9 articles
Classical test theory
Classical test theory (CTT) is a psychometric framework modeling an observed test score as true score plus random error, used to analyze reliability and validity of tests.
Equating (psychometrics)
Equating (psychometrics) is a method for adjusting scores on test forms that differ in difficulty. This enables scores to be used interchangeably as if from the same test.
Graded response model
The graded response model, or GRM, is an item response theory model for ordered response categories such as Likert scales, introduced by Fumiko Samejima in 1968.
Item analysis
Item analysis is a psychometric method for evaluating individual test questions using statistics such as difficulty, discrimination, and distractor performance, so test developers can retain, revise, or reject items.
Mokken scale
Mokken scale analysis is a nonparametric item response theory procedure testing whether dichotomous or polytomous items form an ordinal, hierarchical scale, using scalability coefficients and monotonicity assumptions.
Multidimensional item response theory
Multidimensional item response theory (MIRT) is a family of psychometric statistical models relating test responses to multiple latent traits simultaneously, used in educational assessment and adaptive testing.
Partial credit model
The partial credit model is a Rasch item response theory model for scoring responses in two or more ordered categories, introduced by Geoff N. Masters in Psychometrika in 1982.
Rasch model
The Rasch model, also called Rasch analysis, is a psychometric item-response model that converts the difference between a person's ability and an item's difficulty into the probability of a correct response.
Subitizing
Subitizing, also known as subitization, is the rapid and accurate determination of the number of items in a small set, roughly four or fewer, without counting; the term was coined in 1949.