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Type :article
Subject :QA Mathematics
Main Author :Ayanwale, Musa Adekunle
Title :Calibration of polytomous response Mathematics achievement test using generalized partial credit model of item response theory
Place of Production :Tanjong Malim
Publisher :Fakulti Sains dan Matematik
Year of Publication :2021
Corporate Name :Universiti Pendidikan Sultan Idris
PDF Full Text :Login required to access this item.

References

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[2] Ayanwale, M.A. & Adeleke, J.O. (2020). Efficacy of Item Response Theory in the Validation and Score Ranking of Dichotomous Response Mathematics Achievement Test. Bulg. J. Sci. Educ.Policy, vol. 14,no. 2, pp. 260–285. Accessed: May 31, 2021. Available: https://www.academia.edu/45182779/

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[9] Adewale, J.G., Adegoke, B.A., Adeleke, J.O. & Metibemu, M.A. (2017). A Training Manual onItem Response Theory, 1st ed. Ibadan: Institute of Education, University of Ibadan in Collaboration with National Examinations Council, Minna, Niger State.

[10] National Examinations Council (2012). Chief Examiners Report in Mathematics. Retrieved on August 6, 2019 from http://www.mynecoexams.com/examiners report.html

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[17] Ayanwale, M.A. (2019). Efficacy of Item Response Theory in the Validation and Score Ranking of Dichotomous and Polytomous Response Mathematics Achievement Tests in Osun State, Nigeria. doi: 10.13140/RG.2.2.17461.22247.

[18] Samejima, F. (1969). Estimation of Latent Ability using a Response Pattern of Graded Scores. Psychometrica,Monograph Supplements No. 17.

[19] Muraki, E. (1992). A Generalized Partial Credit Model: Application of an EM algorithm. Journal of Applied Psychological Measurement 16: 159-176.

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[22] Adedoyin, C. (2010). Investigating the Invariance of Person Parameter Estimates based on Classical Test and Item Response Theories. An International Journal on Education Science 2: 107- 113.

[23] Adegoke (2013). Comparison of item statistics of physics achievement test using Classicaltest theory and item response theory frameworks. Journal of Education and Practice 4.22: 87 – 96.

[24] Adegoke (2014). Effects of Item-pattern scoring method on Senior Secondary School Learners Ability Scores in Physics Achievement Test. West African Journal of Education Vol. XXIV: 181-190.

[25] Ayanwale, M.A., Adeleke, J.O. & Mamadelo, T.I. (2018). An assessment of item statistics estimates of Basic Education Certificate Examination through Classical Test Theory and Item Response Theory approach. International Journal of Educational Research Review, 3(4), 55-67. Doi: 10.24331/ijere.452555.

[26] Enu, V.O. (2015). Using item response theory for the validation and calibration of mathematicsand eography items of Joint Command Schools Promotion Examination in Nigeria. Unpublished Doctoral Thesis. Institute of Education. University of Ibadan.

[27] Fakayode, O. (2018). Comparing CTT and IRT measurement frameworks in the estimation of item parameters, scoring and test equating of West African Examinations Council Mathematics Objective Test for June and November, 2015. Unpublished PhD thesis. Institute of Education, University of Ibadan.

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[29] Ojerinde D. (2013). Classical Test Theory (CTT) vs Item Response Theory (IRT): An Evaluation of the Comparability of Item Analysis Results. Paper Presentation at the Institute of Education. University of Ibadan. May 23, 2013.

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[34] Watkins, M.W. (2006). Determining Parallel Analysis Criteria. Journal of Modern Applied Statistical Methods, 5(2), 344-346

[35] Ledesma, R.D. &Valero-Mora, P. (2007). Determining the Number of Factors to Retain in EFA: an easy-to-use computer program for carrying out Parallel Analysis. Journal of Practical Assessment, Research and Evaluation, 12(2), 1-11.

 


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