Abstract
Abstract The relatively recent development and successful implementation of item response theory, or IRT for the solutions to measurement problems in the cognitive and affective behavior domains should provide the incentive for physical educators to begin to apply IRT procedures to mental test data and opinion or attitude measurements in the near future. IRT offers distinct advantages to the measurement of these behaviors that the more traditional, classical procedures either cannot provide or cannot provide easily. The primary advantage of IRT procedures is to be able to obtain an estimate of the examinee's true but unknown ability (i.e., the latent trait of interest) and to estimate this ability in such a way that this estimate does not depend on other examinees or on the particular test administered. These are the so-called invariance principles of IRT, making it possible to design tests specifically for the estimation of the ability of a given examinee. These adaptive tests provide estimates of abilit...
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