Using item-specific instructional information in achievement modeling |
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Authors: | Bengt O Muthén |
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Institution: | (1) Graduate School of Education, University of California, Los Angeles, 405 Hilgard Avenue, 90024-1521 Los Angeles, CA |
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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.This paper was presented at the 1987 AERA meeting in Washington, DC. This research was supported by grant OERI-G-86-003 from the Office of Educational Research and Improvement, Department of Education. The author thanks Michael Hollis and Chih-fen Kao for valuable research assistance, and appreciates valuable comments made by an anonymous reviewer. |
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Keywords: | auxiliary information opportunity-to-learn item response theory structural modeling LISCOMP |
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