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Journal articles on the topic 'Classical Test Theory'

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Published: 4 June 2021

Last updated: 25 July 2025

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1

DeVellis, Robert F. "Classical Test Theory." Medical Care 44, Suppl 3 (2006): S50—S59. http://dx.doi.org/10.1097/01.mlr.0000245426.10853.30.

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Brennan, Robert L. "Generalizability Theory and Classical Test Theory." Applied Measurement in Education 24, no. 1 (2010): 1–21. http://dx.doi.org/10.1080/08957347.2011.532417.

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3

Han, Changho. "A Study on the Implementation of C Language Codes for Classical Test Theory." Korean Society of Human and Nature 5, no. 1 (2024): 389–412. http://dx.doi.org/10.54913/hn.2024.5.1.389.

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The purpose of this paper is to implement classical test theory (CTT) as C code to obtain statistical analysis, item difficulty, and item discrimination used for the item analysis, and to verify the performance by comparing it with the existing commercial TestAn program. Test theory for item evaluation is divided into CTT and item response theory (IRT). Recently, the IRT has been widely used, but CTT is also used as an item analysis theory along with IRT. In this paper, CTT was directly implemented as C code, compared and analyzed the difference between the results calculated using the actual

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Armstrong, Ronald D., Douglas H. Jones, and Zhaobo Wang. "Automated Parallel Test Construction Using Classical Test Theory." Journal of Educational Statistics 19, no. 1 (1994): 73–90. http://dx.doi.org/10.3102/10769986019001073.

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A network-flow model is formulated for constructing parallel tests based on classical test theory using test reliability for the criterion. The model enables practitioners to specify a test difficulty distribution for the values of the item difficulties as well as test composition requirements. Use of the network-flow algorithm ensures high computational efficiency, allowing wide applications of optimal test construction using microcomputers. The results of an empirical study show that the generated tests have acceptably high test reliability.

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Armstrong, Ronald D., Douglas H. Jones, and Zhaobo Wang. "Automated Parallel Test Construction Using Classical Test Theory." Journal of Educational Statistics 19, no. 1 (1994): 73. http://dx.doi.org/10.2307/1165178.

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6

Traub, Ross E. "Classical Test Theory in Historical Perspective." Educational Measurement: Issues and Practice 16, no. 4 (2005): 8–14. http://dx.doi.org/10.1111/j.1745-3992.1997.tb00603.x.

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7

Foster, Robert C. "A generalized framework for classical test theory." Journal of Mathematical Psychology 96 (June 2020): 102330. http://dx.doi.org/10.1016/j.jmp.2020.102330.

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Zimmerman, Donald W., Richard H. Williams, Bruno D. Zumbo, and Donald Ross. "Louis Guttman's Contributions to Classical Test Theory." International Journal of Testing 5, no. 1 (2005): 81–95. http://dx.doi.org/10.1207/s15327574ijt0501_7.

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Koizumi, Rie, and Hideki Iimura. "Characteristics of Neural Test Theory: Comparison With Classical Test Theory and Rasch Modeling." JLTA Journal Kiyo 13 (2010): 91–109. http://dx.doi.org/10.20622/jltaj.13.0_91.

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Sarea, Muh Syahrul, and Rosnia Ruslan. "KARAKTERISTIK BUTIR SOAL: CLASSICAL TEST THEORY VS ITEM RESPONSE THEORY?" DIDAKTIKA : Jurnal Kependidikan 13, no. 1 (2019): 1–16. http://dx.doi.org/10.30863/didaktika.v13i1.296.

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This research aimes to describe the characteristic of UAS items theme 1 at the fourth grade of Primary School in Paramasan bawah village according to the item difficulties and discrimination. The sample of this research was 37 students who took the final examination year academic 2018/2019. The objects of this research were question items and the answer sheet of the final exam that obtained from 3 different schools in Paramasan Bawah village. The data analysis technique used in this research was empirical analysis helped by Bilog and Iteman program application. This analysis used to know the c

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11

Bechger, Timo M., Gunter Maris, Huub H. F. M. Verstralen, and Anton A. Béguin. "Using Classical Test Theory in Combination with Item Response Theory." Applied Psychological Measurement 27, no. 5 (2003): 319–34. http://dx.doi.org/10.1177/0146621603257518.

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12

Kunovskaya, Irina A., Brenda J. Cude, and Natalia Alexeev. "Evaluation of a Financial Literacy Test Using Classical Test Theory and Item Response Theory." Journal of Family and Economic Issues 35, no. 4 (2014): 516–31. http://dx.doi.org/10.1007/s10834-013-9386-8.

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13

Bichi, Ado Abdu, Rahimah Embong, Rohaya Talib, and Sakinah Salleh. "Comparative Analysis of Classical Test Theory and Item Response Theory using Chemistry Test Data." International Journal of Engineering and Advanced Technology 8, no. 5c (2019): 1260–66. http://dx.doi.org/10.35940/ijeat.e1179.0585c19.

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Assessment of learning involves deciding whether or not the content and objectives of education are down pat by administering quality tests. This study assesses the standard of Chemistry action take a look at and compares the item statistics generated mistreatment CTT and IRT strategies. A descriptive survey was adopted involving a sample of N=530 students. The specialised XCALIBRE 4 and ITEMAN 4 softwares were used to conduct the item analysis. Results indicate that, both the two methods commonly identified 13(32.5%) items as “problematic” and 27(67.5%) were “good”. Similarly, a significantly

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14

Zimmerman, Donald W. "Sampling Variability and Axioms of Classical Test Theory." Journal of Educational and Behavioral Statistics 36, no. 5 (2011): 586–615. http://dx.doi.org/10.3102/1076998610397052.

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15

Prabowo, Anggit, Tatang Herman, and Siti Fatimah. "The Characteristics of Four-Tier Diagnostic Test: Classical Test Theory Perspective." International Journal on Emerging Mathematics Education 7, no. 1 (2023): 12. http://dx.doi.org/10.12928/ijeme.v7i1.22677.

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Anggraeni, Agnes Dwi, and Febrika Yogie Hermanto. "CLASSICAL THEORY TEST: ANALYSIS OF HIGH ORDER THINKING SKILLS INSTRUMENT TEST." Jurnal Pendidikan Administrasi Perkantoran (JPAP) 12, no. 1 (2024): 194–206. http://dx.doi.org/10.26740/jpap.v12n1.p194-206.

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This research aims to add a bank of HOTS test instruments to the elements of simple financial management for the MPLB class XI SMK major. The method used in this development is 4D, which consists of definition, design, development, and dissemination. The analysis used is Classical Test Theory (CTT), which consists of validity, reliability, discriminating power, level of difficulty, and distractor effectiveness. Test instrument using SPSS Statistic 22 and Anbuso analysis tools. As a result of the research, 30 test instruments were declared valid, and 10 test instruments were declared invalid, w

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17

Raykov, Tenko, and George A. Marcoulides. "On the Relationship Between Classical Test Theory and Item Response Theory." Educational and Psychological Measurement 76, no. 2 (2015): 325–38. http://dx.doi.org/10.1177/0013164415576958.

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18

Armstrong, Ronald D., Douglas H. Jones, and Zhaobo Wang. "Optimization of Classical Reliability in Test Construction." Journal of Educational and Behavioral Statistics 23, no. 1 (1998): 1–17. http://dx.doi.org/10.3102/10769986023001001.

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This article considers the problem of generating a test from an item bank using a criterion based on classical test theory parameters. A mathematical programming model is formulated that maximizes the reliability coefficient α, subject to logical constraints on the choice of items. The special structure of the problem is exploited with network theory and Lagrangian relaxation techniques. An empirical study shows that the method produces tests with high coefficient a subject to various practicable item constraints.

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Nisfatulsanah, Adha, and Bowo Sugiharto. "COMPARING CLASSICAL TEST THEORY AND ITEM RESPONSE THEORY FOR RESPIRATORY SYSTEM QUESTION INSTRUMENTS." PIONIR: JURNAL PENDIDIKAN 13, no. 3 (2024): 70. https://doi.org/10.22373/pjp.v13i3.25435.

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This study aims to compare the results of instrument testing methods between applying classical test theory and item response theory using the Rasch model in question instruments on respiratory system material. This study employed descriptive quantitative methodology, with a sample involving 36 students. The analyzed instrument consisted of 40 multiple-choice questions on respiratory system material. Instrument analysis utilized classical test theory with Microsoft Excel and item response theory with Winstep Rasch ver 4.5.2.0. The data analysis from classical test theory and item response theo

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20

Yu and Kim. "Item Analysis of Test of Proficiency in Korean: Classical Test Theory and Item Response Theory." Korean Language in America 23, no. 1 (2019): 1. http://dx.doi.org/10.5325/korelangamer.23.1.0001.

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21

Gorter, R., J.-P. Fox, I. Eekhout, MW Heymans, and JWR Twisk. "Missing item responses in latent growth analysis: Item response theory versus classical test theory." Statistical Methods in Medical Research 29, no. 4 (2020): 996–1014. http://dx.doi.org/10.1177/0962280219897706.

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In medical research, repeated questionnaire data is often used to measure and model latent variables across time. Through a novel imputation method, a direct comparison is made between latent growth analysis under classical test theory and item response theory, while also including effects of missing item responses. For classical test theory and item response theory, by means of a simulation study the effects of item missingness on latent growth parameter estimates are examined given longitudinal item response data. Several missing data mechanisms and conditions are evaluated in the simulation

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22

Yunida, Helvy, and Riyan Arthur. "Bloom's Taxonomy Approach to Cognitive Space Using Classic Test Theory and Modern Theory." East Asian Journal of Multidisciplinary Research 2, no. 1 (2023): 95–108. http://dx.doi.org/10.55927/eajmr.v2i1.2331.

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Bloom's Taxonomy is an operational verb (KKO) developed by Benyamin S. Bloom, with the aim of developing education which includes cognitive, affective and psychomotor aspects. The aim of this research is Bloom's Taxonomy Approach To Cognitive Space Using Classic Test Theory And Modern Theory. KKO is needed by a teacher, lecturer or facilitator or trainer to make a syllabus and Learning Implementation Plan (RPP). The Classical Theory Test is one of the test models that is still quite useful today which is still used in research to describe an error in measurement that can affect the observed sc

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23

Kelton, K. F., and A. L. Greer. "Test of classical nucleation theory in a condensed system." Physical Review B 38, no. 14 (1988): 10089–92. http://dx.doi.org/10.1103/physrevb.38.10089.

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24

Bai, Xian-Ming, and Mo Li. "Test of classical nucleation theory via molecular-dynamics simulation." Journal of Chemical Physics 122, no. 22 (2005): 224510. http://dx.doi.org/10.1063/1.1931661.

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25

Lewis, Charlie, Michael Chajewski, and André A. Rupp. "Digital ITEMS Module 1: Reliability in Classical Test Theory." Educational Measurement: Issues and Practice 37, no. 2 (2018): 71–72. http://dx.doi.org/10.1111/emip.12209.

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26

Puhan, Gautam, Sandip Sinharay, Shelby Haberman, and Kevin Larkin. "COMPARISON OF SUBSCORES BASED ON CLASSICAL TEST THEORY METHODS." ETS Research Report Series 2008, no. 2 (2008): i—23. http://dx.doi.org/10.1002/j.2333-8504.2008.tb02140.x.

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27

Panjaitan, A. T., and H. Retnawati. "The characteristics of final mathematics test items based on classical test theory." Journal of Physics: Conference Series 1397 (December 2019): 012095. http://dx.doi.org/10.1088/1742-6596/1397/1/012095.

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28

Om, Hye Rang, and Yena Lee. "Item analysis of mock TOEIC test items: Focusing on classical test theory and item response theory." Korea English Language Testing Association 18, no. 2 (2023): 265–95. http://dx.doi.org/10.37244/ela.2023.18.2.265.

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This study analyzed student test performance on the mock TOEIC in order to investigate the validity and reliability of the test items within a framework of Classical Test Theory (CTT) and Item Response Theory (IRT). The test, including 49 listening and 51 reading multiple-choice items, was administered to a total of 98 registered university students. Their responses to each test item were statistically analyzed with respect to four indices: item difficulty, item discrimination, item guessing and distractor’s attractiveness. For the analysis, each item was analyzed by applying CTT and IRT accor

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29

S. W., Ebere, and Nbame L. N. "Relevance of Classical Test Theory in the Assessment of Learning in Tertiary Institutions in Nigeria." British Journal of Education, Learning and Development Psychology 7, no. 2 (2024): 202–13. http://dx.doi.org/10.52589/bjeldp-iqrlmlzz.

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Over the years, measurement experts have been captivated by the description of students, which has resulted in the development of test theories such as Item Response Theory and Classical Test Theory. The traditional method of item analysis, known as "Classical Test Theory," asserts that an individual's observed score on an exam is equal to their true score and an error score, with all items in the test contributing equally to student performance. Assessment, in this context, refers to any method used to gauge a learner's current knowledge. The significance of Classical Test Theory in teaching,

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30

Adema, Jos J., and Wim J. van der Linden. "Algorithms for Computerized Test Construction Using Classical Item Parameters." Journal of Educational Statistics 14, no. 3 (1989): 279–90. http://dx.doi.org/10.3102/10769986014003279.

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Recently, linear programming models for test construction were developed. These models were based on the information function from item response theory. In this paper another approach is followed. Two 0-1 linear programming models for the construction of tests using classical item and test parameters are given. These models are useful, for instance, when classical test theory has to serve as an interface between an IRT-based item banking system and a test constructor not familiar with the underlying theory.

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31

Ciptari, Putu Aulia, Ni Kadek Rini Purwanti, and Ni Ketut Erawati. "Comparison of the Classical Test Theory and the Rasch Model in the Analysis of Mastery Test of Concept Systems of Linear (SPLDV)." Prima: Jurnal Pendidikan Matematika 8, no. 2 (2024): 390. http://dx.doi.org/10.31000/prima.v8i2.8647.

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This study aims to compare the analysis of the quality of a measurement instrument for concept understanding using the classical test theory approach and the Rasch model. The analysis methods for instrument quality, including validity, reliability, item difficulty, and item discrimination, were applied to the SPLDV concept mastery instrument. The research findings reveal differences in the instrument quality between the two approaches. The analysis through the classical test theory approach shows good instrument quality regarding validity and reliability, although item difficulty still needs i

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Ly, C. Y., S. Rakkapao, K. Nualtong, and W. Sumathakulawat. "Classical test theory and Rasch analysis of test of understanding of vectors (TUV)." Journal of Physics: Conference Series 1719, no. 1 (2021): 012089. http://dx.doi.org/10.1088/1742-6596/1719/1/012089.

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Haw, Law Hui, Sabariah Bte Sharif, and Crispina Gregory K. Han. "Analyzing the science achievement test: Perspective of classical test theory and Rasch analysis." International Journal of Evaluation and Research in Education (IJERE) 11, no. 4 (2022): 1714. http://dx.doi.org/10.11591/ijere.v11i4.22304.

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Assessment in teaching and learning allows both instructor and students to evaluate the achievement, performance and improve upon it. The achievement test appears as one of the most commonly used assessment tools to determine students' gains in the cognitive domain. The study analysed science achievement test (SAT), a multiple-choice test for grade 10 senior secondary school students. The 50 SAT items were developed in compliance with the Malaysian science curriculum specification. The face and content validity of SAT were validated by experts in the science field. The SAT was administered wit

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Jabrayilov, Ruslan, Wilco H. M. Emons, and Klaas Sijtsma. "Comparison of Classical Test Theory and Item Response Theory in Individual Change Assessment." Applied Psychological Measurement 40, no. 8 (2016): 559–72. http://dx.doi.org/10.1177/0146621616664046.

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35

Nahadi, Mr, Mrs Wiwi Siswaningsih, and Mr Ana Rofiati. "PENGEMBANGAN DAN ANALISIS SOAL ULANGAN KENAIKAN KELAS KIMIA SMA KELAS X BERDASARKAN CLASSICAL TEST THEORY DAN ITEM RESPONSE THEORY." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 16, no. 2 (2011): 109. http://dx.doi.org/10.18269/jpmipa.v16i2.234.

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This research is title “Test Development and Analysis of First Grade Senior High School Final Examination in chemistry Based on Classical Test Theory and Item Response Theory”. This research is conducted to develop a standard test instrument for final examination in senior high school at first grade using analysis based on classical test theory and item response theory. The test is a multiple choice test which consists of 75 items. Each item has five options. The research method is research and development method to get a product of test items which fulfill item criterion such as validity, rel

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Root, Leslie J., Frank H. Stillinger, and Gary E. Washington. "Test of closure approximations in equilibrium classical many‐body theory." Journal of Chemical Physics 88, no. 12 (1988): 7791–98. http://dx.doi.org/10.1063/1.454743.

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37

Z., A. Ashraf, and K. Jaseem. "Classical and Modern Methods in Item Analysis of Test Tools." International Journal of Research and Review 7, no. 5 (2020): 397–403. https://doi.org/10.5281/zenodo.3938796.

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Item analysis is a process which examines the examinee’s responses to individual test item (questions) in order to assess the characteristics of those items and of the test as a whole. Item analysis is especially valuable in improving items which will be used again in later tests, but it can also be used to eliminate ambiguous or misleading items in a single test administration. There are different approaches in item analysis. In all approaches general goal is to arrive at tests having minimum items that will yield necessary degree of reliability. Classical Test Theory (CTT) and Item Res

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38

Hayat, Bahrul. "Klasika: Program Analisis Item dan Tes dengan Pendekatan Klasik." Jurnal Pengukuran Psikologi dan Pendidikan Indonesia (JP3I) 10, no. 1 (2021): 1–11. http://dx.doi.org/10.15408/jp3i.v10i1.20551.

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This article introduces the Klasika software developed to run item and test analysis using the Classical Test Theory approach. Classical Test Theory is one of the specialized competencies and skills that undergraduate students of psychology must possess. Classical Test Theory becomes a mandatory course for all schools or departments of psychology in Indonesia. This article also provides a theoretical foundation of Classical Test Theory's essential concepts and statistical methods, specifically related to items and test statistics. The item analysis and test reliability procedures using Klasika

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39

ÇÖRTÜK, Merve, and Alper SİNAN. "Comparison of Test Equating Methods Based on Classical Test Theory and Item Response Theory in Polytomously Scored Tests." Turkish Academic Research Review - Türk Akademik Araştırmalar Dergisi [TARR] 8, no. 4 (2023): 1429–39. http://dx.doi.org/10.30622/tarr.1371179.

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Aynı örtük özelliği ölçen testin benzer zorluklara sahip iki formunun puanlarının birbirine dönüştürülmesini içeren istatistiksel süreç test eşitleme olarak tanımlanır. Bu çalışma* çok kategorili puanlanan maddelerden oluşan test formlarının eşitlenmesi sürecinde Klasik Test Kuramı ve Madde Tepki Kuramı’na dayalı test eşitleme yöntemlerinden elde edilen hataların karşılaştırılmasını amaçlayan bir olasılıksal simülasyon çalışmasıdır. Yürütülen çalışmada örneklem büyüklüğü 50, 100, 300, 1000 ve 3000 kişi ve test uzunluğu 10, 20, 30, 40 ve 50 madde olmak üzere 2 değişimlenen koşul için 25 alt koş

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Kang, Jiwoon, and Jaewoong Kim. "Analysis of Nationally Authorized Private Qualification Test Items for Certified Software Test Specialist applying Classical Test Theory and Item Response Theory." Journal of Skills and Qualifications 12, no. 1 (2023): 23–46. http://dx.doi.org/10.35125/jsq.2023.12.1.023.

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Ridwan, Muhammad Rais, Edi Istiyono, and Widihastuti Widihastuti. "Test Items Analysis of Mathematical Problem Solving Ability using a Classical Test Theory Approach." Jurnal Pendidikan MIPA 22, no. 1 (2021): 98–111. http://dx.doi.org/10.23960/jpmipa/v22i1.pp98-111.

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Gorter, R., J.-P. Fox, G. Ter Riet, MW Heymans, and JWR Twisk. "Latent growth modeling of IRT versus CTT measured longitudinal latent variables." Statistical Methods in Medical Research 29, no. 4 (2019): 962–86. http://dx.doi.org/10.1177/0962280219856375.

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Latent growth models are often used to measure individual trajectories representing change over time. The characteristics of the individual trajectories depend on the variability in the longitudinal outcomes. In many medical and epidemiological studies, the individual health outcomes cannot be observed directly and are indirectly observed through indicators (i.e. items of a questionnaire). An item response theory or a classical test theory measurement model is required, but the choice can influence the latent growth estimates. In this study, under various conditions, this influence is directly

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Lim, Hyun-Sun, Young-Mee Lee, Duck-Sun Ahn, Joon-Young Lee, and Hyung Im. "Item Analysis of Clinical Performance Examination Using Item Response Theory and Classical Test Theory." Korean Journal of Medical Education 19, no. 3 (2007): 185–95. http://dx.doi.org/10.3946/kjme.2007.19.3.185.

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Kohli, Nidhi, Jennifer Koran, and Lisa Henn. "Relationships Among Classical Test Theory and Item Response Theory Frameworks via Factor Analytic Models." Educational and Psychological Measurement 75, no. 3 (2014): 389–405. http://dx.doi.org/10.1177/0013164414559071.

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Masood, Maham, Iram Rubab, and Rahma Shahid. "Investigating the Reliability of Language Tests Using Classical Test Theory and Item Response Theory." Human Nature Journal of Social Sciences 4, no. 2 (2023): 223–31. https://doi.org/10.71016/hnjss/xs01nz73.

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Aim of the Study: The study aims to investigate the concerns about the reliability of language tests. It uses both Classical Test Theory (CTT) and Item Response Theory (IRT) to examine the reliability of language tests with high-stake consequences. Methodology: The study uses a mixed method approach using both qualitative and quantitative data. It conducts interviews with language experts and participants to examine the reliability of language tests. Furthermore, the study collects quantitative data through a survey with language professionals. Findings & Conclusion: Using 15 questions, th

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Megawanti, Priarti, Nurimani Nurimani, and Meyta Dwi Kurniasih. "ANALYSIS OF CTT AND IRT ON NON-TEST MEASUREMENT INSTRUMENTS: MATHEMATICAL MINDSET SCALE." JURNAL EDUSCIENCE 12, no. 3 (2025): 714–28. https://doi.org/10.36987/jes.v12i3.6542.

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Purpose – This study aims to determine empirically the appropriate number of items that meet all item selection criteria, from classical test theory to item response theory.Methodology – This study used the Mathematical Mindset Scale (MMS) as an instrument for a non-test. It was conducted on 259 Mathematics Education students in Indonesia to determine the appropriate number of items that meet all item selection criteria, from classical test theory to item response theory. This quantitative research has been analyzed, including sample adequacy tests, construct validity and reliability, the good

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47

Yarnold, Paul R. "Classical Test Theory Methods for Repeated-Measures N = 1 Research Designs." Educational and Psychological Measurement 48, no. 4 (1988): 913–19. http://dx.doi.org/10.1177/0013164488484006.

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48

Okita, T., and W. G. Wolfer. "A critical test of the classical rate theory for void swelling." Journal of Nuclear Materials 327, no. 2-3 (2004): 130–39. http://dx.doi.org/10.1016/j.jnucmat.2004.01.026.

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49

Almehrizi, Rashid S. "Expected Agreement Coefficient for Norm-Referenced Tests With Classical Test Theory." Psychology and Cognitive Sciences - Open Journal 2, no. 1 (2016): 11–14. http://dx.doi.org/10.17140/pcsoj-2-110.

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50

Russanti, Irma, Eko Hariadi, and Tri Rijanto. "Classical Test Theory: Measurement for Fashion Design Double Track High School Program." Studies in Philosophy of Science and Education 3, no. 3 (2022): 140–45. http://dx.doi.org/10.46627/sipose.v3i3.306.

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The Double Track High School Program is a program that provides the provisions of high school students in order to have competencies such as vocational students, one of which is the Fashion Design competency. Tests are needed to measure students' cognitive abilities. This research is a test that aims to obtain information on the validation of the Fashion Design cognitive test items using the classical test theory. This quantitative descriptive study uses a multiple choices test with four choices of 40 items. Participants' responses were collected through Google form for Fashion Design class of

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