Relevant bibliographies by topics / Analysis of item difficulty

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  2. Dissertations / Theses
  3. Books
  4. Book chapters
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Academic literature on the topic 'Analysis of item difficulty'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Analysis of item difficulty"

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Cuhadar, Ismail, Yanyun Yang, and Insu Paek. "Consequences of Ignoring Guessing Effects on Measurement Invariance Analysis." Applied Psychological Measurement 45, no. 4 (May 17, 2021): 283–96. http://dx.doi.org/10.1177/01466216211013915.

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Pseudo-guessing parameters are present in item response theory applications for many educational assessments. When sample size is not sufficiently large, the guessing parameters may be ignored from the analysis. This study examines the impact of ignoring pseudo-guessing parameters on measurement invariance analysis, specifically, on item difficulty, item discrimination, and mean and variance of ability distribution. Results show that when non-zero guessing parameters are ignored from the measurement invariance analysis, item discrimination estimates tend to decrease particularly for more difficult items, and item difficulty estimates decrease unless the items are highly discriminating and difficult. As the guessing parameter increases, the size of the decrease in item discrimination and difficulty tends to increase, and the estimated mean and variance of ability distribution tend to be inaccurate. When two groups have heterogeneous ability distributions, ignoring the guessing parameter affects the reference group and the focal group differently. Implications of result findings are discussed.
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Alpusari, Mahmud. "ANALISIS BUTIR SOAL KONSEP DASAR IPA 1 MELALUI PENGGUNAAN PROGRAM KOMPUTER ANATES VERSI 4.0 FOR WINDOWS." Primary: Jurnal Pendidikan Guru Sekolah Dasar 3, no. 2 (January 8, 2015): 106. http://dx.doi.org/10.33578/jpfkip.v3i2.2501.

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This research was qualitative research with descriptive method. Subject was student teachers who took Fundamental Science 1. Based on validity analysis of item on 1 % significance level, there were 16 valid items, 26 valid ietms for 5 % significance level, and 14 invalid items. Then, analysis of distinguishing items, the item number 20 was very worst, 15 items were poor, other 15 item were fair and the other items were good. Meanwhile, analysis of level of difficulty, 17 item were very easy, 9 items were easy, 11 items were moderate, an item was difficult, and the others were very difficult. Analysis for whole items, there were only 21 items that were ready to be used, 5 items were needed to be revised, and the others could not be used in a testKey words : Konsep Dasar IPA 1, validity, distinguishing items, level of difficulity
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Habib, Md Ahsan, Humayun Kabir Talukder, Md Mahbubur Rahman, and Shahnila Ferdousi. "Post-application Quality Analysis of MCQs of Preclinical Examination Using Item Analysis." Bangladesh Journal of Medical Education 7, no. 1 (April 18, 2017): 2–7. http://dx.doi.org/10.3329/bjme.v7i1.32220.

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Multiple choice questions (MCQs) have considerable role in the preclinical medical assessment, both formative as well as summative. This cross sectional descriptive study was conducted to observe the quality of MC items (completion type) of anatomy, biochemistry and physiology used in preclinical undergraduate medical examinations of 2012 and 2013 of a public university of Bangladesh. Each MC item had a stem and 5 options, and 1200 options were analyzed for difficulty and discrimination indices. Total 556 options were false statements (distracters) and were analyzed to observe their effectiveness as distracter. The study revealed that 18.67% of options were with appropriate difficulty (0.660.80). Highest frequency (43.5%) of difficulty indices was in easy class interval (0.911). Over all frequencies of items of three subjects in the ascending order were difficult, appropriate, marginal and easy as per their difficulty indices. Satisfactory or better discrimination indices (=0.20) were observed in 29.33% options. The mean difficulty and discrimination indices observed were respectively 0.82±0.18 (95% confidence interval [CI] 0.81 to 0.83) and 0.13±0.14 (95% CI 0.122 to 0.138). Out of the options, 6.75% had negative discrimination indices. Items with difficulty index around 0.60 had maximum discriminatory power (up to 0.68) and more difficult as well as easy items had less discriminatory ability. Out of the distracters 83.45% were observed effective and the mean effectiveness was 22.3±18.7% (95% CI 20.75% to 23.85%). The study recommended using the method and findings to improve the quality of the items leading to development of a standard Question Bank.Bangladesh Journal of Medical Education Vol.7(1) 2016: 2-7
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Suruchi, Suruchi, and Surender Singh Rana. "Test Item Analysis and Relationship Between Difficulty Level and Discrimination Index of Test Items in an Achievement Test in Biology." Paripex - Indian Journal Of Research 3, no. 6 (January 15, 2012): 56–58. http://dx.doi.org/10.15373/22501991/june2014/18.

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Pradanti, Septi Ika, Martono Martono, and Teguh Sarosa. "An Item Analysis of English Summative Test for The First Semester of The Third Grade Junior High School Students in Surakarta." English Education 6, no. 3 (May 29, 2018): 312. http://dx.doi.org/10.20961/eed.v6i3.35891.

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<p>The aims of this research are:(1) to find out whether the multiple-choice items of English summative test for the third grade junior high school students in Surakarta have fulfilled the criteria of good test or not; and (2)To describe whether the multiple-choice items of English summative test for the third grade junior high school students in Surakarta have fulfilled the criteria of good test item viewed from difficulty level, discrimination power, and distractor evaluation or not. The data were taken from 100 students‟ answer sheets in five schools in Surakarta. The test item was analyzed by using item analysis technique seen from the score and the language content analysis. The analysis was considered by using three aspects i.e. index of discriminating power, level of difficulty and the distractor evaluation. The research finding shows that (1) the difficulty level shows 13% for very difficult item, 22% for very easy item, and 64% for satisfactory item; (2) only 35% of all test items have appropriate index of discriminating power; and (3) only 49% of the distractors are effective since they were selected by the students. Based on the three criteria of a good test item above, there are only 46% of multiple choice items fulfilling the criteria of a good test items.</p>
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Khilnani, Ajeet Kumar, Rekha Thaddanee, and Gurudas Khilnani. "Development of multiple choice question bank in otorhinolaryngology by item analysis: a cross-sectional study." International Journal of Otorhinolaryngology and Head and Neck Surgery 5, no. 2 (February 23, 2019): 449. http://dx.doi.org/10.18203/issn.2454-5929.ijohns20190779.

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<p class="abstract"><strong>Background:</strong> Multiple choice questions (MCQs) are routinely used for formative and summative assessment in medical education. Item analysis is a process of post validation of MCQ tests, whereby items are analyzed for difficulty index, discrimination index and distractor efficiency, to obtain a range of items of varying difficulty and discrimination indices. This study was done to understand the process of item analysis and analyze MCQ test so that a valid and reliable MCQ bank in otorhinolaryngology is developed.</p><p class="abstract"><strong>Methods:</strong> 158 students of 7<sup>th</sup> Semester were given an 8 item MCQ test. Based on the marks achieved, the high achievers (top 33%, 52 students) and low achievers (bottom 33%, 52 students) were included in the study. The responses were tabulated in Microsoft Excel Sheet and analyzed for difficulty index, discrimination index and distractor efficiency. </p><p class="abstract"><strong>Results:</strong> The mean (SD) difficulty index (Diff-I) of 8 item test was 61.41% (11.81%). 5 items had a very good difficulty index (41% to 60%), while 3 items were easy (Diff-I &gt;60%). There was no item with Diff-I &lt;30%, i.e. a difficult item, in this test. The mean (SD) discrimination index (DI) of the test was 0.48 (0.15), and all items had very good discrimination indices of more than 0.25. Out of 24 distractors, 6 (25%) were non-functional distractors (NFDs). The mean (SD) distractor efficiency (DE) of the test was 74.62% (23.79%).</p><p class="abstract"><strong>Conclusions:</strong> Item analysis should be an integral and regular activity in each department so that a valid and reliable MCQ question bank is developed.</p>
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Park, Eun-Young, and Soojung Chae. "Rasch Analysis of the Korean Parenting Stress Index Short Form (K-PSI-SF) in Mothers of Children with Cerebral Palsy." International Journal of Environmental Research and Public Health 17, no. 19 (September 25, 2020): 7010. http://dx.doi.org/10.3390/ijerph17197010.

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The purpose of this study was to investigate the psychometric characteristics of the Korean Parenting Stress Index Short Form (K-PSI-SF) for mothers of children with cerebral palsy (CP) by using a Rasch analysis. The participants were 114 mothers of children with CP whose ages ranged from 2.79 to 11.90 years. The K-PSI-SF consists of 36 items, with a 5-point Likert scale grading along three subscales (Parent Distress, Parent–Child Dysfunctional Interaction, and Difficult Child). The response data were analyzed, and we determined the item fitness and item difficulty, rating scale fit, and separation index. The results show that two items did not have the required fitness. After these two items were deleted, the means of the 34 items in two of the subscales were statistically different from those of the original 36 items. Our analysis of the item difficulty identified the need to add easier question items. The 5-point Likert scale used in the questionnaire was found to be appropriate. This significance of this study is that it suggested the need to modify item fitness and difficulty level, as it identified the psychometric characteristics of the K-PSI-SF through a Rasch analysis based on the item response theory.
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Nair, Manju K., and Dawnji S. R. "Quality of multiple choice questions in undergraduate pharmacology assessments in a teaching hospital of Kerala, India: an item analysis." International Journal of Basic & Clinical Pharmacology 6, no. 6 (May 23, 2017): 1265. http://dx.doi.org/10.18203/2319-2003.ijbcp20172001.

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Background: Carefully constructed, high quality multiple choice questions can serve as effective tools to improve standard of teaching. This item analysis was performed to find the difficulty index, discrimination index and number of non functional distractors in single best response type questions.Methods: 40 single best response type questions with four options, each carrying one mark for the correct response, was taken for item analysis. There was no negative marking. The maximum marks was 40. Based on the scores, the evaluated answer scripts were arranged with the highest score on top and the least score at the bottom. Only the upper third and lower third were included. The response to each item was entered in Microsoft excel 2010. Difficulty index, Discrimination index and number of non functional distractors per item were calculated.Results: 40 multiple choice questions and 120 distractors were analysed in this study. 72.5% items were good with a difficulty index between 30%-70%. 25% items were difficult and 2.5% items were easy. 27.5% items showed excellent discrimination between high scoring and low scoring students. One item had a negative discrimination index (-0.1). There were 9 items with non functional distractors.Conclusions: This study emphasises the need for improving the quality of multiple choice questions. Hence repeated evaluation by item analysis and modification of non functional distractors may be performed to enhance standard of teaching in Pharmacology.
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Shanmugam, S. Kanageswari Suppiah, Vincent Wong, and Murugan Rajoo. "EXAMINING THE QUALITY OF ENGLISH TEST ITEMS USING PSYCHOMETRIC AND LINGUISTIC CHARACTERISTICS AMONG GRADE SIX PUPILS." Malaysian Journal of Learning and Instruction 17, Number 2 (July 31, 2020): 63–101. http://dx.doi.org/10.32890/mjli2020.17.2.3.

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Purpose - This study examined the quality of English test items using psychometric and linguistic characteristics among Grade Six pupils. Method - Contrary to the conventional approach of relying only on statistics when investigating item quality, this study adopted a mixed-method approach by employing psychometric analysis and cognitive interviews. The former was conducted on 30 Grade Six pupils, with each item representing a different construct commonly found in English test papers. Qualitative input was obtained through cognitive interviews with five Grade Six pupils and expert judgements from three teachers. Findings - None of the items were found to be too easy or difficult, and all items had positive discrimination indices. The item on idioms was most ideal in terms of difficulty and discrimination. Difficult items were found to be vocabulary-based. Surprisingly, the higher-order-thinking subjective items proved to be excellent in difficulty, although improvements could be made on their ability to discriminate. The qualitative expert judgements agreed with the quantitative psychometric analysis. Certain results from the item analysis, however, contradicted past findings that items with the ideal item difficulty value between 0.4 and 0.6 would have equally ideal item discrimination index. Significance -The findings of the study can serve as a reminder on the significance of using Classical Test Theory, a non-complex psychometric approach in assisting classroom teacher practitioners during the meticulous process of test design and ensuring test item quality.
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Rusch, Reuben R., Cynthia L. Trigg, Ray Brogan, and Scott Petriquin. "Item Difficulty and Item Validity for the Children's Group Embedded Figures Test." Perceptual and Motor Skills 78, no. 1 (February 1994): 75–79. http://dx.doi.org/10.2466/pms.1994.78.1.75.

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The validity and reliability of the Children's Group Embedded Figures Test was reported for students in Grade 2 by Cromack and Stone in 1980; however, a search of the literature indicates no evidence for internal consistency or item analysis. Hence the purpose of this study was to examine the item difficulty and item validity of the test with children in Grades 1 and 2. Confusion in the literature over development and use of this test was seemingly resolved through analysis of these descriptions and through an interview with the test developer. One early-appearing item was unreasonably difficult. Two or three other items were quite difficult and made little contribution to the total score. Caution is recommended, however, in any reordering or elimination of items based on these findings, given the limited number of subjects ( n = 84).
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Dissertations / Theses on the topic "Analysis of item difficulty"

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ISHII, Hidetoki, Kazuhiro YASUNAGA, 秀宗 石井, and 和央 安永. "国語読解テストにおける設問文中の単語の難しさが能力評価に及ぼす影響 : 具体例を回答させる設問の検討." 名古屋大学大学院教育発達科学研究科, 2012. http://hdl.handle.net/2237/16163.

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Kim-O, Mee-Ae (Mia). "Analysis of item difficulty and change in mathematical achievement from 6th to 8th grade's longitudinal data." Diss., Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/41194.

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Mathematics is an increasingly important aspect of education because of its central role in technology. Learning mathematics at the elementary and middle school levels forms the basis for achievement in high school and college mathematics, and for the broad range of mathematical skills used in the workplace. Especially, the middle school years (e.g., Grade 6-Grade8) are crucial to success in mathematics because students must acquire the skills needed in higher levels of mathematics and complex reasoning ability based on the developmental perspectives on cognition (e.g., Piaget, Vygotsky). The purpose of the current study was to measure and interpret the mathematical achievement growth during the middle school years using some very recent advances (confirmatory multidimensional and longitudinal models) in item response theory. It was found that the relative strength of the content areas (mathematical standards and benchmarks) shifted somewhat across grades in defining mathematical achievement. The largest growth occurred from Grade 6 to Grade 7. The specific pattern of growth varied substantially by the socio-economic status of the student but few differences emerged by gender. The implications of the results for education and for developmental theories of cognitive complexity are discussed.
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Nishitani, Atsuko. "A Hierarchy of Grammatical Difficulty for Japanese EFL Learners: Multiple-Choice Items and Processability Theory." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/176422.

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CITE/Language Arts
Ed.D.
This study investigated the difficulty order of 38 grammar structures obtained from an analysis of multiple-choice items using a Rasch analysis. The order was compared with the order predicted by processability theory and the order in which the structures appear in junior and senior high school textbooks in Japan. Because processability theory is based on natural speech data, a sentence repetition test was also conducted in order to compare the result with the order obtained from the multiple-choice tests and the order predicted by processability theory. The participants were 872 Japanese university students, whose TOEIC scores ranged from 200 to 875. The difficulty order of the 38 structures was displayed according to their Rasch difficulty estimates: The most difficult structure was subjunctive and the easiest one was present perfect with since in the sentence. The order was not in accord with the order predicted by processability theory, and the difficulty order derived from the sentence repetition test was not accounted for by processability theory either. In other words, the results suggest that processability theory only accounts for natural speech data, and not elicited data. Although the order derived from the repetition test differed from the order derived from the written tests, they correlated strongly when the repetition test used ungrammatical sentences. This study tentatively concluded that the students could have used their implicit knowledge when answering the written tests, but it is also possible that students used their explicit knowledge when correcting ungrammatical sentences in the repetition test. The difficulty order of grammatical structures derived from this study was not in accord with the order in which the structures appear in junior and senior high school textbooks in Japan. Their correlation was extremely low, which suggests that there is no empirical basis for textbook makers'/writers' policy regarding the ordering of grammar items. This study also demonstrated the difficulty of writing items testing the knowledge of the same grammar point that show similar Rasch difficulty estimates. Even though the vocabulary and the sentence positions were carefully controlled and the two items looked parallel to teachers, they often displayed very different difficulty estimates. A questionnaire was administered concerning such items, and the students' responses suggested that they seemed to look at the items differently than teachers and what they notice and how they interpret what they notice strongly influences item difficulty. Teachers or test-writers should be aware that it is difficult to write items that produce similar difficulty estimates and their own intuition or experience might not be the best guide for writing effective grammar test items. It is recommended to pilot test items to get statistical information about item functioning and qualitative data from students using a think-aloud protocol, interviews, or a questionnaire.
Temple University--Theses
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Lin, Peng. "IRT vs. factor analysis approaches in analyzing multigroup multidimensional binary data the effect of structural orthogonality, and the equivalence in test structure, item difficulty, & examinee groups /." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8468.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.
Thesis research directed by: Dept. of Measurement, Statistics and Evaluation. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Hashimoto, Brett James. "Rethinking Vocabulary Size Tests: Frequency Versus Item Difficulty." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/5958.

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For decades, vocabulary size tests have been built upon the idea that if a test-taker knows enough words at a given level of frequency based on a list from corpus, they will also know other words of that approximate frequency as well as all words that are more frequent. However, many vocabulary size tests are based on corpora that are as out-of-date as 70 years old and that may be ill-suited for these tests. Based on these potentially problematic areas, the following research questions were asked. First, to what degree would a vocabulary size test based on a large, contemporary corpus be reliable and valid? Second, would it be more reliable and valid than previously designed vocabulary size tests? Third, do words across, 1,000-word frequency bands vary in their item difficulty? In order to answer these research questions, 403 ESL learners took the Vocabulary of American English Size Test (VAST). This test was based on a words list generated from the Corpus of Contemporary American English (COCA). This thesis shows that COCA word list might be better suited for measuring vocabulary size than lists used in previous vocabulary size assessments. As a 450-million-word corpus, it far surpasses any corpus used in previously designed vocabulary size tests in terms of size, balance, and representativeness. The vocabulary size test built from the COCA list was both highly valid and highly reliable according to a Rasch-based analysis. Rasch person reliability and separation was calculated to be 0.96 and 4.62, respectively. However, the most significant finding of this thesis is that frequency ranking in a word list is actually not as good of a predictor of item difficulty in a vocabulary size assessment as perhaps researchers had previously assumed. A Pearson correlation between frequency ranking in the COCA list and item difficulty for 501 items taken from the first 5,000 most frequent words was 0.474 (r^2 = 0.225) meaning that frequency rank only accounted for 22.5% of the variability of item difficulty. The correlation decreased greatly when item difficulty was correlated against bands of 1,000 words to a weak r = 0.306, (r^2 = 0.094) meaning that 1,000-word bands of frequency only accounts for 9.4% of the variance. Because frequency is a not a highly accurate predictor of item difficulty, it is important to reconsider how vocabulary size tests are designed.
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Li, Yong "Isaac." "Extending the Model with Internal Restrictions on Item Difficulty (MIRID) to Study Differential Item Functioning." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6724.

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Differential item functioning (DIF) is a psychometric issue routinely considered in educational and psychological assessment. However, it has not been studied in the context of a recently developed componential statistical model, the model with internal restrictions on item difficulty (MIRID; Butter, De Boeck, & Verhelst, 1998). Because the MIRID requires test questions measuring either single or multiple cognitive processes, it creates a complex environment for which traditional DIF methods may be inappropriate. This dissertation sought to extend the MIRID framework to detect DIF at the item-group level and the individual-item level. Such a model-based approach can increase the interpretability of DIF statistics by focusing on item characteristics as potential sources of DIF. In particular, group-level DIF may reveal comparative group strengths in certain secondary constructs. A simulation study was conducted to examine under different conditions parameter recovery, Type I error rates, and power of the proposed approach. Factors manipulated included sample size, magnitude of DIF, distributional characteristics of the groups, and the MIRID DIF models corresponding to discrete sources of differential functioning. The impact of studying DIF using wrong models was investigated. The results from the recovery study of the MIRID DIF model indicate that the four delta (i.e., non-zero value DIF) parameters were underestimated whereas item locations of the four associated items were overestimated. Bias and RMSE were significantly greater when delta was larger; larger sample size reduced RMSE substantially while the effects from the impact factor were neither strong nor consistent. Hypothesiswise and adjusted experimentwise Type I error rates were controlled in smaller delta conditions but not in larger delta conditions as estimates of zero-value DIF parameters were significantly different from zero. Detection power of the DIF model was weak. Estimates of the delta parameters of the three group-level DIF models, the MIRID differential functioning in components (DFFc), the MIRID differential functioning in item families (DFFm), and the MIRID differential functioning in component weights (DFW), were acceptable in general. They had good hypothesiswise and adjusted experimentwise Type I error control across all conditions and overall achieved excellent detection power. When fitting the proposed models to mismatched data, the false detection rates were mostly beyond the Bradley criterion because the zero-value DIF parameters in the mismatched model were not estimated adequately, especially in larger delta conditions. Recovery of item locations and component weights was also not adequate in larger delta conditions. Estimation of these parameters was more or less affected adversely by the DIF effect simulated in the mismatched data. To study DIF in MIRID data using the model-based approach, therefore, more research is necessary to determine the appropriate procedure or model to implement, especially for item-level differential functioning.
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Young, Candice Marie. "The Influence of Person and Item Characteristics on the Detection of Item Insensitivity." University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1302138491.

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Troyka, Rebecca J. "An investigation of item difficulty in the Stanford-Binet intelligence scale, fourth edition." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/560300.

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Introduced in 1986, the Stanford-Binet Intelligence Scale: Fourth Edition differs radically from its predecessors. Because of the adaptive testing format and the limited number of items given to each subject, it is especially important that consecutive levels in each of the tests increase in difficulty. The purpose of this study was to investigate the progression of difficulty among items in the Fourth Edition.Three hundred sixty-four subjects f iii Indiana who ranged in age from 3 years, 0 months to 23 years, 4 months were administered the Fourth Edition. The study was limited to those subjects earning a Composite SAS Score at or above 68.Data were presented to indicate trends in the difficulty of each item as well as in the difficulty of each level in the Fourth Edition. Three research questions were answered. 1.) Are the items at each level equally difficult? 2.) Are the levels in each test arranged so that the level with the least difficult items is first followed by levels with more and more difficult items? 3.) In each test is an item easier for subjects who have entered at a higher level than it is for subjects who have entered at a lower level?The results supported the hypotheses, confirming that the Fourth Edition is a solidly constructed test in terms of item difficulty levels. Most item pairs within a level were found to be approximately equal in difficulty. Nearly all of the levels in each test were followed by increasingly more difficult levels. And each item was found to be more difficult for subjects entering at a lower entry level than for those entering at a higher entry level with very few exceptions. For these few discrepancies found, there was no reason to believe that these were caused by anything other than chance.
Department of Educational Psychology
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野口, 裕之, and Hiroyuki NOGUCHI. "<原著>項目困難度の分布の偏りが IRT 項目パラメタの発見的推定値に与える影響." 名古屋大学教育学部, 1992. http://hdl.handle.net/2237/3870.

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Curtin, Joseph A. "Testing the Assumption of Sample Invariance of Item Difficulty Parameters in the Rasch Rating Scale Model." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2081.pdf.

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Books on the topic "Analysis of item difficulty"

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Nissan, Susan. An analysis of factors affecting the difficulty of dialogue items in TOEFL listening comprehension. Princeton, N.J: Educational Testing Service, 1996.

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Boldt, Robert F. Using a neural net to predict item difficulty. Princeton, N.J: Educational Testing Service, 1996.

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Skurnik, Larry Seymour. Examination and item analysis manual. Nottingham: University of Nottingham, School of Education, 1987.

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Wilson, Douglas T. TESTFACT: Test scoring, item statistics, and item factor analysis. Chicago, IL: Scientific Software International, 1991.

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Ordinal item response theory: Mokken scale analysis. Thousand Oaks: Sage Publications, Inc, 2011.

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van Schuur, Wijbrandt. Ordinal Item Response Theory: Mokken Scale Analysis. 2455 Teller Road, Thousand Oaks California 91320 United States: SAGE Publications, Inc., 2011. http://dx.doi.org/10.4135/9781452230641.

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Ramadge, John D. Task learning difficulty: Interrelationships among aptitude-specific benchmarked rating scales. Brooks Air Force Base, Tex: Air Force Human Resources Laboratory, Air Force Systems Command, 1987.

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F, George Joey, Valacich Joseph S. 1959-, and Miller Lisa, eds. Test item file: Modern systems analysis and design. 3rd ed. Upper Saddle River, N.J: Prentice Hall, 2002.

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Thissen, David. Multilog user's guide: Multiple, categorical item analysis and test scoring using item response theory. 6th ed. Lincolnwood, IL: Scientific Software International, 1991.

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Kostin, Irene. Exploring item characteristics that are related to the difficulty of TOEFL dialogue items. Princeton, NJ: Educational Testing Service, 2004.

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Book chapters on the topic "Analysis of item difficulty"

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Franzen, Michael. "Item Difficulty." In Encyclopedia of Clinical Neuropsychology, 1865. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_1208.

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Franzen, Michael D. "Item Difficulty." In Encyclopedia of Clinical Neuropsychology, 1362. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1208.

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Franzen, Michael. "Item Difficulty." In Encyclopedia of Clinical Neuropsychology, 1. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_1208-2.

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Diki, Diki, and Eko Yuliastuti. "Discrepancy of Difficulty Level Based On Item Analysis and Test Developers’ Judgment: Department of Biology at Universitas Terbuka, Indonesia." In Educational Technology to Improve Quality and Access on a Global Scale, 215–25. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66227-5_17.

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Andrich, David, and Ida Marais. "Estimating Item Difficulty." In Springer Texts in Education, 105–15. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7496-8_9.

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Bejar, Isaac I., Roger Chaffin, and Susan Embretson. "Cognitive Processing and Item Difficulty." In Recent Research in Psychology, 169–86. New York, NY: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4613-9690-1_8.

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Franzen, Michael. "Item Analysis." In Encyclopedia of Clinical Neuropsychology, 1864–65. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_1207.

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Green, Rita. "Item Analysis." In Statistical Analyses for Language Testers, 25–40. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137018298_3.

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Penfield, Randall D. "Item analysis." In APA handbook of testing and assessment in psychology, Vol. 1: Test theory and testing and assessment in industrial and organizational psychology., 121–38. Washington: American Psychological Association, 2013. http://dx.doi.org/10.1037/14047-007.

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Maggino, Filomena. "Item Analysis." In Encyclopedia of Quality of Life and Well-Being Research, 3412–14. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_1551.

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Conference papers on the topic "Analysis of item difficulty"

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Susanti, Yuni, Hitoshi Nishikawa, Takenobu Tokunaga, and Obari Hiroyuki. "Item Difficulty Analysis of English Vocabulary Questions." In 8th International Conference on Computer Supported Education. SCITEPRESS - Science and and Technology Publications, 2016. http://dx.doi.org/10.5220/0005775502670274.

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Da Cruz Alves, Nathalia, Christiane Gresse Von Wangenheim, Jean Carlo Rossa Hauck, and Adriano Ferreti Borgatto. "An Item Response Theory Analysis of Algorithms and Programming Concepts in App Inventor Projects." In Simpósio Brasileiro de Educação em Computação. Sociedade Brasileira de Computação, 2021. http://dx.doi.org/10.5753/educomp.2021.14466.

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Abstract:
Computing education is often introduced in K-12 focusing on algorithms and programming concepts using block-based programming environments, such as App Inventor. Yet, learning programming is a complex process and novices struggle with several difficulties. Thus, to be effective, instructional units need to be designed regarding not only the content but also its sequencing taking into consideration difficulties related to the concepts and the idiosyncrasies of programming environments. Such systematic sequencing can be based on large-scale project analyses by regarding the volition, incentive, and opportunity of students to apply the relevant program constructs as latent psychometric constructs using Item Response Theory to obtain quantitative ?difficulty? estimates for each concept. Therefore, this article presents the results of a large-scale data-driven analysis of the demonstrated use in practice of algorithms and programming concepts in App Inventor. Based on a dataset of more than 88,000 App Inventor projects assessed automatically with the ANON rubric, we perform an analysis using Item Response Theory. The results demonstrate that the easiness of some concepts can be explained by their inherent characteristics, but also due to the characteristics of App Inventor as a programming environment. These results can help teachers, instructional and curriculum designers in the sequencing, scaffolding and assessment design of programming education in K-12.
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Zulaiha, Rahmah, Fahmi, Dian Rahdiani, Abdul Rahman, and Muhammad Fathir Al Anfal. "Analysis of Difficulty Level and Discriminating Power Between Multiple Choices and Essay Items on Math Test." In International Conference on Educational Assessment and Policy (ICEAP 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210423.065.

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Azzopardi, Marthese, and Carmel Azzopardi. "RELATIONSHIP BETWEEN ITEM DIFFICULTY LEVEL AND ITEM DISCRIMINATION IN BIOLOGY FINAL EXAMINATIONS." In International Conference on Education and New Developments. inScience Press, 2019. http://dx.doi.org/10.36315/2019v2end001.

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Papoušek, Jan, and Radek Pelánek. "Should We Give Learners Control Over Item Difficulty?" In UMAP '17: 25th Conference on User Modeling, Adaptation and Personalization. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3099023.3099080.

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Banerjee, Shilpi, N. J. Rao, and Chandrashekar Ramanathan. "Rubrics for assessment item difficulty in engineering courses." In 2015 IEEE Frontiers in Education Conference (FIE). IEEE, 2015. http://dx.doi.org/10.1109/fie.2015.7344299.

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Chen, Binglin, Matthew West, and Craig Zilles. "Predicting the difficulty of automatic item generators on exams from their difficulty on homeworks." In L@S '19: Sixth (2019) ACM Conference on Learning @ Scale. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3330430.3333647.

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Duenas, George, Sergio Jimenez, and Julia Baquero. "Automatic prediction of item difficulty for short-answer questions." In 2015 10th Computing Colombian Conference (10CCC). IEEE, 2015. http://dx.doi.org/10.1109/columbiancc.2015.7333464.

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Narayanan, Sankaran, Fensa Merry Saj, M. D. Soumya, and Kamal Bijlani. "Predicting Assessment Item Difficulty Levels Using a Gaussian Mixture Model." In 2018 International Conference on Data Science and Engineering (ICDSE). IEEE, 2018. http://dx.doi.org/10.1109/icdse.2018.8527800.

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Fook, Chan Yuen, Farhana Wan Yunus, and Gurnam Kaur Sidhu. "Teachers' knowledge on item analysis and item analysis software." In 2013 IEEE Conference on e-Learning, e-Management and e-Services (IC3e). IEEE, 2013. http://dx.doi.org/10.1109/ic3e.2013.6735961.

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Reports on the topic "Analysis of item difficulty"

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Tout, Dave, Iddo Gal, Mieke van Groenestijn, Myrna Manly, and Mary Jane Schmitt. PIAAC Numeracy Task Complexity Schema: Factors that impact on item difficulty. Australian Council for Educational Research, September 2020. http://dx.doi.org/10.37517/978-1-74286-609-3.

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Gibbons, Robert D., Donald R. Hedeker, and R. D. Bock. Full-Information Item Bi-Factor Analysis. Fort Belvoir, VA: Defense Technical Information Center, July 1990. http://dx.doi.org/10.21236/ada229346.

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Gustman, Alan, and Thomas Steinmeier. A Disaggregated, Structural Analysis of Retirement by Race, Difficulty of Work and Health. Cambridge, MA: National Bureau of Economic Research, March 1985. http://dx.doi.org/10.3386/w1585.

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Anderson, Bradley E. Readiness Spares Package Non-Optimized (NOP) Item Computation Analysis. Fort Belvoir, VA: Defense Technical Information Center, April 1999. http://dx.doi.org/10.21236/adb243484.

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Posada, Jarred L., and David E. Caballero. Item Unique Identification Capability Expansion: Established Process Analysis, Cost Benefit Analysis, and Optimal Marking Procedures. Fort Belvoir, VA: Defense Technical Information Center, December 2014. http://dx.doi.org/10.21236/ada620873.

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Fox, Paul E. Price Analysis on Commercial Item Purchases Within the Department of the Navy. Fort Belvoir, VA: Defense Technical Information Center, May 2014. http://dx.doi.org/10.21236/ada626753.

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Fox, Paul E. Price Analysis on Commercial Item Purchases within the Department of the Navy. Fort Belvoir, VA: Defense Technical Information Center, June 2014. http://dx.doi.org/10.21236/ada607776.

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Maddox, Janie, and Paul Fox. Price Analysis on Commercial Item Purchases within the Department of the Navy. Fort Belvoir, VA: Defense Technical Information Center, February 2015. http://dx.doi.org/10.21236/ada625228.

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Budescu, David V., Yoav Cohen, and Anat Ben-Simon. A Revised Modified Parallel Analysis (RMPA) for the Construction of Unidimensional Item Pools. Fort Belvoir, VA: Defense Technical Information Center, July 1993. http://dx.doi.org/10.21236/ada269699.

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Maddux, Gary A. War Reserve Analysis and Secondary Item Procureability Assessment of the AMCOM Supported Weapon Systems. Fort Belvoir, VA: Defense Technical Information Center, July 1999. http://dx.doi.org/10.21236/ada368504.

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