OBJECTIVE To develop an item response theory (IRT) calibrated Grief and Loss item bank as part of the Spinal Cord Injury--Quality of Life (SCI-QOL) measurement system. DESIGN A literature review guided framework development of grief/loss. New items were created from focus groups. Items were revised based on expert review and patient feedback and were then field tested. Analyses included confi...

equating test scores is an important issue in large scale testing. almost all standardized tests have several forms which vary in difficulty. new forms are written and added every year. when the items in different forms of a test vary in difficulty, direct comparison of test-takers who have taken different forms and are at the same ability level is not possible; hence, the issue of test fairnes...

This study evaluated the psychometric properties of Pandemic Grief Scale (PGS), using Classical Test Theory (CTT) and Item Response (IRT) methods, in a sample 458 people who have suffered loss loved one due to COVID-19 pandemic. The Scale, Patient Health Questionnaire-2 (PHQ-2), two-item Generalized Anxiety Disorder (GAD-2), single item on suicidal ideation were used. unidimensional model had g...

The aim of this paper is to measure the effectiveness of the organizations Information and Communication Technology (ICT) from the point of view of the manager, using Item Response Theory (IRT). There is a need to verify the effectiveness of these organizations which are normally associated to complex, dynamic, and competitive environments. In academic literature, there is disagreement surround...

Missing data usually present special problems for statistical analyses, especially when the data are not missing at random, that is, when the ignorability principle defined by Rubin (1976) does not hold. Recently, a substantial number of articles have been published on model-based procedures to handle nonignorable missing data due to item nonresponse (Holman & Glas, 2005; Glas & Pimentel, 2008;...

BACKGROUND Criterion-referenced interpretations of tests are highly necessary, which usually involves the difficult task of establishing cut scores. Contrasting with other Item Response Theory (IRT)-based standard setting methods, a non-judgmental approach is proposed in this study, in which Item Characteristic Curve (ICC) transformations lead to the final cut scores. METHOD eCat-Listening, a...

We investigate short-term learning from hints and feedback in a Web-based physics tutoring system. Both the skill of students and the difficulty and discrimination of items were determined by applying item response theory IRT to the first answers of students who are working on for-credit homework items in an introductory Newtonian physics course. We show that after tutoring a shifted logistic i...

We examined the developmental sequence of letter name knowledge acquisition by children from 2 to five years of age. Data from 2 samples representing diverse regions, ethnicity, and socioeconomic backgrounds (ns = 1074 and 500) were analyzed using item response theory (IRT) and differential item functioning techniques. Results from factor analyses indicated that letter name knowledge represente...

Item response theory (IRT) and categorical data factor analysis (CDFA) are complementary methods for the analysis of the psychometric properties of psychiatric measures that purport to measure latent constructs. These methods have been applied to relatively few child and adolescent measures. We provide the first combined IRT and CDFA analysis of a clinical measure (the Short Mood and Feelings Q...

Personalized learning becomes increasingly popular which not be restricted by time, place or any other barriers. This study proposes an analysis of Personalized Learning using Item Response Theory which considers course material difficulty and learner ability. The study investigates twenty undergraduate students at TATI University College, who are taking programming subject. By using the IRT, i...