论文信息 - Vertical scaling of academic ability tests for elementary school first year students through junior high school third year students

Vertical scaling of academic ability tests for elementary school first year students through junior high school third year students

すパラメタと能力値などの潜在変数を分離することにより,異なったテスト項目を受験した集団間での受験者の能力値の比較を可能とした。例えば,国際教育到達度評価学会の「国際数学・理科教育動向調査(Trends in International Mathematics and Science Study: 以下, TIMSSとする ; Martin, Mullis, & Foy, 2008)や,経済協力開発機構(OECD)の「国際的な生徒の学習到達度調査(Programme for International Student Assessment: 以下,PISAとする)は,IRTを用いることにより, 異なったテスト項目を受験した国の間の比較や,同じ国の中での学力の経年比較ができるように計画されている(OECD, 2017)。アメリカの「全米学力調査 (National Assessment of Educational Progress: NAEP)」においても,IRT分析の導入が,全米の集団間や集団小学 1 年生から中学 3 年生を対象とした学力テストの垂直尺度化 1, 2, 3

K. Shigemasu | K. Yamaguchi | T. Hoshino | Hideo Akabayashi | Chizuru Shikishima

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