Test Biases of a Listening Comprehension Test Administered to Japanese and Korean High School Students : An Analysis Based on the Classical Test Theory and Item Response Theory

JLTA Journal ◽  
1999 ◽  
Vol 2 (0) ◽  
pp. 35-54
Author(s):  
Terry Laskowski
Keyword(s):  
High School ◽  
High School Students ◽  
Item Response Theory ◽  
Item Response ◽  
Listening Comprehension ◽  
Classical Test Theory ◽  
Test Theory ◽  
Response Theory ◽  
School Students ◽  
Classical Test

PENGEMBANGAN DAN ANALISIS SOAL ULANGAN KENAIKAN KELAS KIMIA SMA KELAS X BERDASARKAN CLASSICAL TEST THEORY DAN ITEM RESPONSE THEORY

2011 ◽  
Vol 16 (2) ◽  
pp. 109
Author(s):  
Mr Nahadi ◽  
Mrs Wiwi Siswaningsih ◽  
Mr Ana Rofiati
Keyword(s):  
High School ◽  
Item Response Theory ◽  
Item Response ◽  
Classical Test Theory ◽  
First Grade ◽  
Test Theory ◽  
Final Examination ◽  
Response Theory ◽  
Test Items ◽  
Classical Test

This research is title “Test Development and Analysis of First Grade Senior High School Final Examination in chemistry Based on Classical Test Theory and Item Response Theory”. This research is conducted to develop a standard test instrument for final examination in senior high school at first grade using analysis based on classical test theory and item response theory. The test is a multiple choice test which consists of 75 items. Each item has five options. The research method is research and development method to get a product of test items which fulfill item criterion such as validity, reliability, item discrimination, item difficulty and distracting options quality based on classical test theory and validity, reliability, item discrimination, item difficulty and pseudo-guessing based on item response theory. The three parameter item response theory model is used in this research. Research and development method is conducted until preliminary field test to 102 first grade students in senior high school. Based on the research result, the test fulfills criterion as a good instrument based on classical test theory and item response theory. The final examination test items have vary of item quality so that some of them need a revision to make them better either for the stem and the options. From the total of 75 test items, 21 test items are declined and 54 test items are accepted.

Item response theory

2015 ◽  
Author(s):  
David L. Streiner ◽  
Geoffrey R. Norman ◽  
John Cairney
Keyword(s):  
Item Response Theory ◽  
Psychometric Properties ◽  
Item Response ◽  
Traditional Approach ◽  
Classical Test Theory ◽  
Test Theory ◽  
Response Theory ◽  
Advantages And Disadvantages ◽  
The Past ◽  
Classical Test

Over the past few decades, there has been a revolution in the approach to scale development. Called item response theory (IRT), this approach challenges the notion that scales must be long in order to be reliable, and that psychometric properties of a scale derived from one group of people cannot be applied to different groups. This chapter provides an introduction to IRT, and discusses how it can be used to develop scales and to shorten existing scales that have been developed using the more traditional approach of classical test theory. IRT also can result in scales that have interval-level properties, unlike those derived from classical test theory. Further, it allows people to be compared to one another, even though they may have completed different items, allowing for computer-adapted testing. The chapter concludes by discussing the advantages and disadvantages of IRT.

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