A COMPARISON OF CONCEPTS AND ASSUMPTIONS UNDERLYING CLASSICAL AND ITEM-RESPONSE THEORIES IN CONSTRUCTING PSYCHOLOGICAL AND EDUCATIONAL TESTS

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SEPASI H.

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Journal: JOURNAL OF EDUCATION AND PSYCHOLOGY Year:2004 | Volume:10 | Issue:3-4 Page(s): 129-144

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Title

A COMPARISON OF CONCEPTS AND ASSUMPTIONS UNDERLYING CLASSICAL AND ITEM-RESPONSE THEORIES IN CONSTRUCTING PSYCHOLOGICAL AND EDUCATIONAL TESTS

Author(s)

SEPASI H. | Issue Writer Certificate

Keywords

CLASSICAL TEST THEORYQ3

ITEM RESPONSE THEORYQ3

PSYCHOLOGICAL AND EDUCATIONAL TESTSQ4

Abstract

In order 10 find a reasonable solution to measurement problems in education and psychology, new test theories have recently been proposed by test specialists. The purpose of this paper is to survey the theoretical concepts and assumptions underlying the two very popular psychological and educational test theories. The CLASSICAL TEST THEORY (CTI) first proposed by Spearman, the English psychologist in early twentieth century, also called today the old theory, is based originally on three basic concepts: observed score, true score and error score. Most of the studies conducted in the field of education and psychology have used CTI in order to interpret the reliability and validity of their research data. Due to the limitations that were found in old theory (CTI), a new test theory, the ITEM RESPONSE THEORY (IRT), has been proposed by modern test specialists. On the basis of the assumptions of IRT, many logical interpretations could be made in solving measurement problems in constructing educational and psychological tests. In this paper, attempts have also been made to compare the basic assumptions of these two theories. A further analysis is made to clarify the similarities and differences between item parameters used by these two test theories. In addition, advantages and limitations of each theory that test constructors believe should be considered in item writing are discussed. Finally, based on the findings of this paper, it is suggested that graduate students and faculty members who are interested in measurement and evaluation of student learning or in doing research in education or psychology, should be familiar with the basics of the old theory (CTI) and the new one (IRT).

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APA: Copy

SEPASI, H.. (2004). A COMPARISON OF CONCEPTS AND ASSUMPTIONS UNDERLYING CLASSICAL AND ITEM-RESPONSE THEORIES IN CONSTRUCTING PSYCHOLOGICAL AND EDUCATIONAL TESTS. JOURNAL OF EDUCATION AND PSYCHOLOGY, 10(3-4), 129-144. SID. https://sid.ir/paper/360678/en

Vancouver: Copy

SEPASI H.. A COMPARISON OF CONCEPTS AND ASSUMPTIONS UNDERLYING CLASSICAL AND ITEM-RESPONSE THEORIES IN CONSTRUCTING PSYCHOLOGICAL AND EDUCATIONAL TESTS. JOURNAL OF EDUCATION AND PSYCHOLOGY[Internet]. 2004;10(3-4):129-144. Available from: https://sid.ir/paper/360678/en

IEEE: Copy

H. SEPASI, “A COMPARISON OF CONCEPTS AND ASSUMPTIONS UNDERLYING CLASSICAL AND ITEM-RESPONSE THEORIES IN CONSTRUCTING PSYCHOLOGICAL AND EDUCATIONAL TESTS,” JOURNAL OF EDUCATION AND PSYCHOLOGY, vol. 10, no. 3-4, pp. 129–144, 2004, [Online]. Available: https://sid.ir/paper/360678/en

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