利用全信息项目分析提高项目质量

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Assessment Pub Date : 2021-07-03 DOI:10.1080/10627197.2021.1946390
T. Haladyna, Michael C. Rodriguez
{"title":"利用全信息项目分析提高项目质量","authors":"T. Haladyna, Michael C. Rodriguez","doi":"10.1080/10627197.2021.1946390","DOIUrl":null,"url":null,"abstract":"ABSTRACT Full-information item analysis provides item developers and reviewers comprehensive empirical evidence of item quality, including option response frequency, point-biserial index (PBI) for distractors, mean-scores of respondents selecting each option, and option trace lines. The multi-serial index (MSI) is introduced as a more informative item-total correlation, accounting for variable distractor performance. The overall item PBI is empirically compared to the MSI. For items from an operational mathematics and reading test, poorly performing distractors are systematically removed to recompute the MSI, indicating improvements in item quality. Case studies for specific items with different characteristics are described to illustrate a variety of outcomes, focused on improving item discrimination. Full-information item analyses are presented for each case study item, providing clear examples of interpretation and use of item analyses. A summary of recommendations for item analysts is provided.","PeriodicalId":46209,"journal":{"name":"Educational Assessment","volume":null,"pages":null},"PeriodicalIF":2.1000,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10627197.2021.1946390","citationCount":"4","resultStr":"{\"title\":\"Using Full-information Item Analysis to Improve Item Quality\",\"authors\":\"T. Haladyna, Michael C. Rodriguez\",\"doi\":\"10.1080/10627197.2021.1946390\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT Full-information item analysis provides item developers and reviewers comprehensive empirical evidence of item quality, including option response frequency, point-biserial index (PBI) for distractors, mean-scores of respondents selecting each option, and option trace lines. The multi-serial index (MSI) is introduced as a more informative item-total correlation, accounting for variable distractor performance. The overall item PBI is empirically compared to the MSI. For items from an operational mathematics and reading test, poorly performing distractors are systematically removed to recompute the MSI, indicating improvements in item quality. Case studies for specific items with different characteristics are described to illustrate a variety of outcomes, focused on improving item discrimination. Full-information item analyses are presented for each case study item, providing clear examples of interpretation and use of item analyses. A summary of recommendations for item analysts is provided.\",\"PeriodicalId\":46209,\"journal\":{\"name\":\"Educational Assessment\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.1000,\"publicationDate\":\"2021-07-03\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1080/10627197.2021.1946390\",\"citationCount\":\"4\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educational Assessment\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/10627197.2021.1946390\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Assessment","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/10627197.2021.1946390","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 4

摘要

全信息项目分析为项目的开发者和评论者提供了项目质量的综合经验证据,包括选项响应频率、干扰因素的点双列指数(PBI)、选择每个选项的被调查者的平均得分以及选项跟踪线。多序列指数(MSI)被引入作为一个更信息的项目-总相关,考虑到可变的干扰性能。总体项目PBI与MSI进行经验比较。对于运算数学和阅读测试中的项目,系统地移除表现不佳的干扰物以重新计算MSI,表明项目质量的改善。描述了具有不同特征的特定项目的案例研究,以说明各种结果,重点是改善项目歧视。为每个案例研究项目提供了完整的信息项目分析,提供了解释和使用项目分析的清晰示例。提供了对项目分析人员的建议摘要。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
Using Full-information Item Analysis to Improve Item Quality
ABSTRACT Full-information item analysis provides item developers and reviewers comprehensive empirical evidence of item quality, including option response frequency, point-biserial index (PBI) for distractors, mean-scores of respondents selecting each option, and option trace lines. The multi-serial index (MSI) is introduced as a more informative item-total correlation, accounting for variable distractor performance. The overall item PBI is empirically compared to the MSI. For items from an operational mathematics and reading test, poorly performing distractors are systematically removed to recompute the MSI, indicating improvements in item quality. Case studies for specific items with different characteristics are described to illustrate a variety of outcomes, focused on improving item discrimination. Full-information item analyses are presented for each case study item, providing clear examples of interpretation and use of item analyses. A summary of recommendations for item analysts is provided.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Educational Assessment
Educational Assessment EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.20
自引率
6.70%
发文量
24
期刊介绍: Educational Assessment publishes original research and scholarship on the assessment of individuals, groups, and programs in educational settings. It includes theory, methodological approaches and empirical research in the appraisal of the learning and achievement of students and teachers, young children and adults, and novices and experts. The journal reports on current large-scale testing practices, discusses alternative approaches, presents scholarship on classroom assessment practices and includes assessment topics debated at the national level. It welcomes both conceptual and empirical pieces and encourages articles that provide a strong bridge between theory and/or empirical research and the implications for educational policy and/or practice.
期刊最新文献
Dialect and Mathematics Performance in African American Children Who Use AAE: Insights from Explanatory IRT and Error Analysis An Analysis of DIF and Sources of DIF in Achievement Motivation Items Using Anchoring Vignettes Resolving and Re-Scoring Constructed Response Items in Mixed-Format Assessments: An Exploration of Three Approaches Extending Principles of Evidence-Centered Design for Diverse Populations: K–12 English Learners with the Most Significant Cognitive Disabilities Reading Comprehension Tests: Students’ Question Reading and Responding Behavior
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1