A Study on the Identification of Latent Classes Using Mixture Item Response Theory Models: TIMSS 2015 Case

Autor/inn/en	Saatçioglu, Fatima Münevver; Atar, Hakan Yavuz
Titel	A Study on the Identification of Latent Classes Using Mixture Item Response Theory Models: TIMSS 2015 Case
Quelle	In: Participatory Educational Research, 7 (2020) 3, S.180-191 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Saatçioglu, Fatima Münevver) ORCID (Atar, Hakan Yavuz)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-6123
Schlagwörter	Foreign Countries; Item Response Theory; Achievement Tests; International Assessment; Science Tests; Science Achievement; Multiple Choice Tests; Secondary School Students; Grade 8; Test Items; Difficulty Level; Test Validity; Singapore; Turkey; South Africa; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Ausland; Item-Response-Theorie; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Sekundarschüler; School year 08; 8. Schuljahr; Schuljahr 08; Test content; Testaufgabe; Schwierigkeitsgrad; Testvalidität; Singapur; Türkei; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This study examined the existence of latent classes in TIMSS 2015 data from three countries, Singapure, Turkey and South Africa, were analyzed using Mixture Item Response Theory (MixIRT) models (Rasch, 1PL, 2PL and 3PL) on 18 multiple-choice items in the science subtest. Based on the findings, it was concluded that the data obtained from TIMSS 2015 8th grade science subtest have a heterogeneous structure consisting of two latent classes. When the item difficulty parameters in two classes were examined for Singapore, it was determined that the items were considerably easy for the students in Class 1 and the items were easy for the students in Class 2. When the item difficulty parameters in two classes were examined for Turkey, it was found that the items were easy for the students in Class 1 and the items were difficult for the students in Class 2. When the item difficulty parameters in two classes were examined for South Africa, it was ascertained that the items were a bit easy for the students in Class 1 and the items were considerably difficult for the students in Class 2. The findings were discussed in the context of the assumption of parameter invariance and test validity. (As Provided).
Anmerkungen	Participatory Education Research. Amasya University, Technology Faculty, Yagmurkoy Orad, Amasya 05100, Turkey. Web site: https://www.perjournal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01