Obtaining a Common Scale for Item Response Theory Item Parameters Using Separate Versus Concurrent Estimation in the Common-Item Equating Design

Hanson, Bradley A.; Béguin, Anton

doi:10.1177/0146621602026001001

Cited by 166 publications

(238 citation statements)

References 7 publications

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“…Characteristic curve methods generally performed better than moment methods with regard to preserve both equity properties. This result is consistent with what has been found in past studies which compared characteristic curve methods with moment methods for the dichotomous IRT models (Hanson & Beguin, 2002;Kim & Cohen, 1992;Ogasawara, 2002) and mixture IRT models (Kim, 2004;Kim & Lee, 2004;Kim & Lee, 2006). The characteristic curve methods require an iterative multivariate search procedure but moment methods require simple summary statistics (Kim, 2004).…”

Section: Discussionsupporting

confidence: 89%

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The Impact of Test Dimensionality, Common-Item Set Format, and Scale Linking Methods on Mixed-Format Test Equating

2016

EDUC SCI-THEOR PRACT

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The purpose of this study was to examine the impact of dimensionality, common-item set format, and different scale linking methods on preserving equity property with mixed-format test equating. Item response theory (IRT) true-score equating (TSE) and IRT observed-score equating (OSE) methods were used under common-item nonequivalent groups design. The equity property was evaluated based on firstorder equity (FOE) and second-order equity (SOE) properties. A simulation study was conducted based on actual item parameter estimates obtained from the TIMSS 2011 8th grade mathematics assessment.The results showed that: (i) The FOE and SOE properties were best preserved under the unidimensional condition, were poorly preserved when the degree of multidimensionality was severe. (ii) The TSE and OSE results, which were provided by using a mixed-format common-item set, preserved FOE better compared to equating results, which provided only a multiple-choice common item set. (iii) Under the unidimensional and multidimensional test structure, characteristic curve methods performed significantly better than moment scale linking methods in terms of preserving FOE and SOE properties.

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Section: Discussionsupporting

confidence: 89%

“…It is known that characteristic curve scale linking methods produce more accurate results than the moment methods (Baker & Al-Karni, 1991;Hanson & Beguin, 2002;Kim & Cohen, 1992;Kim & Kolen, 2006;Kim & Lee, 2004;Ogasawara, 2001). Could we generalize this evident to mixed-format test equating?…”

Section: The Purpose and Significance Of The Studymentioning

confidence: 99%

The Impact of Test Dimensionality, Common-Item Set Format, and Scale Linking Methods on Mixed-Format Test Equating

2016

EDUC SCI-THEOR PRACT

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“…This case could be interpreted in the following way: the tests were efficient to differentiate those at mean levels, but they became distanced from equation when the number of errors increased down-line. The research findings were found to be parallel to the ones in the literature (Cohen and Kim, 1998;Hanson and Beguin, 2002;Kim and Kolen, 2006;Hung, Wu and Chen, 1991;Way and Tang, 1991;Karkee and Wright, 2004;Kaskowitz and De Ayala, 2001;Kim and Lee, 2004;Kim and Lee, 2006;Kim and Kolen, 2004;Kim and Song, 2004). The research results have shown that the lowest equation error could be obtained from characteristic curve methods.…”

Section: Findings Discussion and Resultssupporting

confidence: 77%

Temel Eğitimden Ortaöğretime Geçiş Matematik Alt Testi Asıl Sınav ve Mazeret Sınavlarının Madde Tepki Kuramına Göre Eşitlenmesi

Gül¹,

Gül²,

Bökeoğlu³

et al. 2017

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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ÖZETBu araştırmanın amacını TEOG asıl sınav matematik alt testi ile TEOG mazeret sınavı matematik alt testlerinin Madde Tepki Kuramı'na (MTK) dayalı yöntemler kullanılarak eşitlenmesi ve hangi eşitleme yönteminin daha uygun olduğuna karar verilmesi oluşturmaktadır. Araştırmanın temel araştırma niteliği taşıdığı ifade edilebilir. Testlerin eşitlenmesi için, madde ve birey parametreleri flexMIRT programı kullanılarak kestirilmiştir. Eşitleme işlemi R "equateIRT" paketi kullanılarak yapılmıştır. Araştırmadan elde edilen sonuçlar, en düşük eşitleme hatasının karakteristik eğri yöntemlerinden elde edildiğini ortaya koymaktadır. Bu yöntemlerden de en düşük eşitleme hatasının Stocking-Lord yönteminden elde edildiği belirtilebilir. Ortalama-Ortalama yöntemi ise en yüksek eşitleme hatası üreten yöntemdir. Bu araştırmadan elde edilen bulgular Stocking-Lord yönteminin TEOG asıl sınav ve mazeret sınavı kapsamında yer alan matematik alt testlerinin eşitlenmesinde daha uygun olduğunu göstermiştir. Anahtar Kelimeler: TEOG, Test Eşitleme, Madde Tepki Kuramı, Mazeret Sınavı EQUATION OF MATHS SUBTESTS IN THE TRANSITION FROM PRIMARY TO SECONDARY EDUCATION (TEOG) AND MAKEUP EXAMINATION ACCORDING TO ITEM RESPONSE THEORY ABSTRACTThe purpose of the study is to equate maths subtests of TEOG main exam and make-up examination by using Item Response Theory-based methods and to decide which equation method is appropriate. It could be suggested that it is a fundamental research. For test equalization, itemperson parameters were estimated, using flexMIRT programme. R "equateIRT" pack was employed for the equation. The research results have shown that the minimum number of equation errors is obtained from characteristic curve methods. It could also be suggested that the StockingLord method gives the lowest equation error number. The mean-mean method produces the highest equation error number. The findings of the study have shown that, when compared to the others, the Stocking-Lord method is more appropriate to equate the maths subtests of TEOG main exam and make-up examinations. (Cizek, 2001;Resnick, 2004). Testlerin karar vermede bu denli belirleyici bir rol oynuyor olması, bireylerin belirli standartlara uygun olarak, eşit şartlarda test edilmesi sorununa ilginin, her geçen gün daha da artmasına neden olmaktadır. Bu durum ölçme ve değerlendirme alanında yapılan çalışmalarda da dikkat çekmektedir.Farklı eğitim kurumlarına yerleşebilmek ya da kademeler arası geçişler için Türkiye'de dönem dönem değişen farklı sınav uygulamaları yapıldığı görülmektedir. Bireylerin bu anlamda ilk yol ayrımları, temel eğitimden ortaöğretime geçiş aşamasında olmaktadır. Türkiye'de temel eğitimden ortaöğretime geçiş kapsamında geçmişten bugüne LGS (Liselere Giriş Sınavı), OKS (Ortaöğretim Kurumları Sınavı) gibi farklı uygulamalar yapılmıştır. 2013-2014 eğitim-öğretim yılından itibaren ise Temel Eğitimden Ortaöğretime Geçiş (TEOG) sistemi kullanılmaya başlanmış ve bu kapsamda altı temel derse (Türkçe, Matematik, Fen ve Teknoloji, T.C. İnkılap Tarihi ve Atatürkçülü...

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“…En esta segunda muestra hubo un porcentaje mejor nivelado de hombres y mujeres (47% y 53%), una media y mediana de edad de 21.32 y 20. Las razones principales que llevaron a realizar el estudio con la segunda muestra fueron: 1) afinidad de los alumnos a los conceptos visuales y espaciales del TAF dado el contenido de las carreras, 2) nivelación de los porcentajes según el género y 3) superar las limitaciones del primer estudio realizado con la muestra de Psicología, a saber, a) el problema de la velocidad interviniendo en las respuestas, ya que en el primer estudio la correlación entre el tiempo total y el puntaje total resultó significativa al 1%, y b) el tamaño de la muestra acorde para un Modelo Logístico de Tres Parámetros (ML3P), ya que se recomienda que n > 1000 (Hanson & Beguin, 2002;Yen, 1987).…”

Section: Método Participantesunclassified

Modelización de ítems de matrices figurales y pautas específicas propuestas para su construcción

et al. 2015

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Resumen: Este artículo da a conocer los resultados de la modelización de un Test de Analogías Figurales (TAF) utilizando los aportes conjuntos de la Teoría Clásica de Tests (TCT) y de la Teoría de Respuesta al Ítem (TRI), así como la posterior interpretación de las desventajas y posibles soluciones del diseño de dicho test. Se desarrolla el marco conceptual que dio origen al armado del TAF, así como los estudios realizados con esta prueba al administrarla a dos muestras. Una de las muestras corresponde a un estudio piloto con estudiantes de Psicología, mientras que la otra muestra consistió en estudiantes de carreras artísticas y de diseño. Los resultados principales revelan indicadores favorables de unidimensionalidad y confiabilidad, así como parámetros aceptables de discriminación (a), dificultad (b) y pseudoazar (c). Se discuten las desventajas del diseño de ítems con tres reglas y nuevas especificaciones en cuanto al armado de reactivos matriciales de 2x2. Palabras clave: Matrices; figuras; ítems; analogía; reglas.Title: Modelling figural matrix items and specification of guidelines for their construction. Abstract: This manuscript publicizes the results that concern the modelling of a Test of Figural Analogies (TFA) using Classical Test Theory (CTT) and Item Response Theory (IRT) on a joint basis, as well as the interpretation of the disadvantages and possible solutions of the test design. The theoretical background for the TFA construction is outlined, and studies accomplished after its administration to two samples is explained. One of these samples corresponds to a pilot study with Psychology students, while the other sample consisted of Art and Design college students. Main results indicate good unidimensionality and reliability, as well as acceptable discrimination (a), difficulty (b) and guessing value (c) parameters. Design disadvantages of three-rule based items are discussed, and new specifications for the 2x2 matrix item construction are given. El RA es un razonamiento no deductivo y, como tal, no asegura una conclusión verdadera cuando todas sus premisas son verdaderas. Esto quiere decir que es un razonamiento que no está basado en una conclusión necesaria, sino más bien probable. Por este motivo, se trata de un razonamiento ampliatorio, que permite razonar sobre lo posible y no sobre lo deductivamente válido. A diferencia de otros razonamientos no deductivos, como la inducción y la abducción, en el RA se establecen inferencias hacia casos particulares partiendo de premisas sobre otros casos particulares, de manera que nunca se parte de una generalidad ni tampoco se arriba a una generalidad de casos. Esto quiere decir que el RA va de lo particular a lo particular.La inferencia se realiza sobre un caso nuevo, poco conocido. El RA consiste en atribuirle a dicho caso propiedades que pertenecen a otros casos, los cuales son mejor conocidos que el anterior y de los que se establecen las premisas. En palabras de expertos como Gick y Holyoak (1980), Holyoak y Koh (1987) y Gentner (1983), el dominio nu...

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Obtaining a Common Scale for Item Response Theory Item Parameters Using Separate Versus Concurrent Estimation in the Common-Item Equating Design

Cited by 166 publications

References 7 publications

The Impact of Test Dimensionality, Common-Item Set Format, and Scale Linking Methods on Mixed-Format Test Equating

The Impact of Test Dimensionality, Common-Item Set Format, and Scale Linking Methods on Mixed-Format Test Equating

Temel Eğitimden Ortaöğretime Geçiş Matematik Alt Testi Asıl Sınav ve Mazeret Sınavlarının Madde Tepki Kuramına Göre Eşitlenmesi

Modelización de ítems de matrices figurales y pautas específicas propuestas para su construcción

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