Reliable student models are vital for the correct functioning of Intelligent Tutoring Systems. This means that diagnosis tools used to update the student models must be also reliable. Through adaptive testing, student knowledge can be inferred. The tests are based on a psychometric theory, the Item Response Theory. In this theory, each question has a function assigned that is essential for dete...

Computer adaptive testing (CAT) is theoretically sound and efficient, and is commonly seen in larger testing programs. It is, however, rarely seen in a smaller-scale scenario, such as in classrooms or business daily routines, because of the complexity of most adopted Item Response Theory (IRT) models. While the Sequential Probability Ratio Test (SPRT) model is less complicated, it only provides...

As many states are slated to soon use scores derived from classroom observation instruments in high-stakes decisions, developers must cultivate methods for improving the functioning of these instruments. We show how multidimensional, multilevel item response theory models can yield information critical for improving the performance of observational instruments.

We develop T-SKIRT: a temporal, structuredknowledge, IRT-based method for predicting student responses online. By explicitly accounting for student learning and employing a structured, multidimensional representation of student proficiencies, the model outperforms standard IRTbased methods on an online response prediction task when applied to real responses collected from students interacting w...

This paper proposes a guideline for writing MCQ items for our domain which promotes the use of Multiple Alternative Choice (MAC) items. This guideline is derived from one of the guidelines from the Taxonomy of item-writing guidelines reviewed by Haladyna et al, 2002. The new guideline is tested by delivering two sets of MCQ test items to a representative sample of candidates from the domain. On...

The study compared the aberrance detection powers of the BW person-fit indices with other group-based indices (SCI, MCI, NCI, and Wc&Bs) and item response theory based (IRT-based) indices (OUTFITz, INFITz, ECI2z, ECI4z, and lz). Four kinds of comparative conditions, including content category (CC), types of aberrance (AT), severity of aberrance (AS), and the ratios of aberrant persons (AP), wer...

Ke Deng, Akira Tsuda, Satoshi Horiuchi, Terumi Matsuda Institute of Comparative Studies of International Cultures and Socities, Kurume University, Kurume, Japan Department of Psychology, Kurume University, Kurume, Japan Health Sciences University of Hokkaido, Japan Society for the Promotion of Science, Tokyo, Japan Graduate School of Psychology, Kurume University, Kurume, Japan Email: sztouka@y...

What it is now known as item response modeling [for an overview see van der Linden and Hambleton (1997)] originated as an effort to overcome the limitations of the factor model when applied to test items. Test items are most often categorical in nature, whereas the factor model was designed for continuous data. Unfortunately, over the years item response modeling and factor modeling have develo...