Unidimensional Item Response Theory

Meijer, Rob R.; Tendeiro, Jorge N.

doi:10.1002/9781118489772.ch15

Cited by 10 publications

(9 citation statements)

References 73 publications

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“…Furthermore, the automated item selection procedure (AISP) for the Mokken scale analysis indicated that all items belong to a single scale (unidimensional scale). That is, in a case where an item does not belong on the tested scale, that item violates the scale's assumed monotonicity: It adds no meaningful information (Meijer & Tendeiro, 2018). When the monotonicity assumption for all 21 scale items was explored, no significant violation was found (Table A1).…”

Section: Methodsmentioning

confidence: 99%

Nursing care left undone in psychiatric hospitals and its association with nurse staffing: A cross‐sectional multi‐centre study in Switzerland

Gehri,

Ausserhofer,

Zúñiga

et al. 2023

Psychiatric Ment Health Nurs

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IntroductionNursing care left undone occurs when nurses omit activities because of resource shortfalls. Higher levels of nursing care left undone are associated with worse nurse staffing and organizational factors. Plentiful evidence from acute, long‐term and community care supports such associations; however, mental healthcare settings are under‐studied.AimThe aim of the study was to describe nursing care left undone's frequency in mental health inpatient settings and explore its association with nurse staffing levels.MethodAs part of the multi‐centre cross‐sectional MatchRN Psychiatry study, data were collected by questionnaire from 114 units in 13 Swiss psychiatric hospitals. Nursing care left undone was analysed describing frequencies descriptively and used linear mixed models to assess its association with staffing.ResultsData from 994 nurses were analysed. The most commonly omitted activities were evaluating nursing processes (30.5%), formulating nursing diagnoses (27.4%) and defining care objectives (22.7%). Nursing care left undone was higher in units with low staffing levels.DiscussionAs in somatic care settings, in psychiatric hospitals, ‘indirect’ care activities are most commonly omitted.Implications for Practice: This study highlights factors affecting the frequency of nursing care left undone, including staffing levels and perceived leadership. The findings emphasize the importance of nurse managers taking action to improve work environment factors.

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Section: Methodsmentioning

confidence: 99%

Nursing care left undone in psychiatric hospitals and its association with nurse staffing: A cross‐sectional multi‐centre study in Switzerland

Gehri,

Ausserhofer,

Zúñiga

et al. 2023

Psychiatric Ment Health Nurs

View full text Add to dashboard Cite

show abstract

“…Within the educational arena, two main theories of assessment can be used for this purpose: Classical Test Theory (CTT) and Item Response Theory (IRT). Among the differences, widely documented elsewhere (DeMars, 2010;Embretson & Reise, 2000;Hambleton et al, 1991), IRT: a) explicitly models the interaction between the item characteristics (e.g., di culty, discrimination and guessing) and a person's latent variable (denoted by the Greek letter theta; θ) (Meijer & Tendeiro, 2018); allowing the estimation of essentially sample-independent parameters to evaluate item quality; b) opens the possibility to analyze test information (and thus reliability) at different θ ranges (Hambleton et al, 2010), which differs from the usual CTT view of a general summary of reliability (e.g., Cronbach's alpha, or McDonald's omega) for all levels across θ; c) allows the use of mixedformat tests (e.g., tests composed of both single and multiple selection items), with no unbalanced impact upon tests scores (Embretson & Reise, 2000); d) offers models to perform robust analysis of distractors in tests (e.g., R. Bock, 1972).…”

Section: Introductionmentioning

confidence: 99%

Portuguese Physical Literacy Assessment Questionnaire (PPLA-Q) for adolescents (15-18 years) from grades 10-12: item response theory analysis of the content knowledge questionnaire

Mota

Martins

Onofre

2022

Preprint

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Background: Aims of this study were to assess construct validity (dimensionality and measurement invariance) and reliability of the previously developed Cognitive module of the Portuguese Physical Literacy Assessment – Questionnaire (PPLA-Q). Secondary aims were to assess whether using distractor information was useful for higher precision, and whether a total sum-score has enough precision for applied PE settings.Methods: Parametric Item Response Theory (IRT) models were estimated using a final sample of 508 Portuguese adolescents (Mage= 16, SD = 1 years) studying in public schools in Lisbon. A retest subsample of 73 students, collected 15 days after baseline, was used to calculate Intraclass Correlation Coefficient (ICC) and Svenson’s ordinal paired agreement. Results: A mixed 2-parameter nested logit + graded response model provided the best fit to the data, C2 (21) = 23.92, p = .21; CFI = .98; RMSEAC2= .017 [0,.043] with no misfitting items. Modelling distractor information provided an increase in available information and thus, reliability. There was evidence of differential item functioning in one item in favor of male students, however it did not translate in statistically significant differences at test level (sDTF = -0.06; sDTF% = -0.14). Average score reliability was low (marginal reliability= .60); while adequate reliability was attained in the -2 to -1 θ range. ICC results suggest poor to moderate test-retest reliability (ICC = .56, [.38, .70]); while Svenson’s method resulted in 6 out of 10 items with acceptable agreement (>.70), and 4 remaining items revealing a small individual variability across time points. We found a high correlation (r = .91 [.90,.93]) among sum-score and scores derived from calibrated mixed model.Conclusions: Evidence supports the construct validity of the cognitive module of the PPLA-Q to assess Content Knowledge in the Portuguese PE context for grade 10-12 (15-18 years) adolescents. This test attainted acceptable reliability for distinguishing student with transitional knowledge (between Foundation and Mastery), with further revisions needed to target full spectrum of θ. Its sum-score might be used in applied settings to get a quick overview of student’s knowledge; for precision IRT score is recommended. Further scrutiny of test-retest reliability is warranted in future research, along with the use of 3-parameter logistic models.

show abstract

Section: Introductionmentioning

confidence: 99%

Portuguese Physical Literacy Assessment Questionnaire (PPLA-Q) for adolescents (15-18 years) from grades 10-12: item response theory analysis of the content knowledge questionnaire

Mota

Martins

Onofre

2022

Preprint

View full text Add to dashboard Cite

Background Aims of this study were to assess construct validity (dimensionality and measurement invariance) and reliability of the previously developed Cognitive module of the Portuguese Physical Literacy Assessment – Questionnaire (PPLA-Q). Secondary aims were to assess whether using distractor information was useful for higher precision, and whether a total sum-score has enough precision for applied PE settings. Methods Parametric Item Response Theory (IRT) models were estimated using a final sample of 508 Portuguese adolescents (Mage= 16, SD = 1 years) studying in public schools in Lisbon. A retest subsample of 73 students, collected 15 days after baseline, was used to calculate Intraclass Correlation Coefficient (ICC) and Svenson’s ordinal paired agreement. Results A mixed 2-parameter nested logit + graded response model provided the best fit to the data, C2 (21) = 23.92, p = .21; CFI = .98; RMSEAC2= .017 [0,.043] with no misfitting items. Modelling distractor information provided an increase in available information and thus, reliability. There was evidence of differential item functioning in one item in favor of male students, however it did not translate in statistically significant differences at test level (sDTF = -0.06; sDTF% = -0.14). Average score reliability was low (marginal reliability = .60); while adequate reliability was attained in the − 2 to -1 θ range. ICC results suggest poor to moderate test-retest reliability (ICC = .56, [.38, .70]); while Svenson’s method resulted in 6 out of 10 items with acceptable agreement (> .70), and 4 remaining items revealing a small individual variability across time points. We found a high correlation (r = .91 [.90,.93]) among sum-score and scores derived from calibrated mixed model. Conclusions Evidence supports the construct validity of the cognitive module of the PPLA-Q to assess Content Knowledge in the Portuguese PE context for grade 10–12 (15–18 years) adolescents. This test attainted acceptable reliability for distinguishing student with transitional knowledge (between Foundation and Mastery), with further revisions needed to target full spectrum of θ. Its sum-score might be used in applied settings to get a quick overview of student’s knowledge; for precision IRT score is recommended. Further scrutiny of test-retest reliability is warranted in future research, along with the use of 3-parameter logistic models.

show abstract

Unidimensional Item Response Theory

Cited by 10 publications

References 73 publications

Nursing care left undone in psychiatric hospitals and its association with nurse staffing: A cross‐sectional multi‐centre study in Switzerland

Nursing care left undone in psychiatric hospitals and its association with nurse staffing: A cross‐sectional multi‐centre study in Switzerland

Portuguese Physical Literacy Assessment Questionnaire (PPLA-Q) for adolescents (15-18 years) from grades 10-12: item response theory analysis of the content knowledge questionnaire

Portuguese Physical Literacy Assessment Questionnaire (PPLA-Q) for adolescents (15-18 years) from grades 10-12: item response theory analysis of the content knowledge questionnaire

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