The contributions of some item analysis techniques for the optimization of school measures in the approaches to criterion-referenced and normative evaluation.
Abstract
Classical psychometrics proposes reducing the length of a school measurement instrument by selecting items in order to optimize its reliability. As for the theory of generalizability; either extending the measurement instrument, or reducing the instrument, or limiting the scope of the conclusion only to the instruments considered in the study are the ways to optimize measurement reliability.
In this article, we wanted to verify whether by reducing the measurement instruments by selecting items using certain item analysis techniques, we can optimize reliability. Six different item selection techniques in particular; the F. DAVIS technique, the J. BROWN technique, the GRUNLUND technique, the RIGAUX technique, the item test correlation technique, the facet analysis technique; these allowed us to constitute five different tests.
After analysis, it is found that the calculated reliability coefficients (generalizability) are satisfactory in the criterion-referenced assessment approach, although no item analysis technique has allowed remarkable optimization, because the initial test already had satisfactory reliability. As for the normative assessment approach, these item analysis techniques have achieved some improvements in reliability. However, these improvements were not satisfactory, because they were less than .80; only the facet analysis technique has allowed more or less remarkable improvements than the analysis techniques of classical psychometrics.
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