Using item-specific instructional information in achievement modeling
Using item-specific instructional information in achievement modeling
复制标题
在成就建模中使用特定于项目的指导信息
DOI：
10.1007/bf02294624
复制
发表时间：
1989
期刊：
影响因子：
3
通讯作者：
B. Muthén
中科院分区：
文献类型：
--
作者：
B. Muthén
检测教学敏感性（“项目基础”）的问题被认为是在测试项目。一个例子表明，对于许多有偏见的项目测试，传统的项目偏差检测计划给一个非常差的偏差评估。提出了一种新的方法。该方法扩展了项目反应理论（IRT），包括项目特定的辅助测量信息相关的机会学习。允许具有不同学习机会的学生之间测量关系的项目特定变化。
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.