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Item analysis and evaluation using a four-parameter logistic model

100%

Świst K.

Edukacja

2015

issue 3(134)

77–97

The four-parameter logistic model (4PLM) assumes that even high ability examinees can make mistakes (e.g. due to carelessness). This phenomenon was reflected by the non-zero upper asymptote (d-parameter) of the IRT logistic curve. Research on 4PLM has been hampered, since the model has been considered conceptually and computationally complicated – and its usefulness has been questioned. After 25 years, following introduction of appropriate software, the psychometric characteristics of 4PLM and the model’s usefulness can be assessed more reliably. The aim of this article is to show whether 4PLM can be used to detect item-writing flaws (which introduce construct-irrelevant variance to the measurement). Analysis was conducted in two steps: (a) qualitative – assessment of compliance of items with the chosen item-writing guidelines, (b) quantitative – fitting 4PLM to compare the results with qualitative analysis – to determine whether the same items were detected as flawed. Other IRT models (3PLM and 2PLM) were also fitted to check the validity of results. Flawed items can be detected by the means of qualitative analysis as well as by 4PLM and simpler IRT models. This model is discussed from the perspective of practical use in educational research.

Konsekwencje błędnego określenia rodzaju zadania testowego

72%

Skórska P., Świst K., Szaleniec H.

Edukacja

2014

issue 2(127)

67–84

Przedmiotem artykułu jest wpływ niepoprawnego określenia rodzaju zadania na trafność wyników egzaminu. W wyniku przeglądu zadań części matematyczno-przyrodniczej egzaminu gimnazjalnego w latach 2002–11 zidentyfikowano 9 zadań uznanych przez CKE za otwarte, mimo że treściowo i psychometrycznie funkcjonowały one jak zamknięte. Dla jednego z tych zadań przeprowadzono studium przypadku z wykorzystaniem modelowania IRT. Omówiony przypadek dowodzi zgadywania poprawnej odpowiedzi w zadaniach błędnie zakwalifikowanych jako zadania otwarte.

The article demonstrates the consequences on validity when test items are misclassified as constructed-response but in fact function as selected-response. From the review of items included in the scientific part of the national exam (2002–11) that concludes 3-year lower secondary school, 9 items, which were classified as constructed-response but functioning in content and psychometrically as selected-response, were identified. One such item was examined in a case study using IRT modelling. The study showed how guessing of correct responses to items might influence test validity when using an incorrectly classified format.

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2 Edukacja

2 Świst K.

1 Skórska P.

1 Szaleniec H.

1 2015

1 2014

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Item analysis and evaluation using a four-parameter logistic model

Konsekwencje błędnego określenia rodzaju zadania testowego