Quetelet Seminar

08-11-2022 from 11:30 to 12:30
Campus Dunant - leslokaal 1.2 or online
Jan De Neve

“Item Response Theory: What, Where and Why?" by dr. Dries Debeer (Ghent University)


Many constructs of interest in educational and psychological sciences are not directly observable. To measure these latent constructs, often item-based assessments (like questionnaires or exams) are used. That is, observable behaviors (i.e., the responses to the items in the assessment), which are assumed to be related to the construct of interest (like an attitude or math proficiency) are collected. In order to derive a measurement of the latent construct based on the observed responses, a statistical measurement model is required. Generally, in educational and psychological sciences two main frameworks are used to obtain these measurements: Classical Test Theory (CTT) and Item Response Theory (IRT). This presentation will focus on IRT, what IRT is, where it is typically used, and what the advantages are. After a brief introduction in which both CTT and IRT are introduced, common measurement models in IRT, including their parameters and assumptions are discussed. In addition, the broad range of applications of IRT both in assessment practice and research are illustrated. Included topics are item analysis, optimal test design, computerized adaptive testing, and explanatory item response theory.

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