Differentiating Among High-Achieving Learners: A Comparison of Classical Test Theory and Item Response Theory on Above-Level Testing

Abstract

This study investigated the application of item response theory (IRT) to expand the range of ability estimates for gifted (hereinafter referred to as high-achieving) students’ performance on an above-level test. Using a sample of fourth- to sixth-grade high-achieving students ( N = 1,893), we conducted a study to compare estimates from two measurement theories, classical test theory (CTT) and IRT. CTT and IRT make different assumptions about the analysis that impact the reliability and validity of the scores obtained from the test. IRT can also differentiate students based on the student’s grade or within a grade by using the unique string of correct and incorrect answers the student makes while taking the test. This differentiation may have implications for identifying or classifying students who are ready for advanced coursework. An exploration of the differentiation for Math, Reading, and Science tests and the impact the different measurement frameworks can have on classification of students are explored. Implications for academic talent identification with the talent search model and development of academic talent are discussed.

Classical Test Theory: Measurement for Fashion Design Double Track High School Program

“…The higher the validity and reliability of an instrument, the more accurate the data obtained from a study (Gao et al, 2020;Syakur et al, 2019). To understand the abilities of highly intelligent students through tests, a central tendency measurement is carried out, including scale scores and ratings, this is the way teachers understand student abilities (Lebeau et al, 2020). Through the evaluation of learning outcomes tests is one of the most effective ways to improve the teaching and learning process (Dwijayani, 2019;Hamilton et al, 2021;Pei & Wu, 2019;Supena et al, 2021).…”