Abstract

Broadening the term augmented testing to include a combination of multiple measures to assess examinee performance on a single construct, the issues of IRT item parameter and proficiency estimates were investigated. The intent of this dissertation is to determine if different IRT calibration designs result in differences to item and proficiency parameter estimates and to understand the nature of those differences. Examinees were sampled from a testing program in which each examinee was administered three mathematics assessments measuring a broad mathematics domain at the high school level. This sample of examinees was used to perform a real data analysis to investigate the item and proficiency estimates. A simulation study was also conducted based upon the real data. The factors investigated for the real data study included three IRT calibration designs and two IRT models. The calibration designs included: separately calibrating each assessment, calibrating all assessments in one joint calibration, and separately calibrating items in three distinct content areas. Joint calibration refers to the use of IRT methodology to calibrate two or more tests, which have been administered to a single group, together so as to place all of the items on a common scale. The two IRT models were the oneand three-parameter logistic model. Also investigated were five proficiency estimators: maximum likelihood estimates, expected a posteriori, maximum a posteriori, summed-score EAP, and test characteristic curve estimates. The simulation study included the same calibration designs and IRT models but the data were simulated with varying levels of correlations among the proficiencies to determine the affect upon the item parameter estimates. The main findings indicate that item parameter and proficiency estimates are affected by the IRT calibration design. The discrimination parameter estimates of the three-parameter model were larger when calibrated under the joint calibration design for

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