Robustness of Lord's Formulas for Item Difficulty and Discrimination Conversions between Classical and Item Response Theory Models

Autor/inn/en	Dawber, Teresa; Rogers, W. Todd; Carbonaro, Michael
Titel	Robustness of Lord's Formulas for Item Difficulty and Discrimination Conversions between Classical and Item Response Theory Models
Quelle	In: Alberta Journal of Educational Research, 55 (2009) 4, S.512-533 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-4805
Schlagwörter	Test Items; Simulation; Achievement Tests; Robustness (Statistics); Item Response Theory; Evaluation Research; Difficulty Level; Educational Assessment; Data Analysis + Suchen Sie Ihr Suchwort? Test content; Testaufgabe; Simulation program; Simulationsprogramm; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Widerstandsfähigkeit; Item-Response-Theorie; Evaluationsforschung; Schwierigkeitsgrad; Education; assessment; Bewertungssystem; Auswertung
Abstract	Lord (1980) proposed formulas that provide direct relationships between IRT discrimination and difficulty parameters and conventional item statistics. The purpose of the present study was to determine the robustness of the formulas beyond the initial and restrictive conditions identified by Lord. Simulation and real achievement data were employed. Results from the simulation study indicate that the item discrimination parameters were recovered quite well for low to moderately discriminating items regardless of ability distribution, and the difficulty parameters were recovered quite well for the range typically found for achievement tests. Results of the real data were consistent with those found for the simulation study. (As Provided).
Anmerkungen	University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: http://www.education.ualberta.ca/educ/journals/ajer.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10