Abstract
During the past 30 years or so, a new theoretical basis for educational and psychological testing and measurement has emerged. It has been variously referred to as latent trait theory, item characteristic curve theory, and, more recently, item response theory (IRT). Although this new test theory holds considerable promise as a successor to classical test theory, it has been underutilized by test practitioners. One important reason for this underutilization is that many test developers have not had sufficient time to devote to the study of the technical and mathematical intricacies involved in this new test theory and its mathematical models. This chapter is intended as an overview of IRT for individuals with some background in the basic methods of classical test theory. Readers are referred to Hambleton (1989) and Hambleton and Swaminathan (1985) for other overviews of IRT.
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Weiss, D.J., Yoes, M.E. (1991). Item Response Theory. In: Hambleton, R.K., Zaal, J.N. (eds) Advances in Educational and Psychological Testing: Theory and Applications. Evaluation in Education and Human Services Series, vol 28. Springer, Dordrecht. https://doi.org/10.1007/978-94-009-2195-5_3
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DOI: https://doi.org/10.1007/978-94-009-2195-5_3
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