The Comparison of Item Test Characteristics Viewed from Classic and Modern Test Theory

Autor/inn/en	Subali, Bambang; Kumaidi; Aminah, Nonoh Siti
Titel	The Comparison of Item Test Characteristics Viewed from Classic and Modern Test Theory
Quelle	In: International Journal of Instruction, 14 (2021) 1, S.647-660 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Test Items; Item Response Theory; Item Analysis; Comparative Analysis; Elementary School Students; Scientific Research; Mastery Learning; Science Instruction; Difficulty Level; Multiple Choice Tests; Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? Test content; Testaufgabe; Item-Response-Theorie; Itemanalyse; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schwierigkeitsgrad; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Ausland; Indonesien
Abstract	This research aims at comparing item characteristics of instruments for assessing the level of mastery in scientific method for elementary students as they were analyzed using Classical Test Theory (CTT) and Item Response Theory (IRT). The two analyses are usually done separately, for difference object, in this moment it was analyzed simultaneously for the same issue, that up two know it has not be done yet. This to ensure weather or not both the models of item analysis get the same result. The tests were developed in two different types namely a true-false and multiple choice. The multiple choice test consists of items with two and three options. Sample students from grade 1 to 6 were chosen consist of 234 school classes. The item responses were analyzed using a Quest Program. Results of the analysis show that item difficulty indexes for CTT and IRT are identical such as easy items on CTT are also identified as easy items on IRT, or vice versa. Based on CTT analysis results, three-option items are more difficult than the two-option items while IRT analysis results show that the three-option and two-option have similar difficulty indexes. The item difficulty indexes analyzed by CTT and IRT shows similar patterns. This research may reveal further information on the characteristics of test items which can contribute to the test development. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01