期刊名称：International Journal of Assessment Tools in Education
电子版ISSN：2148-7456
出版年度：2018
卷号：5
期号：4
页码：668-681
DOI：10.21449/ijate.453337
语种：English
出版社：International Journal of Assessment Tools in Education
摘要：The current study shows the applications of both classical test theory (CTT) and item response theory (IRT) to the psychology data.The study discusses item level analyses of General Mattering Scale produced by the two theories as well as strengths and weaknesses of both measurement approaches.The survey consisted of a total of five Likert-type items.Each student chose the best answers from the given categories (e.g.,not at all,a little,somewhat,very much).We specifically run generalized partial credit IRT model.Overall,we discussed that while CTT provides comparatively superficial information,IRT allows gaining deeper insight into the test items and response categories.We concluded that the meaning of item properties differs in CTT and IRT,and this difference may lead to different interpretations.We aimed to encourage psychologists and counsellors to give more consideration to the IRT applications when assessing the psychometric features of the items.
关键词：Classical test theory;Item response theory;Generalized partial model;Item analysis;General mattering scale
