We may not be able to make you love reading, but explanatory item response models a generalized linear and nonlinear approach will lead you to love reading starting from now. Book is the window to open the new world. The world that you want is in the better stage and level. World will always guide you to even the prestige stage of the life. You know, this is some of how reading will give you th...

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In multidimensional item response theory, it is possible for the estimate of a subject’s ability in some dimension to decrease after they have answered a question correctly. When this occurs, the fairness of the estimate may be called into question. This paper investigates how and when this form of non-monotonicity occurs. We demonstrate that many response models and statistical estimates can p...

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In this paper a new technique is presented for automatic design of optimal questionnaires. The technique, that is based on the Item Response Theory, performs multiple-choice item selection by a Genetic Algorithm. The experimental results demonstrate the validity of the proposed approach to adjust the characteristics of the questionnaire to the abilities of the student class.

Multiple choice questions (MCQs) that can be generated from a domain ontology can significantly reduce human effort & time required for authoring & administering assessments in an e-Learning environment. Even though there are various methods for generating MCQs from ontologies, methods for determining the difficulty-levels of such MCQs are less explored. In this paper, we study various aspects ...

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Problem solving is an important component of education. To make problem solving activities attractive, it is important to confront students with problems of suitable difficulty – neither too easy, nor too difficult. Since students vary in their skills, it is also crucial to make problem recommendations individually adaptive. We present a novel problem response theory, which predicts how much ti...

We conducted a study of 400 preschool children to determine whether spatial and numerical skills rely on common processes. Children completed a battery of mathematical tasks as part of an ongoing preschool formative assessment development project. We created theoretically meaningful skills from these tasks and carried out item response theoretic analyses on each skill. We extracted Rasch scores...

This paper shows the impact of differential discrimination on the results of vertical equating when the Rasch model is applied. It is shown that where there is differential discrimination, relevant items contribute information, for the purpose of vertical equating, that contains systematic error. The impact of differential item discrimination on vertical equating is examined from a theoretical ...