Using Item-Specific Instructional Information in Achievement Modeling

Bengt Muthén

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Psychometric Methodologies and Testing Educational Assessment and Pedagogy Educational Technology and Assessment

Abstract

The problem of detecting instructional sensitivity (“item basis”) in test items is considered. An illustration is given which shows that for tests with many biased items, traditional item bias detection schemes give a very poor assessment of bias. A new method is proposed instead. This method extends item response theory (IRT) by including item-specific auxiliary measurement information related to opportunity-to-learn. Item-specific variation in measurement relations across students with varying opportunity-to-learn is allowed for.

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2012Applications of Item Response Theory To Practical Testing Problems 1984A General Structural Equation Model with Dichotomous, Ordered Categorical, and Continuous Latent Variable Indicators 1986International Encyclopedia of Education 1978Contributions to Factor Analysis of Dichotomous Variables 1983Latent variable structural equation modeling with categorical data 1979A Structural Probit Model with Latent Variables 1991Instructionally Sensitive Psychometrics: Application of a New IRT‐Based Detection Technique to Mathematics Achievement Test Items 1981Item Bias in a Test of Reading Comprehension

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