Using Multidimensional Item Response Theory to Evaluate Educational and Psychological Tests |
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| Authors: | Terry A Ackerman Mark J Gierl Cindy M Walker |
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| Institution: | Terry A. Ackerman is Professor, University of North Carolina-Greensboro, 207 Curry Building, UNCG, P.O. Box 26170, Greensboro, NC 27402-6170;e-mail: . His areas of specialization are item response theory, multidimensional item response theory, differential item/test functioning, and test dimensionality.;Mark J. Gierl is Associate Professor, Centre for Research in Applied Measurement and Evaluation. 6-110 Education North, Faculty of Education, University of Alberta, Edmonton, AB, Canada T6G 2G5;e-mail: . His areas of specialization are educational and psychological measurement, focusing on differential item and bundle functioning, cognitively diagnostic assessment, unidimensional and multidimensional item response theory, and test translation and adaptation.;Cindy M. Walker Assistant Professor, Department of Educational Psychology, University of Wisconsin-Milwaukee, P.O. Box 413, Enderis Hall 785 Milwaukee, WI 53201;e-mail: . Her areas of specialization are educational and psychological measurement, unidimensional and multidimensional item response theory, differential item functioning, dimensionality assessment, and assessment of mathematical understanding and ability |
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| Abstract: | Many educational and psychological tests are inherently multidimensional, meaning these tests measure two or more dimensions or constructs. The purpose of this module is to illustrate how test practitioners and researchers can apply multidimensional item response theory (MIRT) to understand better what their tests are measuring, how accurately the different composites of ability are being assessed, and how this information can be cycled back into the test development process. Procedures for conducting MIRT analyses–from obtaining evidence that the test is multidimensional, to modeling the test as multidimensional, to illustrating the properties of multidimensional items graphically-are described from both a theoretical and a substantive basis. This module also illustrates these procedures using data from a ninth-grade mathematics achievement test. It concludes with a discussion of future directions in MIRT research. |
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| Keywords: | dimensionality multidimensional item response theory test development and analysis |
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