Abstract/Details

The use of item response theory in developing the Dynamic Indicators of Vocabulary Skills parallel forms


2008 2008

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Abstract (summary)

The primary purpose of this study was to develop ten parallel-forms of the DIVS measures using a modified one-parameter model of item response theory (IRT). Secondarily, the IRT created forms were compared to the original forms. Data were collected on pre-kindergarten and kindergarten students. The item responses first underwent preliminary analyses and poor and negatively discriminating items were removed. Then, the item characteristics were estimated and parallel-forms were created. The test information and test characteristic curves (TCC) for the newly developed forms are reported. The preexisting DIVS forms, which had been originally created by random assignment, were compared to the new IRT created forms. Overall, the IRT forms yielded vastly improved test characteristics. Implications for future studies are discussed.

Indexing (details)


Subject
Educational tests & measurements;
Educational psychology;
Theory;
Vocabulary development
Classification
0288: Educational tests & measurements
0525: Educational psychology
Identifier / keyword
Education, CBM, Dynamic Indicators of Vocabulary Skills, Formative assessment, IRT, Item response theory, Parallel forms, Vocabulary
Title
The use of item response theory in developing the Dynamic Indicators of Vocabulary Skills parallel forms
Author
Riley, Jane M.
Number of pages
138
Publication year
2008
Degree date
2008
School code
0118
Source
DAI-A 69/09, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780549786092
Advisor
Matthews, William J.
Committee member
Hintze, John M.; Overtree, Christopher E.; Wells, Craig S.
University/institution
University of Massachusetts Amherst
Department
Education
University location
United States -- Massachusetts
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3325126
ProQuest document ID
304566852
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/304566852
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