Abstract
Achievement modeling is carried out in groups of students characterized by heterogeneous instructional background. Extensions of item response theory models incorporate variables reflecting different amounts of opportunity‐to‐leam (OTL). The effects of these OTL variables are studied with respect to their influence on both the latent trait and the item performance directly. Such direct effects may reflect instructionally sensitive items. U.S. eighth‐grade mathematics data from the Second International Mathematics Study are analyzed. Here, the same test is taken by students enrolled in typical instruction and students enrolled in elementary algebra classes. It is shown that the new analysis provides a more detailed way to examine the influence of instruction on responses to test items than does conventional item response theory.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
