Why Large‐Scale Assessments Use Scaling and Item Response Theory

Raymond J Adams; Alla Berezner; Ray Adams

Why Large‐Scale Assessments Use Scaling and Item Response Theory

Raymond J Adams, Alla Berezner, Ray Adams

Australian Council for Educational Research (ACER)

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

As raw scores obtained from the instruments used in assessments are not amenable to statistical analysis or the provision of valid and reliable comparisons across students, schools, states or countries and over time, most LSAs commonly use item response models in the scaling of cognitive data. Raymond Adams and Alla Berezner describe and illustrate three reasons for using IRT in this chapter. These include that IRT models (i) support the process of test development and construct validation, (ii) facilitate the usage of the tests consisting of a number of rotated test forms within one assessment to increase content coverage and (iii) enable the maintenance of scales that are comparable across countries and over time when used in conjunction with multiple imputation methodology.

Original language	English
Title of host publication	Implementation of Large-Scale Education Assessments
Publication status	Published - 2017

Keywords

Cognitive measurement
International surveys
Item response theory
Large scale assessment
Measurement techniques
Primary secondary education
Scaling
Test construction

Disciplines

Educational Assessment, Evaluation, and Research
International and Comparative Education

Access to Document

http://au.wiley.com/WileyCDA/WileyTitle/productCd-1118336097.html

Cite this

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KW - Test construction

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