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| Autor/in | Donoghue, John R. |
|---|---|
| Institution | Educational Testing Service, Princeton, NJ. |
| Titel | An Empirical Examination of the IRT Information in Polytomously Scored Reading Items. |
| Quelle | (1993), (33 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Item Response Theory; Multiple Choice Tests; Reading Tests; National Assessment of Educational Progress |
| Abstract | One question about polytomous items (which yield responses that can be scored as ordered categories) concerns how much information such items yield? Using the generalized partial credit item response theory (IRT) model, polytomous items from the 1991 field test of the National Assessment of Educational Progress Reading Assessment were calibrated with multiple choice and short, open-ended items. The expected information of each type of item was computed. On average, four-category polytomous items yielded 2.1 to 3.1 times as much IRT information as dichotomous items. These results provide limited support for the ad hoc rule of weighting "k" category polytomous items the same as "K-1" dichotomous items for computing total scores. Comparing average values, polytomous items provided more information across the entire proficiency range and more information about examinees of moderately high proficiency. When scored dichotomously, information in the extended open-ended items sharply decreased. However, they still provided more expected information than did the other response formats. For reference, a derivation of the information function for the generalized partial credit model is included in an appendix. Four tables and five figures illustrate the analysis. (Contains 17 references.) (Author/SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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