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Using Multidimensional Item Response Theory to Evaluate Educational and Psychological Tests
Author(s) -
Ackerman Terry A.,
Gierl Mark J.,
Walker Cindy M.
Publication year - 2003
Publication title -
educational measurement: issues and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.158
H-Index - 52
eISSN - 1745-3992
pISSN - 0731-1745
DOI - 10.1111/j.1745-3992.2003.tb00136.x
Subject(s) - item response theory , test (biology) , measure (data warehouse) , ninth , computer science , process (computing) , meaning (existential) , multidimensional analysis , psychology , mathematics education , psychometrics , management science , econometrics , mathematics , data mining , developmental psychology , psychotherapist , paleontology , physics , acoustics , economics , biology , operating system
Many educational and psychological tests are inherently multidimensional, meaning these tests measure two or more dimensions or constructs. The purpose of this module is to illustrate how test practitioners and researchers can apply multidimensional item response theory (MIRT) to understand better what their tests are measuring, how accurately the different composites of ability are being assessed, and how this information can be cycled back into the test development process. Procedures for conducting MIRT analyses–from obtaining evidence that the test is multidimensional, to modeling the test as multidimensional, to illustrating the properties of multidimensional items graphically‐are described from both a theoretical and a substantive basis. This module also illustrates these procedures using data from a ninth‐grade mathematics achievement test. It concludes with a discussion of future directions in MIRT research.