Relevance and advantages of using the item response theory

Bortolotti, Silvana Ligia Vincenzi; Tezza, Rafael; Andrade, Dalton Francisco de; Bornia, Antônio Cézar; Júnior, Afonso Farias de Sousa

doi:10.1007/s11135-012-9684-5

Cited by 93 publications

(88 citation statements)

References 42 publications

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“…Item Response Theory (IRT) provides a powerful conceptual and methodological framework to derive such a scale that could measure an individual’s ability based on the barriers to OAT that each person lists in the survey. In addition, one of the main advantages of using IRT is that each individual is scored based on the basis of the types of barriers selected without disclosing the total score, such that the final measurement does not depend on the overall survey instruments, but only on the distribution of responses (Bortolotti et al, 2013). Another major advantage of IRT is that the method permits one to draw comparisons of ability (to enter OAT) for different populations provided that the survey instrument is based on a common list of items (Hambleton, 1991).…”

Section: Methodsologymentioning

confidence: 99%

Assessment of barrier severity and willingness to enter opioid agonist treatment among people who inject drugs in Ukraine

Zelenev

Shea

Mazhnaya

et al. 2018

Drug and Alcohol Dependence

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Section: Methodsologymentioning

confidence: 99%

Assessment of barrier severity and willingness to enter opioid agonist treatment among people who inject drugs in Ukraine

Zelenev

Shea

Mazhnaya

et al. 2018

Drug and Alcohol Dependence

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“…Lastly, while CTT usually calculates a single standard error of measurement and evaluates the reliability of a measure, the Rasch model uses the maximum likelihood method to estimate the parameters, which means the standard error of measurement varies at a different estimated value of the latent trait. The change in standard error influences the amount of precision in estimating the parameters (Bortolotti et al, 2013). Glynn et al (2009) developed a 30-item Likert-type instrument, the Science Motivation Questionnaire (SMQ).…”

Section: = +mentioning

confidence: 99%

Assessing Science Motivation for College Students: Validation of the Science Motivation Questionnaire II using the Rasch-Andrich Rating Scale Model

You

Kim

Black

et al. 2018

EURASIA J MATH SCI T

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Motivation in science learning is believed to be essential for students' pursuit of college-level studies and lifelong interest in science. Yet, the trend of low levels of motivation in learning science continued in college can be linked to a national concern about low scientific literacy levels and science career aspirations. To diagnose the current status of motivation of college students, it is important to have an instrument that can assess students' motivation. The purpose of the present study is to examine the level of motivation of college students and establish the validity and reliability of a motivation questionnaire-the Science Motivation Questionnaire II (SMQ II) developed by Glynn et al. (2011)-using the Rasch-Andrich rating scale model. The original instrument consists of 25 items allocated in five sub-factors. Both person separation reliability and item separation reliability were excellent. The item separation index indicated good variability of the items and the five rating scale functioned well. All Infit and Outfit measures in the Rasch analysis demonstrated a lack of unidimensionality of the science motivation construct in the SMQ II, which supports the deletion of two items to satisfy the unidimensional structure.

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“…Specifically, the reliability of the subtests, diciminativity of the items and their difficulty was assessed using the IRT, so that quality of the Serbian adaptation of the WAIS-IV is assessed. IRT analysis is considered superior compared to classical test theory especially when developing scales and when psychometric properties of intelligence tests are examined (Bortolotti, Tezza, de Andrade, Bornia, & de Sousa Júnior, 2013). IRT is of special importance for cognitive measures since neither the discrimination along the whole continuum of a dimension nor the item order according to their difficulty, are of such critical importance for non-cognitive measures.…”

Section: Enhancements Made With the Wais-iv Scalementioning

confidence: 99%

Psychometric properties of the Serbian version of the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV)

et al. 2018

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The Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) is an individually administered clinical instrument designed for assessment of intellectual abilities of adolescents and adults. The WAIS-IV consists of 15 subtests (10 core and 5 supplemental) reflecting the efficacy of cognitive functioning in four domains (verbal comprehension-VCI, perceptual reasoning-PRI, working memory-WMI, and processing speed-PSI), and general intellectual ability (Full-Scale IQ-FSIQ). The WAIS-IV was administered to a sample of 262 respondents ? specifically, 104 respondents from sample representative for the wider Belgrade area, 62 schizophrenic, 63 depressive, and 33 patients with intellectual disability. Psychometric properties of WAIS-IV subtests were analysed within the frameworks Item Response Theory (IRT) and Classical Test Theory (CTT). Results show that IRT reliability of subtests ranges from .86 (Comprehension and Picture Completion) to .95 (Cancellation), while the IRT reliability of the FSIQ is .94. Overall, all subtests discriminate participants well along the whole continuum of intellectual abilities. The WAIS-IV enables highly reliable assessment of intellectual abilities on Serbian population. [Project of the Serbian Ministry of Education, Science and Technological Development, Grant no. 179018]

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Relevance and advantages of using the item response theory

Cited by 93 publications

References 42 publications

Assessment of barrier severity and willingness to enter opioid agonist treatment among people who inject drugs in Ukraine

Assessment of barrier severity and willingness to enter opioid agonist treatment among people who inject drugs in Ukraine

Assessing Science Motivation for College Students: Validation of the Science Motivation Questionnaire II using the Rasch-Andrich Rating Scale Model

Psychometric properties of the Serbian version of the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV)

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