Developing an Item Bank of Computerized Adaptive Testing for Eating Disorders in Chinese University Students

Autor/inn/en	Liu, Kai; Zhang, Longfei; Tu, Dongbo; Cai, Yan
Titel	Developing an Item Bank of Computerized Adaptive Testing for Eating Disorders in Chinese University Students
Quelle	In: SAGE Open, 12 (2022) 4, (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liu, Kai)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/21582440221141273
Schlagwörter	Item Analysis; Eating Disorders; Computer Assisted Testing; Goodness of Fit; Asians; Student Attitudes; Measures (Individuals); Foreign Countries; Undergraduate Students; Item Response Theory; Psychometrics; China + Suchen Sie Ihr Suchwort? Itemanalyse; Appetite disorder; Essstörung; Asian; Asiat; Asiatin; Asiaten; Asiate; Schülerverhalten; Messdaten; Ausland; Item-Response-Theorie; Psychometry; Psychometrie
Abstract	We aimed to develop an item bank of computerized adaptive testing for eating disorders (CAT-ED) in Chinese university students to increase measurement precision and improve test efficiency. A total of 1,025 Chinese undergraduate respondents answered a series of questions about eating disorders in a paper-pencil test. A total of 133 items from four well-validated Chinese-version scales of eating disorders were used to construct the item bank of CAT-ED with the following analysis. First, unidimensionality, model fit, local independence, item fit, discrimination and differential item functioning (DIF) were tested. Then, two simulation studies were applied to test the CAT-ED's effectivity and rationality by calculating concurrent criterion-related validity, sensitivity and specificity. The final item bank comprised 77 items, which met the requirements of local independence, item fit, high discrimination and no differential item functioning in CAT. The mean number of administered items in CAT with the stopping rule fixed at SE [less than or equal to] 0.3 was 11 items. The obtained results showed that CAT-ED had acceptable reliability, validity, sensitivity and specificity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01