Item parameter drift in computer adaptive testing due to lack of content knowledge within sub-populations
Başlık çevirisi mevcut değil.
- Tez No: 403383
- Danışmanlar: Dr. EVERETT V. SMITH
- Tez Türü: Doktora
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2017
- Dil: İngilizce
- Üniversite: University of Illinois at Chicago
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 141
Özet
Özet yok.
Özet (Çeviri)
I conducted this study to investigate potential item parameter drift (IPD) impact on person ability estimation and classification of examinees to achievement levels in computer adaptive testing (CAT). The overarching goal was to evaluate the impact of IPD that occurs due to differential access to content knowledge attributable to possible curricular, instructional, infrastructural, and practice differences in CAT. I conducted a series of simulations using two hypothetical item banks. I specified number of items in the test, mean of the item difficulties, and examine abilities based on an operational CAT exam. To address my research questions, I manipulated three factors; (a) percentage of IPD items in the test, (b) percentage of examinees that had poorer access to content knowledge, and (c) targeting of the item pool to the examinees. To serve as baseline, I simulated two non-IPD conditions for both item pools and compared the results from IPD conditions with these baseline conditions. I evaluated IPD impact on ability estimation precision and classification accuracy using multiple indicators including bias, root mean square error (RMSE), mean absolute difference (MAD), number and percentages of false decisions and their significance, correlations between estimated and true ability parameters, and Spearman's rank order correlations. In addition, I evaluated person fit indices of misclassified examinees to assess the effectiveness of these indices in detecting misfit that can be observed as a result of IPD in real life tests. The results revealed that IPD exposed to a sub-group of examinees can affect classification accuracy of those examinees substantially, but IPD impact on average ability estimation was minor. Given the fact that an examinee misclassified into a lower achievement level due to unequal opportunity to learn and perform may result in fairness issues in educational testing, the findings indicate potential reasons of reduced access to content knowledge, such as curricular, instructional, infrastructural, and practice differences in CAT, may derail the examination process. The study provides useful information to the states and districts planning to implement or are currently implementing CAT as part of their assessments by emphasizing every examinee should be given equal opportunity to learn the content and demonstrate their true ability in the exam.
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