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Computerized adaptive testing and its use in psychodiagnostic
Dlouhá, Jana ; Bahbouh, Radvan (advisor) ; Niederlová, Markéta (referee)
5 Abstract The theoretical part of the paper focuses on computerized adaptive testing (CAT) and item response theory (IRT). Also included is a chapter comparing IRT with the commonly used classical test theory (CTT). There is also a brief mention of computerized and online testing, as these types of administration differ in many aspects from conventional paper & pencil tests. The goal of this paper was to evaluate the individual ways of eEPI test administration and to compare them with eEPQ tests and self-evaluation. In the practical part the items of the extraversion scale of the Eysenck Personality Inventory (eEPI) were calibrated using a group of 124 respondents. The acquired data were subsequently used to carry out a simulation of computerized adaptive testing, which clearly demonstrated the benefits of this type of testing in comparison to the classical test form. These results were compared with the results of real CAT test administration using the original sample and a new group of respondents (Np=69, Nn=68). The results were highly correlated with the results of the simulated test. Moreover, to verify the validity of the computerized adaptive version of eEOD, the respondents' results in this test were compared with the results in the eEPQ test and in a short self-assessment scale. Finally,...
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Teorie odpovědi na položku a její aplikace v sociologii
Rudá, Eliška ; Vinopal, Jiří (advisor) ; Lupač, Petr (referee)
The Item response Theory and its Application in the Sociology Abstract The focus of this master's thesis is an item response theory, a modern methodological approach, which models a relationship between a latent variable and measured responses to the particular item. A theoretical introduction, which explains fundamentals of the theory, is followed by a comparison with the classical test theory and suggestions of its possible applications in a field of sociology. The thesis is completed with an illustrative example using real data to evaluate an instrument for measuring subjective quality of working life in the framework of item response theory. Keywords: Item response theory, scale, reliability, model, subjective quality of working life
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Detection of Differential Item Functioning with Non-Linear Regression: Non-IRT Approach Accounting for Guessing
Drabinová, Adéla ; Martinková, Patrícia
In this article, we present a new method for estimation of Item Response Function and for detection of uniform and non-uniform Differential Item Functioning (DIF) in dichotomous items based on Non-Linear Regression (NLR). Proposed method extends Logistic Regression (LR) procedure by including pseudoguessing parameter. NLR technique is compared to LR procedure and Lord’s and Raju’s statistics for three-parameter Item Response Theory (IRT) models in simulation study based on Graduate Management Admission Test. NLR shows superiority in power at low rejection rate over IRT methods and outperforms LR procedure in power for case of uniform DIF detection. Our research suggests that the newly proposed non-IRT procedure is an attractive and user friendly approach to DIF detection.
Fulltext: content.csg -  PDF
Plný tet: v1229-16-version2 - PDF; v1229-16 - PDF
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Measuring phonological awareness – blend phoneme test in the beginning of schooling: an comparison of classical test theory and item response theory
Gorčíková, M. ; Šafr, Jiří
The main purpose of this paper is to show dis/advantages of two approaches classical test theory (CTT) and item response theory (IRT) to assess the level of diagnostic tools for evaluating phonemic awareness among first-grade students using longitudinal survey of children during the first grade of primary school (25 schools in Prague and Central Bohemia, 439 pupils). Phonemic awareness (FA) was measured by the task blend phonemes into syllables and words. The advantage of IRT compared to CTT is primarily a concept of independence of the test items. The probability of a response is dependent on the level of latent ability and characteristics of items. So if we know the characteristic of items parameter (difficulty) it could be estimated from the pupil´s responses the level of language skill for diagnostics. The results showed the need for blend phoneme test modifications (in particular for the end of the first grade) so as to adequately measure the high growth of FA ability levels during the first grade.
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Automated user knowledge testing on StartupJobs.cz
Mikschik, Filip ; Koubský, Petr (advisor) ; Hrkal, Filip (referee)
This diploma thesis is focused on proposal and implementation of automatized user testing in StartupJobs.cz project. It describes it from theoretical preparation through implemenation to evaluation of this project after first year. It is divided into two main parts. First one is about description of company which is implementing the testing. It describes reasons and expectations from testing implementation. It also creates a theoretical background by describing Classical Test Theory (CTT), Item Reposnse Theory (IRT) and more others. End of this part is consists of review of relevant literary sources. In second, practical part is the thesis focused on using these theories in praxis. How to use them for company's purposes. It is followed by description of system implementation and main part of the thesis is focused on evaluation of user testing implementation using data collected through the first year. Goal of this thesis is to validate hypothesis which are related to testing implementation (relationship between having tests and success rate of candidates). Main contribution of this work is complex overview on this field from theories to practical implementation which created during first year a lot of unique data presented in this paper.
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Item Response Theory and its Application in the National Comparative Exams
Fiřtová, Lenka ; Zouhar, Jan (advisor) ; Chvál, Martin (referee)
Item Response Theory, a psychometric paradigm for test development and evaluation, comprises a collection of models which enable the estimation of the probability of a correct answer to a particular item in the test as a function of the item parameters and the level of a respondent's underlying ability. This paper, written in cooperation with the company Scio, is focused on the application of Item Response Theory in the context of the National Comparative Exams. Its aim is to propose a test-equating procedure which would ensure a fair comparison of respondents' scores in the Test of General Academic Prerequisites regardless of the particular test administration.
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Polytomous IRT models and their usage in personality diagnostic
Jelínek, Martin ; Květon, Petr ; Vobořil, Dalibor
The presented study describes basic types IRT (item response theory) models for polytomous items. Graded response model and its modifications, partial credit model, rating scale model, and nominal response model are discussed. The usage of graded response model and generalized partial credit model is illustrated on the example of Rosenberg’s self-esteemscale. Although these two models differ in their concept, the actual trait estimates (self-esteem) are basically the same.
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Computer Adaptive Testing based on Item Response Theory as a Tool for Assessment of Students' Literacy Levels
Arnhold, Martin ; Šedivá, Zuzana (advisor) ; Chadima, Zdeněk (referee)
The paper deals with the current perspective of computer aided assessment of students, particularly with computer adaptive testing based on Item Response Theory. Although this testing method has become a world standard, in the Czech Republic it is still, unfortunately, rarely used. The aim of this paper is to describe the current state of the testing techniques used and to create a functional dll library, which will provide basic functionality needed for successful launching of a Web interface for computer adaptive testing of students. In addition, the library should serve as a support to authors in developing tests based on Item Response Theory. The first part provides a basic description of educational assessment methods currently used, and gives an insight into the matters of creating professional testing tools. Other chapters depict the operation of Classical Test Theory, which is now used as a cornerstone of the test development, and further it presents Item Response Theory, as a possible successor to the Classical theory. Both theories described are compared at the end. The second part of the paper is then divided into a theoretical part, which describes the possibility of computer adaptive testing, gives and overview of its origins and development, presents essential forms, and highlights the advantages and disadvantages of this testing method. The practical part contains illustrative examples and descriptions of the methods enabled by the presented dll library.
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