The modern approach to statistical analysis of MCQ items: Quality testing
Gavin T. L. Brown
10.17608/k6.auckland.6499364.v1
https://auckland.figshare.com/articles/presentation/The_modern_approach_to_statistical_analysis_of_MCQ_items_Quality_testing/6499364
This presentation is given to the Dept of Computer Science, Faculty of Science, University of Auckland on June 15, 2018.<div><p>The traditional model of scoring MCQ tests assumes that all
items have similar weight and that the sum of items correct is a good indicator
of student achievement. However, this approach has been abandoned in
standardised selection and diagnostic tests in K-12 schooling and higher
education in favour of the item response theory model. The IRT model weights
items according to their relative difficulty and probabilistically estimates a
score that reflects the difficulty point at which the candidate will get 50% of
items correct. This score (usually ranging -3.00 to +3.00) has to be evaluated
as to its merit by the test instructor in light of the kind of items associated
with each grade range.</p>
<p>This
seminar will overview the statistical properties of the classical and modern
test theory approaches and describe how item information can be used to
evaluate the quality of instructor-made tests, as well as student achievement.
A Learning Enhancement Grant funded software system (in alpha version) will be
demonstrated to illustrate the strengths and challenges of the modern analytic
approach.</p><br></div>
2018-06-12 23:50:56
multiple-choice testing
psychometrics
item response theory
classical test theory
item analysis
Education Assessment and Evaluation