns of positive learning (PL) and negative learning (NL), i.e., the development from not knowi…
Comparing speaking situations in three different language tests
2013
The purpose of this study was to compare learner outcome when five similar speaking situations were offered in the speaking subtest in Finnish, Swedish and English intermediate level tests in the Finnish National Certificates language testing system. The overall aim was to investigate the tasks by comparing learner outcomes across the three tests and to seek explanations for the outcome in the learners’ selfreported demographic, language, educational and professional background.The speaking situations were selected from the NC item bank meaning that they have undergone the Item Response Theory based analyses which indicate that the tasks function well in all tests. More information was need…
Assessing learners’ writing skills in a SLA study: Validating the rating process across tasks, scales and languages
2014
There is still relatively little research on how well the CEFR and similar holistic scales work when they are used to rate L2 texts. Using both multifaceted Rasch analyses and qualitative data from rater comments and interviews, the ratings obtained by using a CEFR-based writing scale and the Finnish National Core Curriculum scale for L2 writing were examined to validate the rating process used in the study of the linguistic basis of the CEFR in L2 Finnish and English. More specifically, we explored the quality of the ratings and the rating scales across different tasks and across the two languages. As the task is an integral part of the data-gathering procedure, the relationship of task p…
Estimating sexual knowledge of people with mild intellectual disability through a valid and reliable assessment scale: The ISK-ID
2021
Background Despite the relevance of assessing sexual knowledge in people with Intellectual Disability, there is a lack of appropriate assessment tools to measure this domain. The current study tests the psychometric properties of the new ‘Inventory of Sexual Knowledge of people with Intellectual Disability’ (ISK-ID). Method 345 individuals with mild intellectual disability completed the ISK-ID before and after the implementation of a sexual education program. Psychometric properties of the ISK-ID were analysed according to Multidimensional Item Response Theory (MIRT). Results Its underlying factorial structure, along with parameters derived from the MIRT (item discrimination, difficulty, an…