Using (In-Out)Fit Parameters for calibrating Psychology of Learning Exam Items for Psychology Undergraduate Students in College of Education Alexandria University

Document Type : Original Article

Author

أستاذ مساعد بقسم علم النفس التربوي- كلية التربية- جامعة الإسكندرية.

Abstract

The aim of this paper is to use the item response theory in grading the psychology of learning test according to the Rush model.
The study sample consisted of (142) male and female students of the first year, psychology department, Faculty of Education, Alexandria University, and they answered all the vocabulary.
The psychometric characteristics of the test were estimated using Winsteps program according to the one-parameter model, which was the most appropriate for the research data. The results indicated that the test had an appropriate level of difficulty, and 5 items were excluded due to the low parameters of their difficulty, where the values ​​of the difficulty parameters ranged between (1.8-, 2.87) logit with an average of (1.0187). The test gave the largest amount of information at power levels above the average. The values ​​of the power parameters ranged between (-4.87 ،  5.14) logit with an average of (1.9520)
In light of the results of the study, a set of recommendations were recommended

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References

 
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