Overview of Classical Test Theory and Item Response Theory for the Quantitative Assessment of Items in Developing Patient-Reported Outcomes Measures

Cappelleri, Joseph C.; Lundy, J. Jason; Hays, Ron D.

doi:10.1016/j.clinthera.2014.04.006

Cited by 443 publications

(374 citation statements)

References 11 publications

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“…This result is close to the results obtained by Fisher et al (2001). The three items had relatively high values of corrected item total correlation, which is considered as an indicator of item discrimination (Cappelleri, Lundy, & Hays, 2015).…”

Section: Discussionsupporting

confidence: 89%

Using Item Response Theory to Evaluate Self-directed Learning Readiness Scale

Momani¹

2017

JEDP

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Item Response Theory becomes one of the most popular methods for instruments development and evaluation methods. This baseline study is a self-directed learning readiness (SDLR) 40 items scale with data from 648 undergraduate psychology female students attending Qassim University in Saudi Arabia through randomized selection to evaluate an SDLR scale at item and scale levels using GRM. Results provide more detailed diagnostic information to modulate the scale. GRM analysis led to the detection of two locally dependent items, one item with low discrimination parameter and 15 model misfit items. The scale often tends to measure low and moderate levels of SDLR. Advanced psychometric evaluations should be made and the SDLR scale must be reviewed based on quantitative and qualitative analysis.

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Section: Discussionsupporting

confidence: 89%

Using Item Response Theory to Evaluate Self-directed Learning Readiness Scale

Momani¹

2017

JEDP

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“…Sua mensuração é feita por um processo que consiste em modelar as respostas aos itens de um instrumento psicológico juntamente com as características latentes que determinam como os indivíduos respondem a estes itens. A área que se ocupa desse esforço científico é chamada de Psicometria e existem duas tradições em relação à medida de traços latentes: a primeira é a Teoria Clássica dos Testes (TCT) e a segunda é a TRI (Cappelleri, Jason Lundy, & Hays, 2014;Furr & Bacharach, 2008;Pasquali, Primi, & Francisco, 2003).…”

Section: Teoria De Resposta Ao Item (Tri)unclassified

“…Dessa forma, pelo avanço proposto pela TRI e por seus modelos proporcionarem soluções às limitações da TCT, ela é vista como uma das melhorias mais importantes realizadas na mensuração de habilidades psicológicas (Cappelleri et al, 2014;Pasquali et al, 2003). …”

Section: Teoria De Resposta Ao Item (Tri)unclassified

“…A validade é um aspecto crucial na Psicometria e todas as análises sobre esse tema apontam à direção de que a validade de um instrumento é garantida quando ele consegue medir, de fato, a característica psicológica que se propõe (Cappelleri et al, 2014). Entretanto, a amplitude desse conceito e a dificuldade de atingi-lo acabaram por permitir que ele fosse quebrado em partes menores, muito atreladas às análises estatísticas possíveis em cada uma delas.…”

Section: Coeficiente De Validade De Conteúdo (Cvc)unclassified

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Redução da Escala Tendência Empreendedora Geral (TEG-FIT) a partir do Coeficiente de Validade de Conteúdo (CVC) e Teoria da Resposta ao Item (TRI)

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Silva²,

Santos³

et al. 2018

Rev. Eletr. de Ciênc. Adm.

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A taxa de empreendedorismo no Brasil apresenta-se crescente, o que gera necessidade de medir essa habilidade de forma objetiva e padronizada. Um dos instrumentos que apresenta crescente utilização em pesquisas brasileiras é a Tendência Empreendedora Geral (TEG), proposta por Caird, na década de 1990. No entanto, tendo em vista que essa escala é composta por 54 itens, sua extensão inibe sua utilização em diversos contextos. ABSTRACTThe rate of entrepreneurship in Brazil is increasing, which generates the need to measure this ability in an objective and standardized way. One of the instruments that has been increasingly used in Brazilian research is the "General measure of Enterprising Tendency" (GET), developed by Caird in the 1990s. However, GET is composed of 54 items, which inhibits its use in several contexts. That said, the aim of this work is to develop a shorter version of GET preserving its essential characteristics. Methodologically, there were two stages: initially, experts in entrepreneurship evaluated the content and the understanding of all items and afterward the responses were modeled by a 2 Logistical Parameters (2PL) model of Item Response Theory (IRT) using data from 147 participants. The final version was a unidimensional scale that measures entrepreneurship by 19 dichotomous items and it was called TEG-FIT. This study offers a new tool for the measurement of entrepreneurship.

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“…A Classical Test Theory approach [34,51] informed the development of an analytic plan. The general plan was to use data collected to identify and eliminate items that did not correlate well with the other items of the subscale to which they were assigned.…”

Section: Phase 1: Item Reduction and Internal Reliabilitymentioning

confidence: 99%

Measurement of Assistive Technology Outcomes Associated with Computer-Based Writing Interventions for Children and Youth with Disabilities

Ryan

Sophianopoulos

2017

Technologies

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Abstract:Young people who have chronic disabilities use computer technologies and receive rehabilitation services to overcome functional limitations associated with writing activities. However, the functional impact of these specialized assistive technologies on the everyday lives of children is not clearly understood; in part due to the lack of targeted outcome measures. This article describes the development and evaluation of the Family Impact of Assistive Technology Scale for Writing Interventions (FIATS-WI). The FIATS-WI is a multi-dimensional, parent-report questionnaire designed to measure child functioning and outcomes associated with computer-based writing interventions for children and youth aged 5-18 years. Participants included parents of children with writing-related disabilities who completed the questionnaire at home during one of two study phases. In the first phase, 121 eligible parents, out of 364 invited, completed a single administration of the questionnaire. In the second phase, 28 out of 33 eligible parents completed the FIATS-WI twice to assess its stability. Item and subscale correlations informed an item reduction plan, and Cronbach's alpha and intraclass correlation coefficients provided acceptable estimates for internal consistency and test-retest reliability, respectively. Correlations between FIATS-WI scores and scores from a standardized home participation measure tested its convergent validity. The study provides emerging evidence for the FIATS-WI as a sound measure of computer-based writing technology outcomes for children and youth with disabilities.

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Overview of Classical Test Theory and Item Response Theory for the Quantitative Assessment of Items in Developing Patient-Reported Outcomes Measures

Cited by 443 publications

References 11 publications

Using Item Response Theory to Evaluate Self-directed Learning Readiness Scale

Using Item Response Theory to Evaluate Self-directed Learning Readiness Scale

Redução da Escala Tendência Empreendedora Geral (TEG-FIT) a partir do Coeficiente de Validade de Conteúdo (CVC) e Teoria da Resposta ao Item (TRI)

Measurement of Assistive Technology Outcomes Associated with Computer-Based Writing Interventions for Children and Youth with Disabilities

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