A Comparison of Difficulty Indices Calculated for Open-Ended Items According to Classical Test Theory and Many Facet Rasch Model

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dc.contributor.authorIlhan, Mustafa
dc.contributor.authorGuler, Nese
dc.date.accessioned2024-04-24T17:17:56Z
dc.date.available2024-04-24T17:17:56Z
dc.date.issued2018
dc.departmentDicle Üniversitesien_US
dc.description.abstractPurpose: This study aimed to compare difficulty indices calculated for open-ended items in accordance with the classical test theory (CTT) and the Many-Facet Rasch Model (MFRM). Although theoretical differences between CTT and MFRM occupy much space in the literature, the number of studies empirically comparing the two theories is quite limited. Therefore, this study is expected to be a substantial contribution to the literature. Research Methods: The research data were collected through three teachers rating the answers given by 375 eighth grade students to ten open-ended questions in a mathematics test. The difficulties of the items in the test were calculated according to CTT and MFRM by using the obtained data, and the consistency between the difficulty indices estimated based on the two theories was tested. While the Microsoft Excel program was used in the analyses for CTT, the FACETS package was employed in the analyses for MFRM. Findings: The research findings showed that CTT and MFRM yielded similar results in terms of difficulty indices of open-ended questions. It was found that, according to both theories, the ten items in the achievement test were ranked as I2, I3, I1, I4, I7, I6=I8, I5 and I9, from easiest to most difficult. Implications for Research and Practice: It may be said that estimating item difficulties according to either CTT or MFRM will not cause any notable differences in terms of the items to be included or excluded in the development of an achievement test with open-ended questions. (C) 2017 Ani Publishing Ltd. All rights reserveden_US
dc.identifier.doi10.14689/ejer.2018.75.6
dc.identifier.endpage113en_US
dc.identifier.issn1302-597X
dc.identifier.issn2528-8911
dc.identifier.issue75en_US
dc.identifier.scopus2-s2.0-85048258487
dc.identifier.scopusqualityQ3
dc.identifier.startpage99en_US
dc.identifier.trdizinid296535
dc.identifier.urihttps://doi.org/10.14689/ejer.2018.75.6
dc.identifier.urihttps://search.trdizin.gov.tr/yayin/detay/296535
dc.identifier.urihttps://hdl.handle.net/11468/18460
dc.identifier.wosWOS:000449986600006
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakTR-Dizin
dc.language.isoenen_US
dc.publisherAni Yayinciliken_US
dc.relation.ispartofEurasian Journal of Educational Research
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectOpen Ended Questionen_US
dc.subjectItem Difficulty Index Classical Test Theoryen_US
dc.subjectMany Facet Rasch Modelen_US
dc.titleA Comparison of Difficulty Indices Calculated for Open-Ended Items According to Classical Test Theory and Many Facet Rasch Modelen_US
dc.titleA Comparison of Difficulty Indices Calculated for Open-Ended Items According to Classical Test Theory and Many Facet Rasch Model
dc.typeArticleen_US

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