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Improving the Reliability of Student Scores from Speeded Assessments

Title: Improving the Reliability of Student Scores from Speeded Assessments: An Illustration of Conditional Item Response Theory Using a Computer-Administered Measure of Vocabulary.
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Name(s): Petscher, Yaacov, author
Mitchell, Alison M, author
Foorman, Barbara R, author
Type of Resource: text
Genre: Journal Article
Text
Date Issued: 2015-01-01
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: A growing body of literature suggests that response latency, the amount of time it takes an individual to respond to an item, may be an important factor to consider when using assessment data to estimate the ability of an individual. Considering that tests of passage and list fluency are being adapted to a computer administration format, it is possible that accounting for individual differences in response times may be an increasingly feasible option to strengthen the precision of individual scores. The present research evaluated the differential reliability of scores when using classical test theory and item response theory as compared to a conditional item response model which includes response time as an item parameter. Results indicated that the precision of student ability scores increased by an average of 5 % when using the conditional item response model, with greater improvements for those who were average or high ability. Implications for measurement models of speeded assessments are discussed.
Identifier: FSU_pmch_27721568 (IID), 10.1007/s11145-014-9518-z (DOI), PMC5053774 (PMCID), 27721568 (RID), 27721568 (EID)
Keywords: Conditional item response theory, Curriculum-based measurement, Fluency, Item response theory
Grant Number: P50 HD052120,
Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5053774.
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_pmch_27721568
Owner Institution: FSU
Is Part Of: Reading and writing.
0922-4777
Issue: iss. 1, vol. 28

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Petscher, Y., Mitchell, A. M., & Foorman, B. R. (2015). Improving the Reliability of Student Scores from Speeded Assessments: An Illustration of Conditional Item Response Theory Using a Computer-Administered Measure of Vocabulary. Reading And Writing. Retrieved from http://purl.flvc.org/fsu/fd/FSU_pmch_27721568