Titlebook: Item Response Theory; Principles and Appli Ronald K. Hambleton,Hariharan Swaminathan Book 1985 Springer Science+Business Media New York 198

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Some Background to Item Response Theory, a long time. These models, such as the classical test model, are based on weak assumptions, that is, the assumptions can be met easily by most test data sets, and, therefore, the models can and have been applied to a wide variety of test development and test score analysis problems. Today, there ar

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Item Response Models,est data. Each model consists of (1) an equation linking (observable) examinee item performance and a latent (unobservable) ability and (2) several of the assumptions described in chapter 2 plus others that will be described. To date, most of the . models have been developed for use with binary-scor

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Ability Scales,ured by a test. In this chapter, several characteristics of ability scores will be considered: definitions, legitimate transformations, relationship to true scores and observed scores, and validity of interpretations.

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Estimation of Ability,tem and examinee. Since in the sequel we assume that the latent space is unidimensional, only one parameter, ., characterizes an examinee. However, several parameters may characterize an item, and the number of item parameters is usually implied by the name of the item response model chosen. The ite

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Examples of Model-Data Fit Studies,o highlight the applications of several of those techniques to the analysis of real data. Specifically, the results of fitting the one- and three-parameter logistic models to four mathematics tests in the 1977–78 National Assessment of Educational Progress will be described. This chapter is intended

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Construction of Tests,n item selection. With the availability of invariant item statistics, the desirability of item response models for test development work seems clear. But more effective implementation of the models could be achieved if several questions were satisfactorily answered. The choice of a test model is one

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Item Banking,fact, the military, many companies, school districts, state departments of education, and test publishing companies have prepared (or are preparing) item banks. Item banks consist of substantial numbers of items that are matched to objectives, skills, or tasks and can be used by test developers to b