View in EDS

Educational Implications of Comparing Unidimensional and Multidimensional Item Response Theories

Saved in:
Bibliographic Details
Title: Educational Implications of Comparing Unidimensional and Multidimensional Item Response Theories
Language: English
Authors: Seyma Erbay Mermer (ORCID 0000-0002-7747-9545)
Source: Pegem Journal of Education and Instruction. 2024 14(3):103-116.
Availability: Pegem Academy Publishing and Educational Guidance Services TLC. Mesrutiyet Caddesi, No: 45, Ankara, Kizilay 06420, Turkey. e-mail: editor@pegegog.net; Web site: https://www.pegegog.net/index.php/pegegog
Peer Reviewed: Y
Page Count: 14
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: Item Response Theory, Correlation, Error of Measurement, Comparative Analysis, Accuracy, Goodness of Fit
ISSN: 2146-0655
2148-239X
Abstract: This study aims to compare item and student parameters of dichotomously scored multidimensional constructs estimated based on unidimensional and multidimensional Item Response Theory (IRT) under different conditions of sample size, interdimensional correlation and number of dimensions. This research, conducted with simulations, is of a basic nature. The standard errors of the item and student parameters estimated according to both models were evaluated by the mean of the error squares. The results of the study indicate that there is no significant difference between the errors of the item parameters obtained from the unidimensional and multidimensional IRT in the cases of two-dimensional data structures and high interdimensional correlations. However, when the data structure are three and five dimensional, the item parameter errors resulting from the unidimensional IRT increase. Standard errors for item parameters decreased as the sample size increased. When the standard errors arising from ability parameters were analysIRTed, it was observed that multidimensional IRT estimated with lower errors for all conditions. As a result of the study, it is established that multidimensional IRT provides more accurate results in the analysis of multidimensional constructs, especially in the estimation of student parameters and in making decisions about students. Therefore, it is recommended that multidimensional models should be used for student ability estimation in national and international large-scale examinations.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1431713
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1431713
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1431713
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Educational Implications of Comparing Unidimensional and Multidimensional Item Response Theories
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Seyma+Erbay+Mermer%22">Seyma Erbay Mermer</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7747-9545">0000-0002-7747-9545</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Pegem+Journal+of+Education+and+Instruction%22"><i>Pegem Journal of Education and Instruction</i></searchLink>. 2024 14(3):103-116.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Pegem Academy Publishing and Educational Guidance Services TLC. Mesrutiyet Caddesi, No: 45, Ankara, Kizilay 06420, Turkey. e-mail: editor@pegegog.net; Web site: https://www.pegegog.net/index.php/pegegog
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 14
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Item+Response+Theory%22">Item Response Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Error+of+Measurement%22">Error of Measurement</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Accuracy%22">Accuracy</searchLink><br /><searchLink fieldCode="DE" term="%22Goodness+of+Fit%22">Goodness of Fit</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2146-0655<br />2148-239X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study aims to compare item and student parameters of dichotomously scored multidimensional constructs estimated based on unidimensional and multidimensional Item Response Theory (IRT) under different conditions of sample size, interdimensional correlation and number of dimensions. This research, conducted with simulations, is of a basic nature. The standard errors of the item and student parameters estimated according to both models were evaluated by the mean of the error squares. The results of the study indicate that there is no significant difference between the errors of the item parameters obtained from the unidimensional and multidimensional IRT in the cases of two-dimensional data structures and high interdimensional correlations. However, when the data structure are three and five dimensional, the item parameter errors resulting from the unidimensional IRT increase. Standard errors for item parameters decreased as the sample size increased. When the standard errors arising from ability parameters were analysIRTed, it was observed that multidimensional IRT estimated with lower errors for all conditions. As a result of the study, it is established that multidimensional IRT provides more accurate results in the analysis of multidimensional constructs, especially in the estimation of student parameters and in making decisions about students. Therefore, it is recommended that multidimensional models should be used for student ability estimation in national and international large-scale examinations.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1431713
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1431713
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 103
    Subjects:
      – SubjectFull: Item Response Theory
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Error of Measurement
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Accuracy
        Type: general
      – SubjectFull: Goodness of Fit
        Type: general
    Titles:
      – TitleFull: Educational Implications of Comparing Unidimensional and Multidimensional Item Response Theories
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Seyma Erbay Mermer
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 2146-0655
            – Type: issn-electronic
              Value: 2148-239X
          Numbering:
            – Type: volume
              Value: 14
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Pegem Journal of Education and Instruction
              Type: main
ResultId 1