Comparación del Modelo de Respuesta Graduada y la Teoría Clásica de Tests en una Escala de Confianza para la Matemática
The Graded Response Model (GRM) of Item Response Theory (IRT) and Classical Test Theory (CTT) were applied to the analysis of items from a scale of Confidence in Mathematics (Abal, 2013). This scale measures the ability perceived by university student to operate effectively with symbols and formulas...
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| Autores principales: | , , |
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| Formato: | Artículo |
| Lenguaje: | español |
| Publicado: |
2014
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| Materias: | |
| Acceso en línea: | https://dialnet.unirioja.es/servlet/oaiart?codigo=4954001 |
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| Sumario: | The Graded Response Model (GRM) of Item Response Theory (IRT) and Classical Test Theory (CTT) were
applied to the analysis of items from a scale of Confidence in Mathematics (Abal, 2013). This scale measures
the ability perceived by university student to operate effectively with symbols and formulas, to solve problematic situations, to learn and pass mathematics or related subjects. The scale comprises 8 items in polytomous
response format (6-point Likert-type). The sample was made up by 1875 students of the Psychology school of
Buenos Aires University, Argentina. The unidimensionality assumption required by the GRM was confirmed.
The GRM fitted to data satisfactorily for all items. Location and discrimination parameters showed predictable
values. Classical item analysis involved the examination of response frequencies, item descriptive statistics and
corrected item-test correlations. The marginal reliability coefficient obtained from IRT was.91 and Cronbach’s
alpha was .90. High correlations were found between: a) item means and central location parameters of GRM,
b) corrected item-test correlations and discrimination parameters, and c) IRT and CTT individual scores. The
finding provides validity evidences based on the internal structure of scale. |
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