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Integrating Cognitive and Psychometric Models to Measure Document Literacy
Author(s) -
Sheehan Kathleen,
Mislevy Robert J.
Publication year - 1990
Publication title -
journal of educational measurement
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.917
H-Index - 47
eISSN - 1745-3984
pISSN - 0022-0655
DOI - 10.1111/j.1745-3984.1990.tb00747.x
Subject(s) - item response theory , psychology , test (biology) , generalization , cognition , item analysis , psychometrics , literacy , item bank , differential item functioning , measure (data warehouse) , test validity , applied psychology , cognitive psychology , educational assessment , classical test theory , mathematics education , computer science , developmental psychology , pedagogy , data mining , paleontology , mathematical analysis , mathematics , neuroscience , biology
The Survey of Young Adult Literacy conducted in 1985 by the National Assessment of Educational Progress included 63 items that elicited skills in acquiring and using information from written documents. These items were analyzed using two different models: (1) a qualitative cognitive model, which characterized items in terms of the processing tasks they required, and (2) an item response theory (IRT) model, which characterized items difficulties and respondents' proficiencies simply by tendencies toward correct response. This paper demonstrates how a generalization of Fischer and Seheibleehner's Linear Logistic Test Model can be used to integrate information from the cognitive analysis into the IRT analysis, providing a foundation for subsequent item construction, test development, and diagnosis of individuals skill deficiencies.