Item Efficiency: An Item Response Theory Parameter with Applications for Improving the Reliability of Mathematics Assessment

Autor/inn/en	Maxwell, Mary; Gleason, Jim
Titel	Item Efficiency: An Item Response Theory Parameter with Applications for Improving the Reliability of Mathematics Assessment
Quelle	In: International Journal of Mathematical Education in Science and Technology, 50 (2019) 2, S.216-243 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Maxwell, Mary) ORCID (Gleason, Jim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2018.1492038
Schlagwörter	Item Response Theory; Test Reliability; Item Banks; Algebra; College Mathematics; Mathematics Instruction + Suchen Sie Ihr Suchwort? Item-Response-Theorie; Testreliabilität; Mathematics lessons; Mathematikunterricht
Abstract	Many large universities, community colleges and some smaller four-year colleges are turning to hybrid or online instruction for remedial and entry level mathematics courses, often assessed using online exams in a proctored computer lab environment. Faculty face the task of choosing questions from a publisher's text bank with very little, if any, background in test theory and design. We present a new item parameter, item efficiency, that is calculated from the results of an item response theory analysis of a comprehensive college algebra final examination and show that this new parameter may be used to identify items better suited for similar comprehensive final assessments. Further, by relating Item Efficiency to classical test theory item statistics, we propose guidelines that can be used to identify suitable items prior to testing with little or no background in psychometric theory. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01