Multidimensional IRT Analysis of Reading Comprehension in English as a Foreign Language

Autor/inn/en	Tatarinova, Galiya; Neamah, Nour Raheem; Mohammed, Aisha; Hassan, Aalaa Yaseen; Obaid, Ali Abdulridha; Ismail, Ismail Abdulwahhab; Maabreh, Hatem Ghaleb; Afif, Al Khateeb Nashaat Sultan; Viktorovna, Shvedova Irina
Titel	Multidimensional IRT Analysis of Reading Comprehension in English as a Foreign Language
Quelle	In: International Journal of Language Testing, 13 (2023), S.54-61 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Tatarinova, Galiya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Item Response Theory; Test Items; Language Tests; Correlation; Reading Tests; Reading Comprehension; Models; Reading Instruction; Test Construction; Item Analysis; Goodness of Fit; English (Second Language); Second Language Learning; Second Language Instruction; Undergraduate Students; Linguistics; Majors (Students); Foreign Countries; Kazakhstan + Suchen Sie Ihr Suchwort? Item-Response-Theorie; Test content; Testaufgabe; Language test; Sprachtest; Korrelation; Lesetest; Leseverstehen; Analogiemodell; Leseunterricht; Testaufbau; Itemanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Linguistik; Ausland; Kasachstan
Abstract	Unidimensionality is an important assumption of measurement but it is violated very often. Most of the time, tests are deliberately constructed to be multidimensional to cover all aspects of the intended construct. In such situations, the application of unidimensional item response theory (IRT) models is not justifieddue to poor model fit and misleading results. Multidimensional IRT (MIRT) models can handle several dimensions simultaneously and yield person ability parameters on several dimensions which is helpful for diagnostic purposes too. Furthermore, MIRT models use the correlation between the dimensions to enhance the precision of the measurement. In this study, a reading comprehension test is modeled with the multidimensional Rasch model. The findings showed that a correlated 2-dimensional model has the best fit to the data. The bifactor model revealed some interesting information about the structure of reading comprehension and the reading curriculum. Implications of the study for the testing and teaching of reading comprehension are discussed. (As Provided).
Anmerkungen	Tabaran Institute of Higher Education. Shariati 60, Shariati Blvd, Ghasem Abad, Mashhad, Khorasan Razavi, Iran. Tel: +98 (51) 35227215; e-mail: ijlt@tabaran.ac.ir; Web site: http://www.ijlt.ir/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01