The modern approach to statistical analysis of MCQ items: Quality testing

2018-06-12T23:50:56Z (GMT) by Gavin Brown
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>