A Comparative Study of the Effects of Recency of Instruction on the Stability of IRT and Conventional Item Parameter Estimates

A potential concern for individuals interested in using item response theory (IRT) with achievement test data is that such tests have been specifically designed to measure content areas related to course curriculum and students taking the tests at different points in their coursework may not constit...

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Veröffentlicht in:	Journal of educational measurement 1988-03, Vol.25 (1), p.31-45
Hauptverfasser:	Cook, Linda L., Eignor, Daniel R., Taft, Hessy L.
Format:	Artikel
Sprache:	eng
Schlagworte:	Achievement tests Biology Correlation coefficients Descriptive statistics Educational administration Educational testing Estimation methods Item response theory Sample mean Standard deviation
Online-Zugang:	Volltext
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