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Journal articles on the topic 'Theory of response to item (TRI)'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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1

Queiroz, Odoisa Antunes de, Ricardo Primi, Lucas de Francisco Carvalho, and Sônia Regina Fiorim Enumo. "Employment of Item Response Theory to measure change in Children's Analogical Thinking Modifiability Test." Estudos de Psicologia (Campinas) 30, no. 4 (2013): 479–86. http://dx.doi.org/10.1590/s0103-166x2013000400001.

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Dynamic testing, with an intermediate phase of assistance, measures changes between pretest and post-test assuming a common metric between them. To test this assumption we applied the Item Response Theory in the responses of 69 children to dynamic cognitive testing Children's Analogical Thinking Modifiability Test adapted, with 12 items, totaling 828 responses, with the purpose of verifying if the original scale yields the same results as the equalized scale obtained by Item Response Theory in terms of "changes quantifying". We followed the steps: 1) anchorage of the pre and post-test items through a cognitive analysis, finding 3 common items; 2) estimation of the items' difficulty level parameter and comparison of those; 3) equalization of the items and estimation of "thetas"; 4) comparison of the scales. The Children's Analogical Thinking Modifiability Test metric was similar to that estimated by the TRI, but it is necessary to differentiate the pre and post-test items' difficulty, adjusting it to samples with high and low performance.

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Bandeira Andriola, Wagner, Raimundo Helio Leite, and José Leudo Maia. "Análise métrica de questões componentes de testes de rendimento: mecanismo de feedback para aprimorar sua elaboração." Foro Educacional, no. 21 (July 2, 2014): 13. http://dx.doi.org/10.29344/07180772.21.862.

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Resumo O texto aborda a relevância da atividade de análise métrica das questões ou dos itens componentes de testes de rendimento, enquanto procedimento essencial ao feedback que se deve proporcionar aos elaboradores das mesmas. Nesse âmbito, o objetivo do ensaio foi comparar os efeitos das características métricas dos itens sobre a estimativa do nível de habilidade do aluno (θ), utilizando-se, para tal, o modelo de três parâmetros logísticos da Teoria da Resposta ao Item (TRI). Este trabalho mostra uma das inúmeras possibilidades resultantes do uso da TRI: análises estatísticas pertinentes para aferir se o instrumento e os itens ou questões que o compõem cumpriram suas funções pedagógicas, isto é, se estimaram de modo válido e confiável o aprendizado dos discentes. Palavras chave: avaliação educacional; avaliação da aprendizagem; Teoria da Resposta ao Item (TRI); testes de rendimento. Metric analysis of assessment test components: feedback mechanisms to improve design Abstract This paper overviews the relevance of item metric analysis of assessment tests as an essential feedback procedure which should be provided to those who design them. The essay intends to compare the effects of the item metric characteristics over the estimated skill level of students (θ), using the three logistic parameters of the Item Response Theory (IRT). This work shows one of the many possibilities resulting from the use of the IRT: relevant statistical analysis to verify whether or not the tool and its items meet the expected pedagogical functions, i.e.: if they can validly and reliably estimate the learning of students. Key words: Educational Assessment; Learning Assessment; Item Response Theory (IRT); Performance Tests.

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Ismail, Sohal Y., Lotte Timmerman, Reinier Timman, et al. "A psychometric analysis of the Rotterdam Renal Replacement Knowledge-Test (R3K-T) using item response theory." Transplant International 26, no. 12 (2013): 1164–72. http://dx.doi.org/10.1111/tri.12188.

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Nunes, Gustavo Henrique, Bruno Alberto Soares Oliveira, and Ciniro Aparecido Leite Nametala. "A Computational Strategy for Classification of Enem Issues Based on Item Response Theory." Revista de Informática Teórica e Aplicada 27, no. 1 (2020): 92–111. http://dx.doi.org/10.22456/2175-2745.92406.

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The National High School Examination (ENEM) gains each year more importance, as it gradually, replacing traditional vestibular. Many simulations are done almost randomly by teachers or systems, with questions chosen without discretion. With this methodology, if a test needs to be reapplied, it is not possible to recreate it with questions that have the same difficulty as those used in the first evaluation. In this context, the present work presents the development of an ENEM Intelligent Simulation Generation System that calculates the parameters of Item Response Theory (TRI) of questions that have already been applied in ENEM and, based on them, classifies them. in groups of difficulty, thus enabling the generation of balanced tests. For this, the K-means algorithm was used to group the questions into three difficulty groups: easy, medium and difficult. To verify the functioning of the system, a simulation with 180 questions was generated along the ENEM model. It could be seen that in 37.7% of cases this happened. This hit rate was not greater because the algorithm confounded the difficulty of issues that are in close classes. However, the system has a hit rate of 92.8% in the classification of questions that are in distant groups.

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Ferreira, Eduardo Vargas, and Caio Lucidius Naberezny Azevedo. "Contribuições ao estudo do Modelo de Crédito Parcial Generalizado." Estudos em Avaliação Educacional 28, no. 67 (2017): 236. http://dx.doi.org/10.18222/eae.v0ix.3385.

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<p>Este artigo aborda os mais importantes aspectos inferenciais do Modelo de Crédito Parcial Generalizado (MCPG), da Teoria da Resposta ao Item (TRI). É mostrado um estudo sobre uma das principais dificuldades encontradas no processo de estimação e inferência dos modelos da TRI, que é a falta de identificabilidade. Além disso, apresenta-se a interpretação dos parâmetros do modelo e da função de informação do item e do teste.</p><p><strong>Palavras-chave:</strong> Teoria da Resposta ao Item; Modelos Politômicos; Modelo de Crédito Parcial Generalizado; Psicometria.</p><p> </p><p><strong>Contribuciones al estudio del Modelo de Crédito Parcial Generalizado</strong></p><p>Este artículo aborda los más importantes aspectos inferenciales del Modelo de Crédito Parcial Generalizado (MCPG), de la Teoría de la Respuesta al Ítem (TRI). Se presenta un estudio sobre una de las principales dificultades encontradas en el proceso de estimación e inferencia de los modelos de la TRI, que es la falta de identificabilidad. Por otra parte, se expone la interpretación de los parámetros del modelo y de la función de información del ítem y el test.</p><p><strong>Palabras clave:</strong> Teoría de la Respuesta al Ítem; Modelos Politómicos; Modelo de Crédito Parcial Generalizado; Psicometría.</p><p> </p><p><strong>Contributions to the study of Generalized Partial Credit Model</strong></p><p>This article covers the most important inferential aspects of the Generalized Partial Credit Model (GPCM) of the Item Response Theory (IRT). It presents a study on one of the main difficulties encountered in the process of estimation and inference of the IRT models, which is the lack of identifiability. In addition, it presents the interpretation of the model parameters and the information function of the item and the test.</p><p><strong>Keywords:</strong> Item Response Theory; Polytomous Models; Generalized Partial Credit Model; Psychometrics.</p>

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Mafauzy, Mohamad Masykurin, Tuan Hairulnizam Tuan Kamauzaman, Wan Nor Arifin, Hadi Fadhil Mat Said, Fatimah Ismail, and Mohd Najib Abdul Ghani. "PSYCHOMETRIC EVALUATION OF FLOOD DISASTER MANAGEMENT QUESTIONNAIRE: CONFIRMATORY FACTOR ANALYSIS AND ITEM RESPONSE THEORY ANALYSIS." Malaysian Journal of Public Health Medicine 21, no. 2 (2021): 133–40. http://dx.doi.org/10.37268/mjphm/vol.21/no.2/art.859.

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Flood disaster is the commonest natural disaster with huge impact on healthcare services in Malaysia. The FloodDMQ-BM© questionnaire was developed as a tool to assess the knowledge, attitude, and practice of healthcare providers regarding patient management during a flood disaster. We aim to further validate the FloodDMQ-BM© questionnaire by using Confirmatory Factor Analysis (CFA) and Item Response Theory (IRT).This cross-sectional study involved doctors, nurses and paramedics working in the Emergency Department of Hospital Universiti Sains Malaysia, Hospital Raja Perempuan Zainab II and Hospital Kuala Krai. Respondents were required to complete the FloodDMQ-BM© questionnaire. The responses were analysed by using CFA and IRT to establish its validity and reliability. A total of 215 respondents participated in this study. CFA analysis with Maximum Likelihood Robust as the estimation method, on the attitude and practice components resulted in good factor loadings (>0.5) in nearly all items and excellent model fit indices values (CFI = 0.96-0.98, TLI = 0.95-0.96, SRMR = 0.04-0.05, RMSEA = 0.07). Meanwhile, IRT analysis on the knowledge section showed a good two-way marginal fit based on S-X2, and a good model fit with RMSEA of 0.08. Based on the 2PL model by using the IRT assessment of the knowledge section, one item in the knowledge section (K3) was removed (chi-squared residual >4) resulting in improved model fit. The included items had well-standardized loadings (>0.3) and marginal reliability of 0. 651.Our results confirmed that the FloodDMQ-BM© questionnaire displayed valid and reliable psychometric properties.

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Gomes, Diego Eller, José Luís Guedes Dos Santos, José Wicto Pereira Borges, Murilo Pedroso Alves, Dalton Francisco De Andrade, and Alacoque Lorenzini Erdmann. "Teoria da resposta ao item nas pesquisas em saúde pública." Revista de Enfermagem UFPE on line 12, no. 6 (2018): 1800. http://dx.doi.org/10.5205/1981-8963-v12i6a234740p1800-1812-2018.

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RESUMOObjetivo: analisar a utilização da Teoria da Resposta ao Item (TRI) nas pesquisas em saúde pública. Método: revisão integrativa, sem delimitação temporal, nas bases de dados LILACS, SCOPUS, MEDLINE/PUBMED e na biblioteca virtual SCIELO. Adotaram-se as etapas de leitura, contagem de ocorrência de características das publicações e organização em categorias temáticas no processo de análise. Resultados: 56 estudos atenderam aos critérios de inclusão que buscaram avaliar a validade e a confiabilidade de instrumentos de mensuração e realizar ajustes psicométricos. Destacaram-se, como traços latentes mais avaliados, a qualidade de vida, a saúde de idosos e o letramento em saúde. Conclusão: evidenciam-se as possibilidades de utilização da TRI para a avaliação de uma diversidade de traços antes relacionados à saúde pública ao permitir a transformação de resultados subjetivos em probabilidades. O desenvolvimento de novos instrumentos pode considerar a avaliação de traços latentes relevantes para a saúde pública, como a integralidade da assistência na atenção básica, o vínculo do usuário aos serviços de saúde e perspectivas sobre vulnerabilidades, contribuindo para o avanço do conhecimento científico. Descritores: Métodos e Procedimentos Estatísticos; Inquéritos e Questionários; Análise Quantitativa; Saúde Pública; Enfermagem; Avaliação em Enfermagem.ABSTRACTObjective: to analyze the use of Item Response Theory (IRT) in public health research. Method: integrative review, without temporal delimitation, in the databases LILACS, SCOPUS, MEDLINE / PUBMED and in the SCIELO virtual library. We adopted the steps of reading, counting of occurrence of characteristics of the publications and organization in thematic categories in the process of analysis. Results:56 studies met the inclusion criteria that sought to evaluate the validity and reliability of measurement instruments and to make psychometric adjustments. The quality of life, the health of the elderly and the health literacy were highlighted as more evaluated latent traits. Conclusion: the possibilities of using IRT for the evaluation of a diversity of traits previously related to public health are evidenced by allowing the transformation of subjective results into probabilities. The development of new instruments may consider the evaluation of latent traits relevant to public health, such as the integrality of care in basic care, the user's link to health services and perspectives on vulnerabilities, contributing to the advancement of scientific knowledge. Descriptors: Statistical Methods and Procedures; Surveys and Questionnaires; Quantitative Analysis; Public Health; Nursing; Nursing Assessment.RESUMENObjetivo: analizar la utilización de la Teoría de la Respuesta al Ítem (TRI) en las investigaciones en salud pública. Método: revisión integrativa, sin delimitación temporal, en las bases de datos LILACS, SCOPUS, MEDLINE / PUBMED y en la biblioteca virtual SCIELO. Se adoptaron las etapas de lectura, conteo de ocurrencia de características de las publicaciones y organización en categorías temáticas en el proceso de análisis. Resultados: 56 estudios atendieron a los criterios de inclusión, que buscaron evaluar la validez y la confiabilidad de instrumentos de medición y realizar ajustes psicométricos. Se destacaron como rasgos latentes más evaluados, la calidad de vida, la salud de ancianos y el letramiento en salud. Conclusión: se evidencian las posibilidades de utilización de la TRI para la evaluación de una diversidad de rasgos latentes relacionados a la salud pública, al permitir la transformación de resultados subjetivos en probabilidades. El desarrollo de nuevos instrumentos puede considerar la evaluación de rasgos latentes relevantes para la salud pública, como la integralidad de la asistencia en la atención básica, el vínculo del usuario a los servicios de salud y perspectivas sobre vulnerabilidades, contribuyendo al avance del conocimiento científico. Descriptores: Métodos y Procedimientos Estadísticos; Encuestas y Questionarios; Análisis Cuantitativo; Salud Pública; Enfermería; Evaluación em Enfermería.

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Ellis, Barbara B., Peter Becker, and Herbert D. Kimmel. "An Item Response Theory Evaluation of an English Version of the Trier Personality Inventory (TPI)." Journal of Cross-Cultural Psychology 24, no. 2 (1993): 133–48. http://dx.doi.org/10.1177/0022022193242001.

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9

Ranson, Jana, Brooke E. Magnus, Nancy Temkin, et al. "Diagnosing the GOSE: Structural and Psychometric Properties Using Item Response Theory, a TRACK-TBI Pilot Study." Journal of Neurotrauma 36, no. 17 (2019): 2493–505. http://dx.doi.org/10.1089/neu.2018.5998.

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10

Stepp, Stephanie D., Lan Yu, Joshua D. Miller, Michael N. Hallquist, Timothy J. Trull, and Paul A. Pilkonis. "Integrating competing dimensional models of personality: Linking the SNAP, TCI, and NEO using Item Response Theory." Personality Disorders: Theory, Research, and Treatment 3, no. 2 (2012): 107–26. http://dx.doi.org/10.1037/a0025905.

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KIJIMA, Nobuhiko, and Hiroto MUROHASHI. "The cross-cultural comparison on the TCI(Temperament and Character Inventory) utilizing the IRT(Item Response Theory)." Proceedings of the Annual Convention of the Japanese Psychological Association 77 (September 19, 2013): 2AM—024–2AM—024. http://dx.doi.org/10.4992/pacjpa.77.0_2am-024.

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Primi, Caterina, Giulia Fioravanti, Silvia Casale, and Maria Anna Donati. "Measuring Problematic Facebook Use among Adolescents and Young Adults with the Bergen Facebook Addiction Scale: A Psychometric Analysis by Applying Item Response Theory." International Journal of Environmental Research and Public Health 18, no. 6 (2021): 2979. http://dx.doi.org/10.3390/ijerph18062979.

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The Bergen Facebook Addiction Scale (BFAS) is widely used, but psychometric evidence by applying Item Response Theory (IRT) is lacking. Considering the advantages of this psychometric approach, the aim of study was to investigate the psychometric properties of the Italian version of the BFAS among adolescents and young adults. Participants were 1134 (50% males, Mean age = 20.7, SD = 3.5, range = 14–33 years) Italian high school students and undergraduates. The unidimensionality of the scale was confirmed (χ2/df = 2.8, CFI = 0.99, TLI = 0.98, and RMSEA = 0.04 [C.I. = 0.02–0.06]) and IRT analysis showed that the scale assesses medium and high levels of the trait, and that it is useful in order to discriminate different levels of Problematic Facebook use (PFU) within this range of trait, in which the scale is sufficiently informative. The relationships of BFAS θ scores with theoretically related constructs provided support to the validity of the scale. In accordance with previous studies, BFAS scores were positively correlated with Problematic Internet use and problematic Social Network use, negatively correlated with self-esteem, and positively related to loneliness. The Differential Item Functioning (DIF) analysis showed that BFAS is invariant across gender, and only one item had uniform and small-in-size DIF. Additionally, we tested age invariance. Since only 17% of the BFAS items were non-invariant, we determined that the BFAS exhibited minor non-invariance as a whole. An analysis of the adequacy of the polythetic and monothetic criteria to define the range of the trait indicative of problematic use was also conducted. Overall, this study offers evidence that BFAS is a valuable and useful scale for measuring high levels of PFU among Italian adolescents and young adults.

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de Koning, Els, Klaas Sijtsma, and Jo H. M. Hamers. "Construction and Validation of a Test for Inductive Reasoning1." European Journal of Psychological Assessment 19, no. 1 (2003): 24–39. http://dx.doi.org/10.1027//1015-5759.19.1.24.

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Summary We present in this paper a test for inductive reasoning (TIR), which consists of two versions that can be used to assess the inductive reasoning development of third-grade pupils in primary education. The test versions can also be used in combination with a training program for inductive reasoning. Two experiments using samples of 954 and 145 pupils were carried out to investigate the psychometric properties of the tests, including validity. Item response theory (IRT) analyses revealed that the scores on the two TIR tests gave meaningful inductive reasoning summaries. This was supported by analyses of the convergent and divergent validity of the TIR tests. IRT analyses were used to equate the two TIR test versions such that the scores can be compared on a common scale. Possible explanations for the misfit of items that were deleted from the TIR tests are discussed.

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Santos-Labrador, Ricardo M., Alejandra R. Melero-Ventola, María Cortés-Rodríguez, Mercedes Sánchez-Barba, and Eva M. Arroyo-Anlló. "Validation of the Physical Activity and Leisure Motivation Scale in Adolescent School Children in Spain (PALMS-e)." Sustainability 13, no. 14 (2021): 7714. http://dx.doi.org/10.3390/su13147714.

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The aim of this study was to translate and adapt the physical activity and leisure motivation scale (PALMS) into Spanish, and to analyse its validity and reliability. The sample comprised 867 adolescents, with a mean age of 14.04 ± 1.19 years, 53.9% of whom were male. During the translation process, some of the items in the instrument were modified slightly, improving its comprehensibility. On the other hand, the exploratory factor analysis did not present an adequate factor structure, so a more in-depth analysis was carried out, using item response theory and confirmatory factor analysis; the conclusion was that it would be appropriate to eliminate several items from the scale. From this, a final shortened version, consisting of 25 items, was produced, with adequate fit indices—CFI = 0.933, TLI = 0.918, SRMR = 0.042, RMSEA = 0.052 (90% CI 0.048; 0.056)—and good reliability for each of the dimensions, ranging from 0.625 to 0.835. It can be concluded that the abbreviated version of the PALMS instrument, adapted for Spanish adolescents (PALMS-e), is a valid and reliable instrument for assessing their motives for doing physical activity.

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Cúri, Mariana, and Vanessa Silva. "Academic English Proficiency Assessment Using a Computerized Adaptive Test." TEMA - Tendências em Matemática Aplicada e Computacional 20, no. 2 (2019): 381. http://dx.doi.org/10.5540/tema.2019.020.02.381.

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This paper describes the steps to convert a paper-and-pencil English proficiency test for academic purposes, consisting of multiple choice items administered following the Admissible Probability Measurement Procedure [24], adopted by the graduate program at the Institute of Mathematics and Computer Sciences at the University of São Paulo (ICMC-USP), Brazil, to a computerized adaptive test (CAT) based on an Item Response Theory Model (IRT). Despite the fact that the program accepts various internationally recognized tests that attest non-native speakers English proficiency, such as the Test of English as a Foreign Language (TOEFL), the International English Language Testing System (IELTS) and the Cambridge English: Proficiency (CPE), for instance, its requirement is incoherent in public universities in Brazil due to the cost, which ranges from US$ 200.00 to US$ 300.00 per exam. The TAI-PI software (Computerized Adaptive Test for English Proficiency), which was developed in Java language and SQLite, started to be used to assess the English pro?ciency of students on the program from October, 2013. The statistical methodology used was defined considering the history and aims of the test and adopted Samejima's Graded Response Model [21], the Kullback-Leibler information criterion for item selection, the a posteriori estimation method for latent trait [2] and the Shadow Test approach [29] to impose restrictions (content and test length) on the test composition of each individual. A description of the test design, the statistical methods used, and the results of a real application of TAI-PI for graduate students are presented in this paper, as well as the validation studies of the new methodology for pass or fail classification, showing the good quality of the new evaluation system and examination of improvement using the IRT and CAT methods.

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Noguchi, Takuya, and Makoto Kyougoku. "Psychometric properties of the Assessment of Positive Occupation 15 final version in individuals with mental illness." Hong Kong Journal of Occupational Therapy 34, no. 1 (2021): 3–12. http://dx.doi.org/10.1177/1569186120985413.

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Aims This study was to test the reliability and validity of the Assessment of Positive Occupational 15 (APO-15) for individuals experiencing mental illness. Methods A sample of 408 people experiencing mental illness living in communities or admitted to hospitalized was recruited. The sample has completed demographic information, the Assessment of Positive Occupation 15 (APO-15), the Japanese version of the Self-identified Stage of Recovery Part-B (SISR-B), the Japanese version of the Recovery Assessment Scale (RAS), the General Health Questionnaire 12 (GHQ-12). APO-15 is a measure of how engaged one is in occupations that promote well-being. The final version of the APO-15 was developed by assessing the validity and reliability by mainly using confirmatory factor analysis (CFA), item response theory (IRT). Results This study indicated satisfactory the validity and reliability of APO-15 in a group of individuals experiencing mental illness. CFA showed acceptable values for all indices of fit, namely comparative fit index (CFI), Tucker-Lewis index (TLI) (i.e., greater than .90), and the value of root mean square error of approximation (RMSEA) was .087, which was acceptable. The IRT showed satisfactory responses for the item slope parameter (α) and item difficulty parameter (β) in APO-15. Discussion APO-15 was demonstrated good psychometric properties in measuring involvement in the occupation to promote well-being in individuals experiencing mental illness. In conclusion, the APO-15 is an important tool to enable occupational therapists to assess clients who are not engaged in well-being promoting occupations and thus enable them to participate in such occupations.

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Castaño-León, Ana M., Blanca Navarro-Main, Pedro A. Gomez, et al. "Quality of Life After Brain Injury: Psychometric Properties of the Spanish Translation of the QoLIBRI." Evaluation & the Health Professions 41, no. 4 (2017): 456–73. http://dx.doi.org/10.1177/0163278717702696.

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Traumatic brain injury (TBI) is frequently followed by a variety of physical, emotional, and cognitive symptoms, which affect the patient’s daily life, their social relations, and their work/educational status. In addition to function measures, health-related quality of life (HRQoL) has received increasing attention as an important outcome after TBI, as it may guide rehabilitation and evaluate treatment success. Here, we report on psychometric properties of a Spanish translation of the quality of life after brain injury (QoLIBRI) questionnaire, a disease-specific instrument to assess HRQoL in patients after TBI. Classical test theory, item response theory, and structural equation modeling were used to evaluate psychometric properties of the Spanish QoLIBRI translation in a convenience sample of N = 155 patients with TBI. A subset of n = 23 patients were tested twice with a test–retest interval of ≤2 weeks. Internal consistency and test–retest reliabilities were high (Cronbach’s α: 0.78–0.96; ICCs: 0.81–0.96). Rasch analysis infit (range 0.52–1.20) and outfit indices (range 0.50–1.17) supported unidimensionality of subscales, whereas SEM analysis tended to support a correlated six-factor model (CFI = .88, RMSEA = .068, 95% confidence interval [.061, .075]). Results show favorable psychometric properties of the Spanish translation of the QoLIBRI, comparable to the international version. It is, thus, a useful instrument for clinicians and researchers assessing the impact of TBI on quality of life, the outcomes of rehabilitation, and may be included in epidemiological surveys.

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Sándor, Rózsa, Vincze Gábor, Török Imre András, et al. "A Mágikus Fogalomképzés Skála hazai változatának kialakítása." Mentálhigiéné és Pszichoszomatika 21, no. 4 (2021): 401–41. http://dx.doi.org/10.1556/0406.21.2020.018.

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Háttér: A pszichózisra való sérülékenység feltárása és a korai intervenció a klinikai gyakorlat és a kutatások fontos részét képezik. A Mágikus Fogalomképzés Skála az egyik leggyakrabban alkalmazott önjellemző kérdőív, amelyet a pszichózisra való hajlam feltárására dolgoztak ki. Meglepő azonban, hogy a Mágikus Fogalomképzés Skála pszicho metriai jellemzőit klinikai mintán szinte alig vizsgálták. Célkitűzés: A tanulmány fő célja a Mágikus Fogalomképzés Skála faktorszerkezetének feltárása nagy elemszámú egyetemi hallgatói mintán (n = 1730) és pszichiátriai betegek (n = 319) körében. Módszerek: A kérdőív faktorszerkezetét megerősítő (egydimenziós, többdimenziós szerkezet, bifaktoros elrendezés) és feltáró faktorelemzések, valamint parallelelemzések segítségével vizsgáltuk. A skálák megbízhatóságát a hagyományos módszerek mellett (pl. Cronbachα) modellalapú megbízhatósági becslésekkel (hierarchikus ómega) is jellemeztük. A faktorszerkezet elemzését követően a valószínűségi tesztelméleti alapokon nyugvó Tételválasz elmélet (Item Response Theory, IRT) segítségével az itemparaméterek becslését (nehézség és diszkrimináció) és az eltérő tételműködést is megvizsgáltuk, majd egy rövid, 15 tételes változatot alakítottunk ki, amelynek a kritériumvaliditását más mérőeszközök felhaszná- lásával teszteltük (pl. Szkizotípia Személyiség Kérdőív rövid változat; Davisféle Empátia Kérdőív). Eredmények: A parallelelemzés a hallgatói mintán 3 faktort, míg a klinikai mintán 2 dimenziót valószínűsített. Mindkét minta esetében a negatív tételek önálló dimen ziót alkottak, amit járulékos faktornak tekintetve a későbbiekben nem elemeztünk. A megerősítő faktorelemzés a normatív hallgatói mintán a bifaktoros struktúrát támasztotta alá, ahol az általános faktor mellett két speciális dimenzió jelent meg: paranormális hiedelmek és mágikus okság/spiritualitás (RMSEA = 0,052; CFI = 0,993; TLI = 0,990). A klinikai mintán az egydimenziós szerkezet adta a legjobb illeszkedési mutatókat (RMSEA = 0,032; CFI = 0,970; TLI = 0,965). A 15 tételre rövidített skála jó pszichometriai jellemzőkkel rendelkezett, bár az IRT elemzés rávilágított arra, hogy néhány tétel eltérő jelentést hordoz a nemek (nők vs. férfiak) vagy a vizsgálati minta típusa (normatív vs. klinikai) szerinti összevetéskor. Következtetések: Eredményeink megerősítik, hogy a mágikus fogalomalkotás a klinikai mintán egydimenziós modellel ragadható meg leginkább, ezzel szemben a normatív hallgatói mintán már inkább egy bifaktoros struktúra valószínűsíthető, amelynek két speciális dimenziója az adaptív (mágikus okság/spiritulaitás) és maladaptív (paranormális hiedelmek) sajátosságok mentén különül el.Background: Study of vulnerability to psychosis and early intervention is an area of great clinical impact and research. The Magical Ideation Scale (MIS) is among the most widely used instruments for the assessment of psychosis proneness. However, there has been little research on the psychometric properties of the MIS in clinical sample. Aims: The main goal of the present work was to study the dimensional structure underlying the MIS in a large sample of students (n = 1.730) and clinical subjects (n = 319). Methods: The structures of the MIS were examined by confirmatory (e.g., single-factor model, model with second-order factor, bifactor model) and exploratory factor analysis and parallel-analysis. The internal consistencies were calculated not only in the conventional way (e.g. Cronbach’s α) but also in the controlling of the general factor (hierarchical omega, explained common variance). After initial testing, we used Item Response Theory (IRT) to shorten and further refine the instrument, and criterion validity was evaluated by other questionnaires (e.g. Schizotypy Personality Questionnaire – Brief Revised; Interpersonal Reactivity Index). Results: To determine the number of factors that can be applied, parallel-analysis provided a good estimation of the three dimensional structure of MIS in student sample and two dimensions in clinical subjects. However, the reversed worded items caused a method factor that does not appear to be substantively meaningful. Confirmatory factor analysis identified a bifactor solution (general scale and two specific scales: paranormal beliefs and magical reasoning/spirituality) for the MIS in student sample (RMSEA = 0.052, CFI = 0.993, TLI = 0.990), and a unidimensional factor structure in clinical sample (RMSEA = 0.032, CFI = 0.970, TLI = 0.965). The shortened 15-item version of the MIS has good psychometric properties, but few of the items displayed DIF across gender or type of sample (normative or clinical). Conclusions: Our results confirm that magical ideation can be considered as a single latent psychological variable on clinical sample, and a bifactorial structure in normative sample where the adaptive (magical reasoning/spirituality) and maladaptive (paranormal beliefs) functions separated.

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NAGAOKA, Keizo, and Maomi UENO. "ITEM RESPONSE THEORY FOR ITEM RESPONSE TIME." Kodo Keiryogaku (The Japanese Journal of Behaviormetrics) 18, no. 2 (1991): 1–8. http://dx.doi.org/10.2333/jbhmk.18.2_1.

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Woods, Anthony, and Rosemary Baker. "Item response theory." Language Testing 2, no. 2 (1985): 117–40. http://dx.doi.org/10.1177/026553228500200202.

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Harvey, Robert J., and Allen L. Hammer. "Item Response Theory." Counseling Psychologist 27, no. 3 (1999): 353–83. http://dx.doi.org/10.1177/0011000099273004.

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Item response theory (IRT) seeks to model the way in which latent psychological constructs manifest themselves in terms of observable item responses; this information is useful when developing, evaluating, and scoring tests. After providing an overview of the most popular IRT models (i.e., those applicable to dichotomously keyed items) and contrasting them with the techniques used in classical test theory (CTT), the authors illustrate the application of IRT using data from the recently revised Myers-Briggs Type Indicator. These results highlight a number of IRT’s advantages, including (a) detailed descriptions of the performance of individual items, (b) indices of item- and scale-level precision that are free to vary across the full range of possible scores, (c) assessments of item- and test-level bias with respect to demographic subgroups, (d) measures of response-profile quality, and (e) computer-adaptive testing, which can dramatically reduce testing time.

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Cai, Li, Kilchan Choi, Mark Hansen, and Lauren Harrell. "Item Response Theory." Annual Review of Statistics and Its Application 3, no. 1 (2016): 297–321. http://dx.doi.org/10.1146/annurev-statistics-041715-033702.

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Carlson, James E., and Matthias von Davier. "ITEM RESPONSE THEORY." ETS Research Report Series 2013, no. 2 (2013): i—69. http://dx.doi.org/10.1002/j.2333-8504.2013.tb02335.x.

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Reise, Steven P., Andrew T. Ainsworth, and Mark G. Haviland. "Item Response Theory." Current Directions in Psychological Science 14, no. 2 (2005): 95–101. http://dx.doi.org/10.1111/j.0963-7214.2005.00342.x.

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Item response theory (IRT) is an increasingly popular approach to the development, evaluation, and administration of psychological measures. We introduce, first, three IRT fundamentals: (a) item response functions, (b) information functions, and (c) invariance. We next illustrate how IRT modeling can improve the quality of psychological measurement. Available evidence suggests that the differences between IRT and traditional psychometric methods are not trivial; IRT applications can improve the precision and validity of psychological research across a wide range of subjects.

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Mellenbergh, Gideon J. "Item bias and item response theory." International Journal of Educational Research 13, no. 2 (1989): 127–43. http://dx.doi.org/10.1016/0883-0355(89)90002-5.

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Park, Elyse R., Christina M. Luberto, Emma Chad-Friedman, et al. "A Comprehensive Resiliency Framework: Theoretical Model, Treatment, and Evaluation." Global Advances in Health and Medicine 10 (January 2021): 216495612110003. http://dx.doi.org/10.1177/21649561211000306.

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Background There is heterogeneity in conceptualizations of resiliency, and there is, to date, no established theoretically driven resiliency assessment measure that aligns with a targeted resiliency intervention. We operationalize resiliency as one’s ability to maintain adaptive functioning in response to the ongoing, chronic stress of daily living, and we use a novel resiliency measure that assesses the target components of an evidence based resiliency intervention. We present our resiliency theory, treatment model, and corresponding assessment measure (Current Experience Scale; CES). Methods To establish the psychometric properties of the CES, we report the factor structure and internal consistency reliability (N = 273). Among participants in our resiliency intervention (N = 151), we explored construct validity in terms of associations with theoretical model constructs, a validated resiliency measure, and sensitivity to change from before to after the intervention. Results Results indicated that a 23-item, 6-factor solution was a good fit to the data (RMSEA = .08, CFI = .97; TLI =.96) and internal consistency was good (α = .81 to .95). The CES showed correlations in the expected direction with resiliency model constructs (all p’s < .001) and significant post intervention improvements. Conclusion Our resiliency theory, treatment model, and outcome appear aligned; the CES demonstrated promise as a psychometrically sound outcome measure for our resiliency intervention and may be used in future longitudinal studies and resiliency building interventions to assess individuals’ resiliency to adapt to ongoing stress.

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Mellenbergh, Gideon J. "Nonparametric Item Response Theory." Bulletin of Sociological Methodology/Bulletin de Méthodologie Sociologique 68, no. 1 (2000): 42–43. http://dx.doi.org/10.1177/075910630006800116.

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Stocking, Martha L., Len Swanson, and Mari Pearlman. "AUTOMATED ITEM SELECTION USING ITEM RESPONSE THEORY*." ETS Research Report Series 1991, no. 1 (1991): i—31. http://dx.doi.org/10.1002/j.2333-8504.1991.tb01375.x.

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Stocking, Martha L., Len Swanson, and Mari Pearlman. "AUTOMATED ITEM SELECTION USING ITEM RESPONSE THEORY." ETS Research Report Series 1991, no. 1 (1991): i. http://dx.doi.org/10.1002/j.2333-8504.1991.tb01386.x.

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Kim, Jinho, and Mark Wilson. "Polytomous Item Explanatory Item Response Theory Models." Educational and Psychological Measurement 80, no. 4 (2019): 726–55. http://dx.doi.org/10.1177/0013164419892667.

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This study investigates polytomous item explanatory item response theory models under the multivariate generalized linear mixed modeling framework, using the linear logistic test model approach. Building on the original ideas of the many-facet Rasch model and the linear partial credit model, a polytomous Rasch model is extended to the item location explanatory many-facet Rasch model and the step difficulty explanatory linear partial credit model. To demonstrate the practical differences between the two polytomous item explanatory approaches, two empirical studies examine how item properties explain and predict the overall item difficulties or the step difficulties each in the Carbon Cycle assessment data and in the Verbal Aggression data. The results suggest that the two polytomous item explanatory models are methodologically and practically different in terms of (a) the target difficulty parameters of polytomous items, which are explained by item properties; (b) the types of predictors for the item properties incorporated into the design matrix; and (c) the types of item property effects. The potentials and methodological advantages of item explanatory modeling are discussed as well.

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Yang, Ji Seung, and Xiaying Zheng. "Item Response Data Analysis Using Stata Item Response Theory Package." Journal of Educational and Behavioral Statistics 43, no. 1 (2017): 116–29. http://dx.doi.org/10.3102/1076998617749186.

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The purpose of this article is to introduce and review the capability and performance of the Stata item response theory ( irt) package that is available from Stata V.14, 2015. Using a simulated data set and a publicly available item response data set extracted from Programme of International Student Assessment, we review the irt package from applied and methodological researchers’ perspectives. After discussing the supported item response models and estimation methods implemented in the package, we demonstrate the accuracy of estimation compared to results from other typically used software packages. Other application features for differential item function analysis, scoring, and the package generating graphs are also reviewed.

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Hashimoto, Takamitsu. "Item Relational Structure Analysis Using Item Response Theory." Japanese Journal of Applied Statistics 40, no. 3 (2011): 125–40. http://dx.doi.org/10.5023/jappstat.40.125.

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Bunji, Kyosuke. "Modeling Inter-item Variance of Item Response Theory:." Kodo Keiryogaku (The Japanese Journal of Behaviormetrics) 43, no. 2 (2016): 181–95. http://dx.doi.org/10.2333/jbhmk.43.181.

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Tuerlinckx, Francis, and Paul De Boeck. "Modeling Local Item Dependencies in Item Response Theory." Psychologica Belgica 38, no. 2 (1998): 61. http://dx.doi.org/10.5334/pb.925.

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Oshima, T. C., and M. David Miller. "Multidimensionality and Item Bias in Item Response Theory." Applied Psychological Measurement 16, no. 3 (1992): 237–48. http://dx.doi.org/10.1177/014662169201600304.

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Zickar, Michael J. "Modeling Item-Level Data With Item Response Theory." Current Directions in Psychological Science 7, no. 4 (1998): 104–9. http://dx.doi.org/10.1111/1467-8721.ep10774739.

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Stenbeck, Magnus, Ronald K. Hambleton, H. Swaminathan, and H. Jane Rogers. "Fundamentals of Item Response Theory." Contemporary Sociology 21, no. 2 (1992): 289. http://dx.doi.org/10.2307/2075521.

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Mellenbergh, Gideon J. "Generalized linear item response theory." Psychological Bulletin 115, no. 2 (1994): 300–307. http://dx.doi.org/10.1037/0033-2909.115.2.300.

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Fox, Jean-Paul. "Randomized Item Response Theory Models." Journal of Educational and Behavioral Statistics 30, no. 2 (2005): 189–212. http://dx.doi.org/10.3102/10769986030002189.

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The randomized response (RR) technique is often used to obtain answers on sensitive questions. A new method is developed to measure latent variables using the RR technique because direct questioning leads to biased results. Within the RR technique is the probability of the true response modeled by an item response theory (IRT) model. The RR technique links the observed item response with the true item response. Attitudes can be measured without knowing the true individual answers. This approach makes also a hierarchical analysis possible, with explanatory variables, given observed RR data. All model parameters can be estimated simultaneously using Markov chain Monte Carlo. The randomized item response technique was applied in a study on cheating behavior of students at a Dutch University. In this study, it is of interest if students’ cheating behavior differs across studies and if there are indicators that can explain differences in cheating behaviors.

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Li, Tongyun. "Book Review: Item response theory." Applied Psychological Measurement 38, no. 5 (2014): 410–12. http://dx.doi.org/10.1177/0146621614522542.

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Fayers, Peter. "Item Response Theory for Psychologists." Quality of Life Research 13, no. 3 (2004): 715–16. http://dx.doi.org/10.1023/b:qure.0000021503.45367.f2.

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Kinkner, Tamra, and Jack McKillip. "Fundamentals of item response theory." Evaluation Practice 14, no. 2 (1993): 191–93. http://dx.doi.org/10.1016/0886-1633(93)90015-h.

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Jannarone, Robert J. "Conjunctive item response theory kernels." Psychometrika 51, no. 3 (1986): 357–73. http://dx.doi.org/10.1007/bf02294060.

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Baker, F. B. "Item Response Theory: Parameter Estimation Techniques." Biometrics 50, no. 3 (1994): 896. http://dx.doi.org/10.2307/2532822.

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Hand, D. J., W. J. van der Linden, and R. K. Hambleton. "Handbook of Modern Item Response Theory." Biometrics 54, no. 4 (1998): 1680. http://dx.doi.org/10.2307/2533698.

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MW, Wim J. Van der Linden, and Ronald K. Hambleton. "Handbook of Modern Item Response Theory." Journal of the American Statistical Association 92, no. 439 (1997): 1227. http://dx.doi.org/10.2307/2965612.

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Arifin, Wan Nor, and Muhamad Saiful Bahri Yusoff. "Item Response Theory for Medical Educationists." Education in Medicine Journal 9, no. 3 (2017): 69–81. http://dx.doi.org/10.21315/eimj2017.9.3.8.

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Ackerman, Terry A., and Frank B. Baker. "Item Response Theory: Parameter Estimation Techniques." Journal of the American Statistical Association 88, no. 422 (1993): 707. http://dx.doi.org/10.2307/2290371.

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Mckinley, Robert L. "An Introduction to Item Response Theory." Measurement and Evaluation in Counseling and Development 22, no. 1 (1989): 37–57. http://dx.doi.org/10.1080/07481756.1990.12022910.

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Kortemeyer, Gerd. "Quick-and-Dirty Item Response Theory." Physics Teacher 57, no. 9 (2019): 608–10. http://dx.doi.org/10.1119/1.5135788.

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