Rasch Calibration of Achievement Test: An Application of Item Response Theory

Abstract

Test construction is a fundamental constituent in the field of education. Many researches are being conducted in the field of testing across the academic world. Development of Achievement tests and standardization of achievement tests is a prime area research for academic researchers. In continuous assessment, teachers develop tests to measure students’ achievement through the duration of course or study. The main objective of this study was the development of an objective type test in the subject of Measurement and Assessment in Education. Initially, the test comprised 60 items. Test reliability through Cronbach Alpha was 0.77. The test was administered to 385 students enrolled in the department of Education. A convenient sampling technique was used to select the sample. Item analysis was conducted using item response theory (IRT). This study suggests that a parallel form test with more test items and more syllabus coverage might be constructed. Tests might be administered in teacher education departments of all public sector universities. Test responses might be used to diagnose learning difficulties in the subject of measurement and assessment. The study recommended that test construction theories might be the part of course outlines.

Time Saving Students’ Formative Assessment: Algorithm to Balance Number of Tasks and Result Reliability

“…This approach can shorten test times and precision by, for example, maximizing information gain from each item [28,29]. However, IRT based tests require item pool calibration to determine item parameters used in the calculation of correct answer probability [30,31]. This increases test creation and iterative improvement complexity.…”