Hostname: page-component-745bb68f8f-g4j75 Total loading time: 0 Render date: 2025-01-08T10:30:36.807Z Has data issue: false hasContentIssue false

On Maximizing Item Information and Matching Difficulty with Ability

Published online by Cambridge University Press:  01 January 2025

Peter Bickel
Affiliation:
Department of Statistics, University of California at Berkeley
Steven Buyske
Affiliation:
Department of Statistics, Rutgers University
Huahua Chang
Affiliation:
National Board of Medical Examiners
Zhiliang Ying*
Affiliation:
Department of Statistics, Rutgers University
*
Requests for reprints should be sent to Zhiliang Ying, Department of Statistics, Hill Center, Busch Campus, Rutgers University, Piscataway NJ 08854-8019. E-Mail: [email protected]

Abstract

An important assumption in IRT model-based adaptive testing is that matching difficulty levels of test items with an examinee's ability makes a test more efficient. According to Lord, “An examinee is measured most effectively when the test items are neither too difficult nor too easy for him”. This assumption is examined and challenged through a class of one-parameter IRT models including those of Rasch and the normal ogive. It is found that for a specific model, the validity of the fundamental assumption is closely related to the so-called van Zwet tail ordering of symmetric distributions. In this connection, the cosine distribution serves as the borderline between those satisfying the assumption and those violating the assumption. Graphic and numerical illustrations are presented to demonstrate the theoretic results.

Type
Articles
Copyright
Copyright © 2001 The Psychometric Society

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

Research by Peter Bickel supported by NSF Grant DMS 95-04955. Research by Steven Buyske supported by ETS Psychometric Fellowship. Research by Huahua Chang supported by ETS research allocation PJ 79427. Research by Zhiliang Ying supported by ETS Visiting Scholar Program, NSF Grant DMS 96-26750, and NSA Grant MDA 96-1-0034.

We would like to thank the Associate Editor and two referees for their helpful and constructive comments, which led to many improvements. We also thank Ming-Mei Wang and Eiji Muraki for relating our work to Samejima (1979), Fumiko Samejima for sending us her manuscript, and Charles Davis for helpful conversations.

References

Akkermans, W., Muraki, E. (1997). Item information and discrimination functions for trinary PCM items. Psychometrika, 62, 569578.CrossRefGoogle Scholar
Birnbaum, A. (1968). Some latent trait models and their use in inferring an examinee's ability. In Lord, F. M., Novick, M. R. (Eds.), Statistical theories of mental test scores (pp. 395479). Reading, MA: Addison-Wesley.Google Scholar
Hettmansperger, T.P. (1984). Statistical inference based on ranks. New York: Wiley & Sons.Google Scholar
Huynh, H. (1994). On equivalence between a partial credit item and a set of independent Rasch binary items. Psychometrika, 59, 111119.CrossRefGoogle Scholar
Huynh, H. (1996). Decomposition of a Rasch partial credit item into independent binary and indecomposable trinary items. Psychometrika, 61, 3139.CrossRefGoogle Scholar
Kotz, S., Johnson, N.L. (1986). Encyclopedia of statistical sciences, Vol. 7. New York: Wiley & Sons.Google Scholar
Kotz, S., Johnson, N.L. (1988). Encyclopedia of statistical sciences, Vol. 9. New York: Wiley & Sons.Google Scholar
Lord, M. F. (1970). Some test theory for tailored testing. In Holtzman, W.H. (Eds.), Computer-assisted instruction, testing and guidance. New York: Harper and Row.Google Scholar
Lord, M. F. (1971). Robbins-Monro procedures for tailored testing. Educational and Psychological Measurement, 31, 331.CrossRefGoogle Scholar
Lord, M. F. (1980). Applications of item response theory to practical testing problems. Hillsdale, NJ: Lawrence Erlbaum.Google Scholar
Rasch, G. (1960). Probabilistic Models for Some Intelligence and Attainment Tests. Copenhagen: The Danish Institute of Educational Research.Google Scholar
Samejima, F. (1979). Constant information model: A new, promising item characteristic function (ONR 79-1). Arlington, VA: Office of Naval Research.Google Scholar
Samejima, F. (2000). Logistic positive exponent family of models: Virtue of asymmetric item characteristic curves. Psychometrika, 65, 319335.CrossRefGoogle Scholar
Thurstone, L. L. (1925). A method of scaling psychological and educational tests. Journal of Educational Psychology, 16, 433449.CrossRefGoogle Scholar
van Zwet, W.R. (1964). Convex Transformations of random variables (Mathematical Centre Tracts, Vol. 7). Amsterdam: Mathematisch Centrum Amsterdam.Google Scholar
Zhang, J. (1996). Some fundamental issues in item response theory with applications. Champaign-Urbana, IL: University of Illinois.Google Scholar
Zhang, J., Stout, W.F. (1999). The theoretical detect index of dimensionality and its application to approximate simple structure. Psychometrika, 64, 213249.CrossRefGoogle Scholar