Development and Standardization of Intelligence Test for Children

Hussain, Liaquat; Jamil, Asif; Siraji, M.; Maroof, Kiran

doi:10.5296/ijld.v2i5.2451

Cited by 2 publications

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“…The source of error under consideration gives the different methods for estimating reliability [12]. A number of methods are available for testing reliability, but the most commonly used ones are:…”

Section: Methods Of Estimating Reliabilitymentioning

confidence: 99%

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Application of Classical Test Theory (CTT) in the Validation of Teacher Made Mathematics Multiple Choice Test (MMCT) Items

Gyamfi

2022

AJARR

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Multiple choice items are the most popular item format used in Senior High schools in Ghana and even beyond for almost all subjects which mathematics is not an exception. The quality of the items constructed by the classroom teachers is essential. Stakeholders depend on the results for decision making. Little is known about the quality of the teacher made items. This study therefore sought to find out if the multiple-choice items used by the mathematics teachers meet the criteria for a good assessment instrument using the classical test theory approach. Instrumentation research design was used. A purposive and simple random sample technique were used to select one intact class with a class size of 35 at Baidoo Bonsoe Senior High School in the Ahanta West Municipality of Ghana for the study. A multiple-choice test in core mathematics with items constructed by the mathematics teachers of the school was used. Classical test theory was used to estimate the content related evidence of validity, reliability, difficulty index, and discrimination indices and distracter analysis of the items. It was found that only three items measured high level cognitive thinking, 14 items were observed to have acceptable level of difficulty and 28 items discriminated between the upper and lower groups at varying degrees. It was also found that only one out of 10 items was without issue of distracter defect and that reliability of the scores of the test was 0.73. It was therefore recommended that training in test construct should be intensified both whiles the teachers are the training institution and on the job.

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Section: Methods Of Estimating Reliabilitymentioning

confidence: 99%

“…According to Liaquat, Asif, Siraji and Maroof [12], item difficulty means the percentage of students who answer correctly each test item. Item difficulty indices is an indication of the proportion of the examinees who responded to the item correctly.…”

Section: Item Difficulty (P)mentioning

confidence: 99%

Application of Classical Test Theory (CTT) in the Validation of Teacher Made Mathematics Multiple Choice Test (MMCT) Items

Gyamfi

2022

AJARR

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Parameters and Models of Item Response Theory (IRT): A Review of Literature

Gyamfi,

Acquaye

2023

Acta Educationis Generalis

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Introduction: Item response theory (IRT) has received much attention in validation of assessment instrument because it allows the estimation of students’ ability from any set of the items. Item response theory allows the difficulty and discrimination levels of each item on the test to be estimated. In the framework of IRT, item characteristics are independent of the sample and latent traits of the person are independent of the test on the account that the selected models perfectly fit the data. Therefore, scores that describe examinee performance are independent on test difficulty. The scores of the examinee may be lower on a difficult test and higher on easier tests, but the ability level of the examinee remains the same over any test at the time of testing. The IRT model allows the estimation of item parameters. The line of difference between the models and parameters of IRT is not clear to many students in assessment. Purpose:This paper reviews the parameters that are estimated using IRT and the models available in IRT. Also, the paper highlights the difference between the parameters and models and the various models under each set of data. Methods:Various literatures on IRT relating to the parameters and models of IRT are reviewed. Conclusions:There are four parameters estimated with IRT but the models are not four. Again, the models of IRT depends on the type of data. Dichotomous data has four models for the four parameters. However, polytomous data has two parameters: item difficulty and item discrimination for the models.

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Development and Standardization of Intelligence Test for Children

Abstract: (Anastasi, 1950). The study was delimited to only 600 children's of age group 6 to 11 years. Two statistical techniques difficulty level and discrimination index were used for item analysis.

Cited by 2 publications

References 1 publication

Application of Classical Test Theory (CTT) in the Validation of Teacher Made Mathematics Multiple Choice Test (MMCT) Items

Application of Classical Test Theory (CTT) in the Validation of Teacher Made Mathematics Multiple Choice Test (MMCT) Items

Parameters and Models of Item Response Theory (IRT): A Review of Literature

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