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Item Attributes Analysis of Computerized Test based on IRT— A Comparison Study on Static Text/graphic Presentation and Interactive Multimedia Presentation FormMultimedia Presentation Form
Article

, Taipei Municipal Uiversity of Education, Taiwan ; , , Department of Computer Science and Information Engineering,National Chiao Tung University, Taiwan

Journal of Educational Multimedia and Hypermedia Volume 17, Number 4, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

The IRT (Item Response Theory) has been studied and applied in computer-based test for decades. However, almost of all these existing studies evaluated focus merely on test questions with text-based (or static text/graphic) type of presentation form illustrated exclusively. In this paper, we present our study on test questions using both text-based and multimedia types of presentation form where the semantic meanings of a test question with two different types of presentation form stay the same. It is the central point of this work to figure out whether the item attributes (i.e., difficulty level, discriminatory power) remain the same under these two different types of presentation form designed for the same test goal question. An IDEA model was constructed and an experimental study was conducted with 1,000 elementary school students being involved in the research. This study further investigated the students' ability to understand the semantic meanings of these two types of presentation form for the same test goal question based on a hybrid assessment framework.

Citation

Lai, A.F., Chen, D.J. & Chen, S.L. (2008). Item Attributes Analysis of Computerized Test based on IRT— A Comparison Study on Static Text/graphic Presentation and Interactive Multimedia Presentation FormMultimedia Presentation Form. Journal of Educational Multimedia and Hypermedia, 17(4), 531-559. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 14, 2020 from .

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