Computerized Adaptive Testing in Early Education: Exploring the Impact of Item Position Effects on Ability Estimation

Autor/inn/en	Albano, Anthony D.; Cai, Liuhan; Lease, Erin M.; McConnell, Scott R.
Titel	Computerized Adaptive Testing in Early Education: Exploring the Impact of Item Position Effects on Ability Estimation
Quelle	In: Journal of Educational Measurement, 56 (2019) 2, S.437-451 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0655
DOI	10.1111/jedm.12215
Schlagwörter	Test Items; Computer Assisted Testing; Item Analysis; Difficulty Level; Correlation; Psychometrics; Item Response Theory; Prediction; Simulation; Elementary School Students; Hierarchical Linear Modeling + Suchen Sie Ihr Suchwort? Test content; Testaufgabe; Itemanalyse; Schwierigkeitsgrad; Korrelation; Psychometry; Psychometrie; Item-Response-Theorie; Vorhersage; Simulation program; Simulationsprogramm
Abstract	Studies have shown that item difficulty can vary significantly based on the context of an item within a test form. In particular, item position may be associated with practice and fatigue effects that influence item parameter estimation. The purpose of this research was to examine the relevance of item position specifically for assessments used in early education, an area of testing that has received relatively limited psychometric attention. In an initial study, multilevel item response models fit to data from an early literacy measure revealed statistically significant increases in difficulty for items appearing later in a 20-item form. The estimated linear change in logits for an increase of 1 in position was 0.024, resulting in a predicted change of 0.46 logits for a shift from the beginning to the end of the form. A subsequent simulation study examined impacts of item position effects on person ability estimation within computerized adaptive testing. Implications and recommendations for practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01