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Journals / Eğitim ve Bilim / 2014 / Cilt: 39 - Sayı: 172

BILOG-MG ile empirik bir dikey ölçekleme çalışmasından bulgular

Findings from an empirical vertical scaling study with BILOG-MG

Hüseyin Hüsnü YILDIRIM
Pages
65–77
Publication Date
2022-11-03
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Overall, the results of this empirical study showed that in the large scale tests which aim to monitor the development across grade levels, the simultaneous estimation procedure with the 2-parameter or the 3-parameter IRT models would be a reasonable choice.

📌 3 Key Takeaways

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Objective & Hypothesis:This study compared two procedures for the vertical scaling in the Item Response Theory (IRT) context: fixed estimation, and simultaneous estimation.
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Key Findings & Data:However, the results also revealed that using expected a posteriori estimates (EAP) of ability scores in 3-parameter IRT model may have a deteriorating effect on the vertically scaled test results through the simultaneous estimation procedure.
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Conclusion & Impact:Overall, the results of this empirical study showed that in the large scale tests which aim to monitor the development across grade levels, the simultaneous estimation procedure with the 2-parameter or the 3-parameter IRT models would be a reasonable choice.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

This study compared two procedures for the vertical scaling in the Item Response Theory (IRT) context: fixed estimation, and simultaneous estimation. The results favored the simultaneous estimation procedure to the fixed estimation procedure, especially when there were few anchor items. However, the results also revealed that using expected a posteriori estimates (EAP) of ability scores in 3-parameter IRT model may have a deteriorating effect on the vertically scaled test results through the simultaneous estimation procedure. Overall, the results of this empirical study showed that in the large scale tests which aim to monitor the development across grade levels, the simultaneous estimation procedure with the 2-parameter or the 3-parameter IRT models would be a reasonable choice.

Özet

Bu çalışmada, Madde Tepki Kuramına (MTK) dayalı iki dikey ölçekleme yöntemi (sabitlemeye dayalı kestirim ve eşzamanlı kestirim) karşılaştırılmıştır. Sonuçlar, özellikle çapa madde sayısının az olduğu durumlarda, eşzamanlı kestirimin daya iyi sonuçlar verdiğini göstermektedir. Ancak, 3 parametreli MTK modeli kullanılarak öğrenci yeterliklerinin “expected a posteriori” (EAP) yöntemiyle kestirildiği durumlarda dikey ölçeklenmiş değerlerde bozulma görülmektedir. Genel olarak bu çalışmanın sonuçları, sınıf seviyeleri arasındaki gelişimin takip edilmesi amacıyla yürütülebilecek geniş ölçekli test uygulamalarında, 2 veya 3 parametreli MTK modellerine dayalı eşzamanlı kestirimin makul bir seçenek olabileceğini göstermektedir.

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Cite This Article

YILDIRIM, H. H. (2022). BILOG-MG ile empirik bir dikey ölçekleme çalışmasından bulgular. Eğitim ve Bilim, Cilt: 39 - Sayı: 172, 65–77. https://ajindex.com/articles/649951

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