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Inconsistency in Reading Comprehension Assessment: Application of Item Response Theory (IRT)2023-12-31 19:02Source:Horizon Academic
Inconsistency in Reading Comprehension Assessment: Application of Item Response Theory (IRT) 阅读理解评估中的不一致性：项目反应理论的应用 Wang Ping 王萍 Abstract: This study explored the possibility of improving classification results with item response theory (IRT) for reading comprehension assessment. A sample of 91 fourth graders completed three standardized tests and three researcher-created Maze tests. The coherence of different tests was investigated by comparing the top 20% and bottom 20% of children identified by each test following the procedure by Keenan and Meenan (2014). For the three standardized tests, total test scores based on classical test theory (CTT) were attained. For the three Maze tests, both CTT and IRT scores were obtained to compare IRT and CTT in their classification results. The coherence of CTT scores for the three standardized tests was 28% in the high performer group and 22% in the low performer group, which was about the same level as that of previous studies. For three Maze tests, the coherence of CTT scores was 33% and 28 % for both the high and low performer groups, respectively, while the coherence of IRT scores revealed 39% for both groups. IRT scores demonstrated the same or higher level of measurement invariance in all pairwise groups and no inferior outcomes compared to CTT. Advantages of utilizing IRT scores in reporting student reading comprehension performance and classifying elementary students' reading level were discussed. Key words: CTT; IRT; Maze test; reading comprehension; assessment CLC Number：G424; H314 Document Code：A Article ID：2832-9317（2023）04-0074-10 DOI：10.12424/HA.2023.069 URL：https://www.oc-press.com/HA-202304-074.html
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