Comparar métodos
Revisa los métodos seleccionados uno junto a otro; las filas que difieren aparecen resaltadas.
| Testlet Response Theory× | Standardized Test Analysis× | |
|---|---|---|
| Campo | Education | Education |
| Familia | Latent structure | Latent structure |
| Año de origen≠ | 2007 | 2014 |
| Autor original≠ | Howard Wainer, Eric Bradlow & Xiaohui Wang | Educational measurement profession (AERA/APA/NCME Standards; Lord; Cronbach) |
| Tipo≠ | Item response model accommodating local dependence within item bundles (testlets) | Psychometric evaluation of items, reliability, validity, and fairness of standardized tests |
| Fuente seminal≠ | Wainer, H., Bradlow, E. T., & Wang, X. (2007). Testlet Response Theory and Its Applications. Cambridge University Press. ISBN: 9780521681261 | American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for Educational and Psychological Testing. AERA. ISBN: 9780935302356 |
| Alias | TRT, Testlet Models, Random-Effects Testlet Model, Item-Bundle IRT | Standardized Testing Analysis, Test Score Analysis, Item and Test Analysis, Educational Test Psychometrics |
| Relacionados≠ | 4 | 3 |
| Resumen≠ | Testlet response theory (TRT) extends item response theory to tests built from testlets — bundles of items sharing a common stimulus, such as several questions about one reading passage. Standard IRT assumes items are conditionally independent given ability, but items within a testlet violate this because they draw on the same passage. TRT adds a testlet-specific random effect that absorbs this local dependence, preventing the overstated precision and biased parameters that result from ignoring it. Developed by Wainer, Bradlow, and Wang, it is widely used wherever passage-based or scenario-based items appear. | Standardized test analysis is the body of psychometric methods used to evaluate and score standardized educational tests: analyzing how items perform, estimating reliability and the standard error of measurement, scaling scores via classical or item response theory, and assembling validity and fairness evidence. Governed by the professional Standards for Educational and Psychological Testing and rooted in test theory synthesized by Lord and others, it is the disciplined work that turns a set of test questions into defensible scores carrying meaning, precision, and fairness. |
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