The evolution from static to dynamic electronic learning environments has stimulated the research on adaptive item sequencing. A prerequisite for adaptive item sequencing, in which the difficulty of the item is constantly matched to the knowledge level of the learner is to have items with a known difficulty level. The difficulty level can be estimated by means of the item response theory (IRT),...

Model based learning uses models in order to generate educational resources and adapt learning paths to learners and their context. Many domain models are published on the Web through linked data, thus providing a collective knowledge base that can be reused in the educational domain. However, for these models to be usable in an educational context, it should be possible to predict the learning...

BACKGROUND Advances in cognitive load theory have led to greater understanding of how we process verbal and visual material during learning, but the evidence base with regard to the use of images within written assessments is still sparse. This study examines whether the inclusion of images within the stimulus format of multiple choice questions (MCQs) has a predictable or consistent influence ...

Following the total raw scores of SB5 testing, scores were divided into two groups and then item difficulty and the discrimination index were calculated within 165 children from the total sample. Besides, the study also sought to perform an age specific (6-16) item analysis from those total students. The adaptation and modification of the items were done based on the difficulty, discriminating ...

The ability to appraise one's own ability has been found to have an important role in the recovery and quality of life of clinical populations. Examinee and task variables have been found to influence metacognition in healthy students; however the effect of these variables on the metacognitive accuracy of adults with neurological insult, such as traumatic brain injury (TBI), remains unknown. Tw...

This article examines nonmathematical linguistic complexity as a source of differential item functioning (DIF) in math word problems for English language learners (ELLs). Specifically, this study investigates the relationship between item measures of linguistic complexity, nonlinguistic forms of representation and DIF measures based on item response theory difficulty parameters in a state fourt...

In this note we describe several of the IRT modeling features implemented in Mplus, namely the the item characteristic curves, the item information curves, the total information curve, item difficulty parameter and item discrimination parameter. Different estimators and parameterizations are considered. We also provide details on the Mplus implementation of the Partial Credit Model (PCM), the 3...

Cognitive and metacognitive processes during learning depend on accurate monitoring, this investigation examines the influence of immediate item-level knowledge correct response feedback cognition monitoring accuracy. In an optional end-of-course computer-based review lesson, participants (n = 68) were randomly assigned to groups receive either item-by-item (IF) or no (NF). Item-by-item consist...

BACKGROUND Examinations are necessary for assessment of student proficiency in medical education, but comparison of achievement across different cohorts in different tests is challenging. We applied psychometric test equating methods to compare student proficiency in two different examinations for a clinical anesthesiology course. METHODS Each examination contained 50 multiple choice items an...

Melodic discrimination tests have been used for many years to assess individual differences in musical abilities. These tests are usually analysed using classical test theory. However, classical test theory is not well-suited for optimising test efficiency or for investigating construct validity. This paper addresses this problem by applying modern item response modelling techniques to three me...