Analyzing Multiple Choice Tests with the Rasch Model [electronic resource] : Improving Item Calibrations by Deleting Person-Item Mismatches / Richard C. Gershon and Others.
A 1992 study by R. Gershon found discrepancies when comparing the theoretical Rasch item characteristic curve with the average empirical curve for 1,304 vocabulary items administered to 7,711 students. When person-item mismatches were deleted (for any person-item interaction where the ability of the...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1994.
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| Subjects: |
MARC
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| 100 | 1 | |a Gershon, Richard C. | |
| 245 | 1 | 0 | |a Analyzing Multiple Choice Tests with the Rasch Model |h [electronic resource] : |b Improving Item Calibrations by Deleting Person-Item Mismatches / |c Richard C. Gershon and Others. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1994. | ||
| 300 | |a 20 p. | ||
| 500 | |a ERIC Document Number: ED400282. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 1994). |5 ericd. | ||
| 520 | |a A 1992 study by R. Gershon found discrepancies when comparing the theoretical Rasch item characteristic curve with the average empirical curve for 1,304 vocabulary items administered to 7,711 students. When person-item mismatches were deleted (for any person-item interaction where the ability of the person was much higher or much lower than the difficulty of the item), the difference between the theoretical and empirically produced curves was decreased. This paper describes a replication of that original study, using data obtained from an administration of the California Achievement Test to students in the Minneapolis (Minnesota) public schools. When person-item mismatches were deleted, item calibrations improved regardless of the grade level. The results are discussed with an emphasis on the importance of selectively deleting data when the primary goal of the analysis is to obtain the most accurate item difficulty estimates possible. This research is of particular importance for testing organizations that use item banks or computerized adaptive testing. (Contains one table, six figures, and eight references.) (Author/SLD) | ||
| 650 | 0 | 7 | |a Adaptive Testing. |2 ericd. |
| 650 | 0 | 7 | |a Computer Assisted Testing. |2 ericd. |
| 650 | 0 | 7 | |a Difficulty Level. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Education. |2 ericd. |
| 650 | 1 | 7 | |a Estimation (Mathematics) |2 ericd. |
| 650 | 0 | 7 | |a Goodness of Fit. |2 ericd. |
| 650 | 0 | 7 | |a Item Banks. |2 ericd. |
| 650 | 1 | 7 | |a Item Response Theory. |2 ericd. |
| 650 | 1 | 7 | |a Multiple Choice Tests. |2 ericd. |
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