Measuring Student Involvement: A Comparison of Classical Test Theory and Item Response Theory in the Construction of Scales from Student Surveys
Measuring Student Involvement: A Comparison of Classical Test Theory and Item Response Theory in the Construction of Scales from Student Surveys
复制标题
衡量学生参与度：经典测试理论和项目反应理论在学生调查量表构建中的比较
DOI：
10.1007/s11162-010-9202-3
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发表时间：
2011
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通讯作者：
Linda T. DeAngelo
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作者：
Jessica Sharkness;Linda T. DeAngelo
本研究将经典测验理论(CTT)和项目反应理论(IRT)用于量表构建的心理测量学效用与高等教育学生调查数据进行了比较。使用加州大学洛杉矶分校高等教育研究所合作机构研究项目的2008年大学第一年(YFCY)调查数据，构建并测试了两个量表-一个衡量社会参与，另一个衡量学术参与。研究结果表明，虽然CTT和IRT都可以用来获得关于量表项目在多大程度上利用被测潜在特质的相同信息，但这两种测量理论提供了非常不同的量表精确度图景。总体而言，IRT提供了关于测量精度的更丰富的信息，以及更清晰的尺度改进路线图。研究结果支持在高等教育中使用项目反应时的量表构建和调查发展。
This study compares the psychometric utility of Classical Test Theory (CTT) and Item Response Theory (IRT) for scale construction with data from higher education student surveys. Using 2008 Your First College Year (YFCY) survey data from the Cooperative Institutional Research Program at the Higher Education Research Institute at UCLA, two scales are built and tested—one measuring social involvement and one measuring academic involvement. Findings indicate that although both CTT and IRT can be used to obtain the same information about the extent to which scale items tap into the latent trait being measured, the two measurement theories provide very different pictures of scale precision. On the whole, IRT provides much richer information about measurement precision as well as a clearer roadmap for scale improvement. The findings support the use of IRT for scale construction and survey development in higher education.
应用环境Microkiol.50 -6。
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