Reyhane Rahimi; Aso Mojtahedi
Abstract
The goal of this research is to explore the Likert scale questions using two distinct methods: Classical Test Theory and Item Response Theory. By comparing the results of these approaches, the study aims to address the question: "Do the outcomes from these two methodologies align, or do they ...
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The goal of this research is to explore the Likert scale questions using two distinct methods: Classical Test Theory and Item Response Theory. By comparing the results of these approaches, the study aims to address the question: "Do the outcomes from these two methodologies align, or do they contradict each other?" The research design followed a descriptive methodology and utilized secondary analysis techniques. The study population consisted of 977 junior high school students. After the data screening process, the final sample size for analyzing extraversion items was 783 students, 763 students for openness items, and 784 students for conscientiousness items. The research instruments were the three subscales of extraversion, openness, and conscientiousness from the Neo Personality Test. The statistical analysis yielded results indicating that a strong internal consistency among items enhanced the accuracy and validity of outcomes derived from the graded response model. However, when items exhibit low internal consistency, caution should be exercised, as the model may yield erroneous thresholds or discrimination coefficients (i.e., false negative or positive). Overall, combining multiple methods of statistical analysis can significantly contribute to more effective analysis and obtaining highly accurate results.
Ali Baniasadi; Keyvan Salehi; Ebrahim Khodaie; Khosro Bagheri; Balal Izanloo
Abstract
The present study aimed to investigate the psychometric properties of fair classroom assessment Rubric based on Item-Response theory. For this purpose, a sample of 511 students of the University of Tehran was selected by the available sampling method and answered Rubric questions. At this stage, to determine ...
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The present study aimed to investigate the psychometric properties of fair classroom assessment Rubric based on Item-Response theory. For this purpose, a sample of 511 students of the University of Tehran was selected by the available sampling method and answered Rubric questions. At this stage, to determine the application of unidimensional or multidimensional models, DETECT and parallel analysis methods were used. The results of both methods rejected the unidimensionality of the data and the results of the parallel analysis showed the extraction of three factors from the data. Also, the comparison of unidimensional and multidimensional model fit indices including log-likelihood, likelihood ratio, Root Mean Square Error of Approximation and comparison of Bayesian and Akaike information criteria confirmed the better fit of the multidimensional model for the data. Thus, due to the polytomous of the answers to the questions, the multidimensional graded response model was used to estimate the parameters of the questions. The reliability of each of the subscales of procedural fairness, nature of assessment and interactional fairness were 0.85, 0.69 and 0.63, respectively. Estimation of the discrimination parameters ranged from 1.048 to 5.802, which showed that all the questions performed well in the discrimination of the upper and lower levels of the fair classroom assessment, and after controlling the false discovery rate, the S-X2 statistic showed a good fit of all Rubric questions. In general, the results of this study show that the developed Rubric has appropriate psychometric properties to evaluate the quality of fairness in the classroom assessment.
Ali Moghadam zadeh; Hassan Gharayagh Zandi; Meysam Yavari Kateb
Abstract
Previous studies have shown that Movement Imagery ability is effective in motor performance and learning in sports and rehabilitation. Appropriate inventory for assessment of this ability in adults (e.g. MIQ-3) development and validated in Iran. However, there is currently no standard tool for using ...
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Previous studies have shown that Movement Imagery ability is effective in motor performance and learning in sports and rehabilitation. Appropriate inventory for assessment of this ability in adults (e.g. MIQ-3) development and validated in Iran. However, there is currently no standard tool for using children in Iran. To address this gap, we sought to examine the psychometric properties of the Persian version of imagery ability questionnaire for children (MIQ-C). The statistical population included children from 7 to 12 years old (135 boys, 109 girls) who were selected by random cluster sampling. Results replicated that most items had good discrimination and threshold parameters and high item information values and IRT replicated that all questions have an appropriate coefficient of detection (a) and threshold (b). So the Persian version of the current questionnaire is recommended to measure the Movement Imagery ability to children from 7 to 12 years of age in Persian.
Mohammadreza Falsafinejad; Noorali Farroukhi; laila bahrami
Abstract
Background: High school final exams are one of the most decisive tools for scientific assessment of students. Given the importance of this examinations, carried out systematic research on the quality and functionality of their questions is necessary to separate volunteers. Aim: The aim of this study ...
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Background: High school final exams are one of the most decisive tools for scientific assessment of students. Given the importance of this examinations, carried out systematic research on the quality and functionality of their questions is necessary to separate volunteers. Aim: The aim of this study is to determine the psychometric properties and capabilities of the final exam questions in the field of experimental biology and Persian literature in the selection of candidates for admission to undergraduate courses. Methodology: The population, all of the questions of the third year high school final exams string in June 2011. For determining the psychometric properties of these questions, performance of 600 students, selected randomly, in aforementioned lessons in the school districts of the city of Khorramabad were used. Findings: Estimated reliability coefficient in biology and Persian literature was determined by Cronbach alpha, (0.97, 0.96). According to CTT, the average coefficient of difficulty and discrimination in Persian literature and biology test were (0.65, 0.57) and (0.50, 0.65) respectively. In analyzing the IRT; two-parameter model fitted to the data revealed more. Also, in IRT models, the average difficulty and discrimination of questions for Persian literature and biology courses were (-0.69, 1.03) and (-0.09, 0.96) respectively. The most informant rate for two tests of Persian literature and biology, belongs to levels of ability which are (-0.7, 0.1) respectively, the agreement between the CTT and IRT in terms of discrimination parameter the two courses, were (%98.36, %93.59) respectively. Conclusion: Due to the important decisions based on high stakes tests, implications of final examinations in the selection of candidates were discussed.
asghar minaei
Volume 4, Issue 11 , April 2013, , Pages 113-151
Abstract
Abstract
It is necessary for international tests, such as TIMSS and PIRLS, to have Structural Equivalence, also known as Structural Comparability. In other words, test items should be functionally identical for all the participant countries and groups. The present research was an attempt to examine ...
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Abstract
It is necessary for international tests, such as TIMSS and PIRLS, to have Structural Equivalence, also known as Structural Comparability. In other words, test items should be functionally identical for all the participant countries and groups. The present research was an attempt to examine the structural comparability of TIMSS 2007 8th-Grade Science Test and differential functioning of its items among Iranian and American students, as well as the effect of items with differential functioning on the performance of Iranian students. A combination of confirmatory factor analysis and Item Response Theory was used to analyze the data and answer research questions. The results of factor analysis indicated that the science test had structural comparability between the two groups. This finding suggests that both Iranian and American students use an identical conceptual framework to answer the test items. However, the results of differential item functioning analysis indicated that 62% of TIMSS 2007 8th-Grade Science Test items had differential functioning against Iranian students. In short, the poor performance of Iranian students in TIMSS 2007 Science Test cannot be attributed to differential item functioning, and the causes should be sought elsewhere. Ministry of Education officials and administrators should try to teach the key concepts of any field in an interrelated manner and to cultivate divergent and multidimensional thinking skills and ability in students by preparing appropriate educational contents. Moreover, attempts must be made to distance the system from the traditional method of teaching, which mainly consisted of theoretical lectures, and involve students in practical and laboratory activities.
