classical test theory and item response theory: two understandings of one high-stakes performance exam

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ID: 257893
2014
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Abstract
Language testing professionals as well as teacher educators have articulated the need for a broad variety stakeholders, including classroom teachers, to develop assessment literacy. In this paper we argue that when teachers are involved in local development projects, they have the opportunity—and the need—to expand their assessment knowledge and skills beyond what is necessary for conducting principled classroom assessments. We further claim that a particular analytic approach, Rasch analysis, should be considered a possible element of this expanded assessment literacy. To this end, we use placement exam data from one Colombian university to illustrate how Rasch analysis differs from—and can usefully complement—classical test theory.
Reference Key
janssen2014colombianclassical Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors ;Gerriet Janssen;Valerie Meier;Jonathan Trace
Journal chemistry - an asian journal
Year 2014
DOI
10.14483/udistrital.jour.calj.2014.2.a03
URL
http://revistas.udistrital.edu.co/ojs/index.php/calj/article/view/4950
Keywords
rasch analysis linguistics

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