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Purpose: Patient-reported outcome measures (PROMs) such as the Neurological Disorders Depression Inventory in Epilepsy (NDDI-E), a 6-item epilepsy-specific PROM, is used to screen for major depressive disorder symptoms for patients with epilepsy (PWE). The validity and interpretation of PROMs can be affected by differential item functioning (DIF), which occurs when subgroups of patients with the same underlying health status respond to and interpret questions about their health status differently. This study aims to determine whether NDDI-E items exhibit DIF and to identify subgroups of PWE that exhibit DIF in NDDI-E items. Methods: Data were from the Calgary Comprehensive Epilepsy Program database, a clinical registry of adult PWE in Calgary, Canada. A tree-based partial credit model based on recursive partitioning (PCTree) was used to identify subgroups that exhibit DIF on NDDI-E items using patients' characteristics as covariates. Differences in the identified subgroups were characterized using multinomial logistic regression. Results: Of the 1,576 patients in this cohort, 806 (51.1%) were female, and the median age was 38.0 years. PCTree identified four patient subgroups defined by employment status, age, and sex. Subgroup 1 were unemployed patients ≤ 26 years old, subgroup 2 were unemployed patients > 26 years, subgroup 3 were employed females, while subgroup 4 were employed male patients. The subgroups exhibited significant differences on education level, comorbidity index scores, marital status, type of epilepsy, and driving status. Conclusion: PWE differed in their interpretation and responses to questions about their depression symptoms, and these differences were a function of sociodemographic and clinical characteristics. Plain English summary: Patient-reported depression screening measures are prone to differential item functioning (DIF), which occurs when patients with the same levels of depression respond to and interpret the questions on the measures differently, as a result of different socio-demographic characteristics. Heterogeneity in how epilepsy patients interpret and respond to depression measures, if not identified, could lead to measurement biases that threaten the validity of inferences from patient-reported outcome measure scores to inform clinical and healthcare decisions for epilepsy management. Using data from a clinical registry of patients with epilepsy, the tree-based item response theory model was used to examine the presence of DIF in the items comprising the patient-reported Neurological Disorders Depression Inventory in Epilepsy (NDDI-E) scale. Four subgroups of epilepsy patients were noted to exhibit DIF on NDDI-E items. These groups were defined by interactions among employment status, age and sex. These characteristics affect the interpretation of NDDI-E item scores. It is recommended that clinicians carefully scrutinize responses to individual items alongside the overall NDDI-E score in different patient groups to inform clinical decisions for epilepsy management. [ABSTRACT FROM AUTHOR]

Knowledge about the relative environmental impact and climate-protective potential of different actions (effectiveness knowledge) is important for successful sustainable action. However, there is currently no scale for measuring effectiveness knowledge that meets psychometric quality criteria. We developed a new scale consisting of 16 ranking and choice tasks and tested it on a convenience sample of 278 people from Germany in an online study. The final scale version achieved a reliability of rel = 0.655. This is significantly higher than the reliability of 0.329 achieved by an established knowledge scale used for comparison. Inter-correlation of both scales was moderate to strong, but the new scale is able to explain 3% additional variance in high-impact pro-environmental behavior when controlling for environmental attitude, whereas the established scale is not explaining any additional variance, indicating incremental validity of our scale. We conclude that it is possible to use ranking tasks to measure effectiveness knowledge more reliably in a test-efficient way and provide a set of items which are usable in the contemporary German context. [ABSTRACT FROM AUTHOR]

Several new models based on item response theory have recently been suggested to analyse intensive longitudinal data. One of these new models is the time‐varying dynamic partial credit model (TV‐DPCM; Castro‐Alvarez et al., Multivariate Behavioral Research, 2023, 1), which is a combination of the partial credit model and the time‐varying autoregressive model. The model allows the study of the psychometric properties of the items and the modelling of nonlinear trends at the latent state level. However, there is a severe lack of tools to assess the fit of the TV‐DPCM. In this paper, we propose and develop several test statistics and discrepancy measures based on the posterior predictive model checking (PPMC) method (PPMC; Rubin, The Annals of Statistics, 1984, 12, 1151) to assess the fit of the TV‐DPCM. Simulated and empirical data are used to study the performance of and illustrate the effectiveness of the PPMC method. [ABSTRACT FROM AUTHOR]

In the learning process, students must be able to regulate themselves. This is an effort to improve the quality of student learning, especially their learning achievement. The purpose of this study is to empirically analyze the characteristics of self-regulation skills in learning mathematics. The analysis was carried out by utilizing Item Response Theory (IRT) with a Partial Credit Model (PCM). This study is a descriptive quantitative study with the subjects of the study being 123 students of grade 10 of Senior High Schools in Yogyakarta. Data collection was carried out using a questionnaire that had been developed and its item characteristics were analyzed using IRT. The independent learning scale questionnaire in mathematics consists of 16 statement items and measures 5 aspects. Based on all the questions that are feasible to be analyzed using the PCM model, it is known that there are 5 aspects that fit, namely (1) self-confidence, (2) discipline in learning, (3) active in learning, (4) responsibility, and (5) motivation in learning. This instrument can be used to measure students' self-regulation skills in learning mathematics based on their ability level.

Background: Accurate assessment and enhancement of health-related skills among oncology patients are pivotal for optimizing cancer care. The Patient Activation Measure (PAM-13), a questionnaire designed to reflect an individual's knowledge, skills, and confidence in self-healthcare management, has been validated across diverse countries and settings. Concerns have been raised regarding the cross-situational applicability, as patients with specific diseases and cultural backgrounds interpret questionnaire items differently. This study aimed to examine the structural validity and psychometric properties of the PAM-13 in an oncological patient cohort. Methods: Baseline data from a longitudinal non-randomized controlled study involving cancer out-patients (n = 1,125) from Comprehensive Cancer Centres in Southern Germany were analysed. The German version of the PAM-13 was employed. With classical test and item response theory methods data quality, reliability, convergent and structural validity, as well as psychometric properties were assessed. Exploratory (EFA) and confirmatory factor analyses (CFA) were employed to investigate the postulated unidimensionality of the underlying construct. With a partial credit model (PCM) we examined item fit, targeting, local independence and differential item functioning. Results: Participants were predominantly female (73.0%) with a breast cancer diagnosis (41.3%). While items were generally well-accepted, ceiling effects were observed and a high mean PAM-13 score (69.7, SD = 14.2) was noted, potentially compromising responsiveness to interventions. Reliability was adequate (Cronbach's α = 0.81), person and item separation reliability were good to excellent (0.81 and 0.99, respectively). Explorations of the unidimensionality of the construct (EFA, CFA, PCM) yielded inconclusive results, hinting towards a two-factor solution. Item difficulty rankings deviated from the original. No differential item functioning was identified, and local independence was confirmed. Conclusions: While the PAM-13 serves as a valuable instrument for comprehending and promoting health-related skills in cancer patients, the identification of ceiling effects, disordered item-difficulty rankings, and inconclusive findings regarding unidimensionality contribute to the expanding body of evidence, emphasizing the dependency of PAM-13's validity and reliability on distinctive characteristics within the population under investigation. Future research should prioritize refining or adding PAM-13 items to better capture the specific health-related challenges within diverse populations, paving the way for more effective patient engagement strategies in oncology. Trial registration number: DRKS00021779 [ABSTRACT FROM AUTHOR]

Rating scale analysis techniques provide researchers with practical tools for examining the degree to which ordinal rating scales (e.g., Likert-type scales or performance assessment rating scales) function in psychometrically useful ways. When rating scales function as expected, researchers can interpret ratings in the intended direction (i.e., lower ratings mean "less" of a construct than higher ratings), distinguish between categories in the scale (i.e., each category reflects a unique level of the construct), and compare ratings across elements of the measurement instrument, such as individual items. Although researchers have used these techniques in a variety of contexts, studies are limited that systematically explore their sensitivity to problematic rating scale characteristics (i.e., "rating scale malfunctioning"). I used a real data analysis and a simulation study to systematically explore the sensitivity of rating scale analysis techniques based on two popular polytomous item response theory (IRT) models: the partial credit model (PCM) and the generalized partial credit model (GPCM). Overall, results indicated that both models provide valuable information about rating scale threshold ordering and precision that can help researchers understand how their rating scales are functioning and identify areas for further investigation or revision. However, there were some differences between models in their sensitivity to rating scale malfunctioning in certain conditions. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

One of the important issues emphasized within the scope of positive psychology is the concept of flourishing. Flourishing, whose relationship with many different variables has been demonstrated in the literature, is also frequently used in psychology and educational sciences research. Based on these reasons, it is considered important to examine the structure of flourishing and the psychometric properties of the scales measuring this structure. The aim of this study is to determine the psychometric properties of the short form of flourishing scale within the scope of the Rasch model and to reveal whether differential item function according to the gender variable. The study group of the research consists of 576 university students studying at a public university in Istanbul. The Short Form of the Flourishing Scale, which is widely used in social sciences and consists of eight items and a single dimension, was used as a data collection tool. The analysis of the data obtained was made according to the Rasch Partial Credit Model. First of all, the assumptions of the Rasch model, namely unidimensionality and local independence, were tested. It was later revealed that all items were compatible with the model. In addition, it was found that the seven-point scale used in the scale worked effectively and the observed and expected values in the item characteristic curves overlapped. Finally, according to the Likelihood Ratio results, the fourth item showed non-uniform, the sixth and eighth items showed uniform negligible Differential Item Functioning. The scale was evaluated within the scope of the Rasch model, and the relevant scale can be evaluated within the scope of Generalizability Theory in different studies. [ABSTRACT FROM AUTHOR]

Research indicates that resilience is the concept that best explains individuals' efforts to heal the effects of negative experiences and recovery processes after difficulties. Hence, it is considered substantial to study the construct of resilience and the psychometric properties of the scales that measure this structure. The objective of this study is to evaluate the psychometric properties of the Brief Resilience Scale within the scope of the Rasch Partial Credit model. In this direction, the aim was to contribute to the literature with a research study that may be an example of the use of the Partial Credit Model in the assessment of the scales. The study group of the research consists of 608 individuals. As a data collection tool, The Brief Resilience Scale, which is widely used in social sciences and consists of six items and one dimension, was used. The analysis of the obtained data was performed based on the Rasch Partial Credit Model. After the unidimensionality and local independence assumptions of the Rasch model were tested, it was determined that all the items were compatible with the model. At the same time, it was seen that the five-point scale utilized in the scale worked effectively, and that the observed and expected values in the item characteristic curves overlapped. Based on the outcomes of the Likelihood Ratio, according to gender, the sixth item showed non-uniform, and the fifth item showed uniform negligible Differential Item Functioning. In line with all these findings, it has been demonstrated that the Brief Resilience Scale provides valid and reliable results within the scope of Rasch PCM. [ABSTRACT FROM AUTHOR]

Models are valuable tools for learning science, however, their utility would be restricted if students do not consider the nature of models, their purpose, and their implementation in the learning process. The focus of this research was to find out about the type of model and meta-modeling knowledge of second cycle high school students on physics, chemistry, and biology courses. The research sample consisted of 530 second cycle high school students who were selected through convenience sampling method to answer the modeling knowledge questionnaire. Partial credit question-answer model was used to analyze the data. Findings showed that students think primarily about objective and functional models, and abstract models (diagram or equation) are of secondary importance. Modeling knowledge and awareness of the function and objectives of models are not independent from the content area, and the type and application of models depend on the content and the course, in such a way that students use modeling in biology more to describe phenomena and in physics and chemistry for prediction and reasoning. It is suggested that in the science curriculum more attention should be paid to the model and modeling knowledge in the course's content, and the students' metacognitive skills should be developed to identify, apply, revise, and evaluate models. Science teachers should also be encouraged to consciously use modeling in the teaching process.

Test-taking strategies are discussed in the literature as an important factor affecting test scores, and are recommended to be taken into consideration regarding the validity of tests. Although studies have been conducted for more than a quarter of a century, no agreement has yet been reached as to the dimensions of test-taking strategies. The aim of this study is to develop a valid and reliable test-taking strategies scale for undergraduate and high school students who experience intensive exam periods. In the scale prepared for this purpose, we consider tests containing different item types and focus on pre-test, during-test and post-test strategies, excluding test-preparation. Two separate forms of test-taking strategies at high school (27 items) and undergraduate levels (18 items) were developed using promising measurement theories and models. Results indicated that the Person Separation Index, as a reliability index, was calculated as .88 for the high-school form and .93 for the undergraduate form. This study is significant in presenting valid and reliable tools for measuring test-taking strategies, and is considered an exemplary research that uses Partial Credit Model for Likert-type scale development.

Higher-order thinking skills are abilities that all students must possess. Students are given algebraic numeracy questions to measure this ability. This research aims to determine the quality of algebraic numeracy questions based on their validity and reliability. This type of research is quantitative, with analysis using a partial credit model with 28 students as research subjects. The results in this study were that the 10 numeration questions developed were valid because they met at least one of the validity and reliability criteria with an item reliability value of 0.82, indicating that the instrument could measure high-level thinking skills well. [ABSTRACT FROM AUTHOR]

Abstract Background Food literacy is theorised to improve diet quality, nutrition behaviours, social connectedness and food security. The definition and conceptualisation by Vidgen & Gallegos, consisting of 11 theoretical components within the four domains of planning and managing, selecting, preparing and eating, is currently the most highly cited framework. However, a valid and reliable questionnaire is needed to comprehensively measure this conceptualisation. Therefore, this study draws on existing item pools to develop a comprehensive food literacy questionnaire using item response theory. Methods Five hundred Australian adults were recruited in Study 1 to refine a food literacy item pool using principal component analysis (PCA) and item response theory (IRT) which involved detailed item analysis on targeting, responsiveness, validity and reliability. Another 500 participants were recruited in Study 2 to replicate item analysis on validity and reliability on the refined item pool, and 250 of these participants re-completed the food literacy questionnaire to determine its test–retest reliability. Results The PCA saw the 171-item pool reduced to 100-items across 19 statistical components of food literacy. After the thresholds of 26 items were combined, responses to the food literacy questionnaire had ordered thresholds (targeting), acceptable item locations ( 0.99) and test–retest (ICC 2,1 0.55–0.88) scores (reliability). Conclusions We developed a 100-item food literacy questionnaire, the IFLQ-19 to comprehensively address the Vidgen & Gallegos theoretical domains and components with good targeting, responsiveness, reliability and validity in a diverse sample of Australian adults.

The International Mental Health Assessment (IMHA) was developed to provide efficient screening to facilitate prevention and early intervention among employees or community adults at three levels of analysis: a P-factor of general functioning and tendency toward disorder; broad spectra of internalizing and externalizing tendencies and for life difficulties; and nine subscales for common, familiar psychological and behavioral health categories. This study describes the development, refinement, and validation of the inventory using item response theory (IRT), specifically the partial credit model (PCM). Explicit, behavior-focused items drew on commonalities among domain-specific inventories, the DSM-V and empirical literature. A response scale based on concrete frequency of occurrence over the last month was developed to avoid the reference-group effects that plague cross-group survey research, facilitating cross-group comparison at both scale and item levels. In Study 1, a preliminary 69-item version was administered to 5,307 employees, family members, and counseling clients. PCM calibration was used to remove items with overlapping discrimination or unclear scale correspondence. In Study 2, the refined 59-item IMHA was administered to 4,048 employees. In Study 3, the subscales were compared to relevant established inventories to assess and confirm their convergent/divergent validity in a third sample (N = 500). The final 54-item IMHA, intended both for screening for psychological problems among community adults and to facilitate research including cross-cultural and cross-group comparisons, is made available freely for educational, non-profit or research purposes. The three-level measurement strategy draws on recent evidence for the continuous nature of psychopathology and on the well-established co-morbidity of traditional disorder categories, making use of them for communication purposes without unnecessarily reifying them in the model. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Educational Psychological Studies (EPS) is the property of Refaad for Studies, Research & Development and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Cosmology concepts encompass complex spatial and temporal relations that are counterintuitive. Cosmology findings, because of their intrinsic interest, are often reported in the public domain with enthusiasm, and students come to cosmology with a range of conceptions some aligned and some at variance with the current science. This makes cosmology concepts challenging to teach, and also challenging to evaluate students' conceptual understanding. This study builds on previous research of the authors investigating the methodological challenges for characterising students' cosmology conceptions and the reasoning underlying these. Insights from student responses in two iterations of an open-ended instrument were used to develop a concept inventory that combined cosmological conceptions with reasoning levels based on the SOLO taxonomy. This paper reports on the development and validation of the Cosmology Concept Inventory (CosmoCI) for high school. CosmoCI is a 28-item multiple-choice instrument that was implemented with grade 10 and 11 school students (n = 234) in Australia and Sweden. Using Rasch analysis in the form of a partial credit model (PCM), the paper describes a validated progression in student reasoning in cosmology across four conceptual dimensions, supporting the utility of CosmoCI as an assessment tool which can also instigate rich discussions in the science classroom. [ABSTRACT FROM AUTHOR]

The purpose of this study is to develop and evaluate two diagnostic classification models (DCMs) for scoring ordinal item data. We first applied the proposed models to an operational dataset and compared their performance to an epitome of current polytomous DCMs in which the ordered data structure is ignored. Findings suggest that the much more parsimonious models that we proposed performed similarly to the current polytomous DCMs and offered useful item-level information in addition to option-level information. We then performed a small simulation study using the applied study condition and demonstrated that the proposed models can provide unbiased parameter estimates and correctly classify individuals. In practice, the proposed models can accommodate much smaller sample sizes than current polytomous DCMs and thus prove useful in many small-scale testing scenarios.

This study is a psychometric evaluation of the Sexual Activity Questionnaire, a 20-item tool that is focused on the relational, emotional, and behavioral aspects of sexual activity in the general population. The Italian Federation of Scientific Sexology proposed this tool. The study sample comprises 618 subjects (ages 18–80) from several cities in Italy. The instrument's dimensionality assessment is based on parallel analysis and exploratory factor analysis, and the evaluation of items' fit and differential functioning (with respect to the respondents' gender, age, and education) are based on the partial credit model. The statistical analyses reveal the presence of two latent variables, as measured using the Satisfaction and Complicity and Non-Penile–Vaginal Practices subscales. The items have satisfactory fit, and the two subscales' scores have good reliability. The Satisfaction and Complicity subscale is correlated with age and personal well-being but not with gender, relationship length, or the tendency to give socially desirable responses. The Non-Penile–Vaginal Practices subscale is correlated with gender and social desirability. The Sexual Activity Questionnaire shows good psychometric properties and is well-suited for use in clinical and research settings. This study includes discussions of its clinical characteristics, hypothetical applications, and future directions [ABSTRACT FROM AUTHOR]

Background: Food literacy is theorised to improve diet quality, nutrition behaviours, social connectedness and food security. The definition and conceptualisation by Vidgen & Gallegos, consisting of 11 theoretical components within the four domains of planning and managing, selecting, preparing and eating, is currently the most highly cited framework. However, a valid and reliable questionnaire is needed to comprehensively measure this conceptualisation. Therefore, this study draws on existing item pools to develop a comprehensive food literacy questionnaire using item response theory. Methods: Five hundred Australian adults were recruited in Study 1 to refine a food literacy item pool using principal component analysis (PCA) and item response theory (IRT) which involved detailed item analysis on targeting, responsiveness, validity and reliability. Another 500 participants were recruited in Study 2 to replicate item analysis on validity and reliability on the refined item pool, and 250 of these participants re-completed the food literacy questionnaire to determine its test–retest reliability. Results: The PCA saw the 171-item pool reduced to 100-items across 19 statistical components of food literacy. After the thresholds of 26 items were combined, responses to the food literacy questionnaire had ordered thresholds (targeting), acceptable item locations (< -0.01 to + 1.53) and appropriateness of the measurement model (n = 92% expected responses) (responsiveness), met outfit mean-squares MSQ (0.48—1.42) (validity) and had high person, item separation (> 0.99) and test–retest (ICC 2,1 0.55–0.88) scores (reliability). Conclusions: We developed a 100-item food literacy questionnaire, the IFLQ-19 to comprehensively address the Vidgen & Gallegos theoretical domains and components with good targeting, responsiveness, reliability and validity in a diverse sample of Australian adults. [ABSTRACT FROM AUTHOR]

This study developed a professional identity (PI) scale and compared the scores of male and female nursing students. Few studies have focused on male nursing students to understand their PI vis-à-vis related background variables relative to female ones. We recruited 384 male nursing students in Taiwan to construct the PI scale based on the Rasch model with 12 items and 3 factors, namely cognitive, emotional, and behavioural identity. The PI scale showed a good model fit in confirmatory factor analysis, with factor loadings ranging from 0.56 to 0.73. Cronbach's alpha coefficients ranged from 0.72 to 0.79 for the three subscales and 0.88 for the entire scale. The results of the multiple latent regression analyses showed that male nursing students had higher PI in the total scale and its three factors than did female ones. Having mothers with medical or nursing-related jobs may help promote the cognitive PI of male nursing students. Experiences of caring for family members can help promote PI among female nursing students but not among male ones. Future research should focus on decreasing loss in behavioural PI for both genders after graduation and on reinforcing the association between behavioural PI and interest in nursing among male nursing students. [ABSTRACT FROM AUTHOR]

This study aimed to propose a new method for scoring C-Tests as measures of general language proficiency. In this approach, the unit of analysis is sentences rather than gaps or passages. That is, the gaps correctly reformulated in each sentence were aggregated as sentence score, and then each sentence was entered into the analysis as a polytomous item. Rasch partial credit model was applied to analyze the test. To investigate the effectiveness of the new method, the results of this new strategy were compared with those derived from passage and gap levels as well as combining locally dependent items using the dichotomous Rasch model, the rating scale model, and the partial credit model. The obtained scores from the administration of a C-Test comprising four English passages, each containing 25 gaps, to 160 participants were subjected to dichotomous and polytomous Rasch model analyses. The models were compared regarding individual item fit, person/item separation and reliability, global fit (e.g., deviance), unidimensionality, local item dependence (LID), and person parameters. Results showed the effectiveness of the new scoring method. The suggested strategy increases the number of items compared to the super-item approach, provides information at the sentence level, and reduces the impact of LID. [ABSTRACT FROM AUTHOR]

In this article, I introduce the uirt command, which allows one to estimate parameters of a variety of unidimensional item response theory models (two-parameter logistic model, three-parameter logistic model, graded response model, partial credit model, and generalized partial credit model). uirt has extended item-fit analysis capabilities, features multigroup modeling, allows testing for differential item functioning, and provides tools for generating plausible values with a latent regression conditioning model. I provide examples to illustrate cases where uirt can be especially useful in conducting analyses within the item response theory approach. [ABSTRACT FROM AUTHOR]

A fundamental requirement of language assessments which is underresearched in computerized assessments is impartiality (fairness) or equal treatment of test takers regardless of background. The present study aimed to evaluate fairness in the Pearson Test of English (PTE) Academic Reading test, which is a computerized reading assessment, by investigating differential item functioning (DIF) across Indo-European (IE) and Non-Indo-European (NIE) language families. Previous research has shown that similarities between readers' mother tongue and the second language being learned can advantage some test takers. To test this hypothesis, we analyzed data from 783 international test takers who took the PTE Academic test, using the partial credit model in Rasch measurement. We examined two main types of DIF: uniform DIF (UDIF), which occurs when an item consistently gives a particular group of test takers an advantage across all levels of ability, and non-uniform DIF (NUDIF), which occurs when the performance of test takers varies across the ability continuum. The results showed no statistically significant UDIF (p > 0.05), but identified 3 NUDIF items out of 10 items across the language families. A mother tongue advantage was not observed. Similarity in test takers' level of computer and Internet skills, test preparation, and language policies could contribute to the finding of no UDIF. Post-hoc content analysis of items suggested that the decrease of mother tongue advantage for IE groups in high-proficiency groups and lucky guesses of low-ability groups may have contributed to the emergence of NUDIF items. Lastly, recommendations for investigating social and contextual factors are proposed. [ABSTRACT FROM AUTHOR]

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Objective: The SPUR (Social, Psychological, Usage, and Rational) Adherence Profiling Tool is a recently developed adaptive instrument for measuring key patient-level risk factors for adherence problems. This study describes the SPUR questionnaire's psychometric refinement and evaluation.Methods: Data were collected through an online survey among individuals with type 2 diabetes in the United States. 501 participants completed multiple questionnaires, including SPUR and several validated adherence measures. A Partial Credit Model (PCM) analysis was performed to evaluate the structure of the SPUR tool and verify the assumption of a single underlying latent variable reflecting adherence. Partial least-squares discriminant analyses (PLS-DA) were conducted to identify which hierarchically-defined items within each dimension needed to be answered by a given patient. Lastly, correlations were calculated between the latent trait of SPUR adherence and other patient-reported adherence measures.Results: Of the 45 candidate SPUR items, 39 proved to fit well to the PCM confirming that SPUR responses reflected one underlying latent trait hypothesized as non-adherence. Correlations between the latent trait of the SPUR tool and other adherence measures were positive, statistically significant, and ranged from 0.32 to 0.48 (p-values < .0001). The person-item map showed that the items reflected well the range of adherence behaviors from perfect adherence to high levels of non-adherence. The PLS-DA results confirmed the relevance of using four meta-items as filters to open or close subsequent items from their corresponding SPUR dimensions.Conclusions: The SPUR tool represents a promising new adaptive instrument for measuring adherence accurately and efficiently using the digital behavioral diagnostic tool. [ABSTRACT FROM AUTHOR]

Background: The Schizophrenia Coping Oral Health Profile and Index (SCOOHPI) scale studies the coping strategies of schizophrenic patients with regard to oral health. The structural validity of this scale is studied has been studied using factor analyses. In this article, we study the unidimensionality of the SCOOHPI scale to use it as an index. Methods: We studied the internal consistency of the items of the SCOOHPI scale. Then, we studied the construct validity. The unidimensionality of the SCOOHPI scale was studied by the partial credit model. Results: The data used in this study come from five hospitals, and the total number of individuals participating in this study is 96, of which 72% are men and 59% are smokers. The SCOOHPI scale has good internal consistency (α = 0.84). The validity of divergence was checked by the absence of correlation between the SCOOHPI scale and the GOHAI (General Oral Health Assessment Index) scale. The unidimensionality of the SCOOHPI scale with data smoothing was demonstrated by the partial credit model. Conclusion: In this study, we completed the study of the psychometric validation of the SCOOHPI. The SCOOHPI scale can then contribute to improving evaluation of the coping strategies of schizophrenic patients with regard to oral health.

The hypothesis implicit in the rating scale design is that the categories reflect increasing levels of the latent variable. Rasch models for ordered polytomous items include parameters, called thresholds, that allow for empirically testing this hypothesis. Failure of the thresholds to advance monotonically with the categories (a condition that is referred to as “threshold disordering”) provides evidence that the rating scale is not functioning as intended. This work focuses on scales consisting of rather large numbers of categories, whose use is often recommended in the literature. Threshold disordering is observed in both an extended 8-point scale specially developed for the Patient Health Questionnaire-9 and the original 10-point scale of the Behavioral Religiosity Scale. The results of this work prompt practitioners not to take the functioning of the rating scale for granted, but to verify it empirically. [ABSTRACT FROM AUTHOR]

This study aims to reveal: (1) the characteristics of diagnostic test items used in mathematics subject of the first grade of senior high school (SHS); (2) the degree of errors from several types of students’ errors in answering mathematics test; and (3) the dominant factor causing the students to make mistakes in answering mathematics test. This study used a quantitative approach involving the first graders of eight SHSs in Mataram as the population. The sample was collected by a proportionate random sampling technique, consisting of 350 students for preliminary field testing and 450 students for main field testing. The research instrument was a mathematics diagnostic test, questionnaire, and interview guidelines. The results show that: (1) the diagnostic test instrument meets the qualitative and quantitative content validity, proves empirically fit with Partial Credit Model (PCM), has reliability index of 0.92 (high category), and all items in the diagnostic test instrument are categorized in moderate difficulty; (2) misrepresentation becomes dominant errors if compared with misconceptions, the counting errors, and procedural errors. The errors dominant in the topic domain are Inequalities Linear System Two Variables if compared with Rational and Irrational Inequality One Variable, Equations and Inequalities of Absolute Value, and Linear Equations System Three Variables; and (3) most of the students do not understand how to solve the problem of inequality, determining factor quadratic equations, determining the members of the set completion, problems concerning graphs, and problems that require the capability of language interpretation into the mathematics model.

Students must have various abilities, one of which is critical thinking skills. Critical thinking is an ability that is an indicator of successful learning and is directly related to real life. Should carry out the development of critical thinking skills effectively and efficiently in education. Critical thinking skills of students, accurate measurement tools are needed. The measuring instrument is in the form of a test instrument developed through research. Conduct the researched with a quantitative approach by describing the characteristics of the critical thinking test instrument. The research method was the development of a test with the research subjects of class X MIPA students from seven public high schools in Kendal Regency with the criteria of high, medium, and low-ranking schools. Developed the test in the form of multiple-choice reasoned with three scoring categories for each item according to the scoring of the polytomous items in the PCM 1-PL model (Partial Credit Model 1 Parameter Logistic). The feasibility test of the critical thinking test instrument was carried out with experts in measurement, assessment, and Biology Learning and was tested empirically on 1118 students. The research data were analyzed using the EXCEL, SPSS 16, QUEST and PARSCALE applications. The results showed that: (1) The test instrument with four categories of scores fit the PCM 1-PL model; (2) the test instrument has a high-reliability value; (3) The test instrument has a right level of difficulty; (4) The test instrument can be used to measure the ability of students in the range of -3.7 to 2.9. The test instrument developed was feasible to be used to measure students' critical thinking skills with three categories of polytomous scoring with the PCM 1-PL model. [ABSTRACT FROM AUTHOR]

The aim of this study was to understand the movement difficulty in squat vault to examine the order and content of instructions given for the technique. Participants comprised of 241 children (116 boys and 125 girls) from 5th and 6th grades. Each participant performed squat vaults while their movements were observed and recorded from the left and front side. The movements were assessed using the observation criterion while the difficulty parameters and ability estimates were obtained by applying the partial credit model of Item Response Theory. From this data, the relation between ability estimation value and achievement of the technique, and order of the instruction contents were examined. The research conclusions were as follows: 1) The evaluation based on the observational evaluation criteria reflects the difference in the degree of achievement of the skill. 2) Considering the movement difficulty in squat vault, we can teach the skill in the following order: "weight transfer by arm support," "hip rise by bouncing crossing," "throwing arms forward and crouching forward," "majestic jumping and stable landing," and "turning back to backward rotation.". [ABSTRACT FROM AUTHOR]

The current research aims to develop item bank to measure the creative skills in science subject for first-grade students preparatory using the inlet integration criterion-referenced measurement and item response theory in building and calibrator Bank, To achieve this goal, I prepare a list of the creative skills in the science subject in the energy unit, consisting of (6) basic skills, below (30) behavioral goals, It was also built two test images of each image consisting of (36) item, and was applied to a sample consisting of (258) students in the first preparatory grade, including (118) pupils were the first test image applied to them, and (140) students were applied the second test image, and was used SPSS program, STATA / MP 15.1 program to achieve assumptions of item response theory and Calibrator the two test images, the results of the research resulted in; achieve assumptions of item response theory, and that all items in the three creative skills (fluency, flexibility, and originality) in the first test image came fitted, while in the second test image Some items rejected in my skills (fluency, originality), While all the items for the flexibility skill was fitted, The values of the standard error estimates were lower in the middle and increased at the parties in the three creative skills (fluency, flexibility, originality), and this is evidence of the accuracy of the measurement and reliability, the standard error of estimating the difficulty of questions increases by increasing the number of response steps, and the increase of the information function in the three creative skills (fluency, flexibility, originality) using the partial credit model; hence the possibility of drawing equal and equivalent measurement images from the question bank to measure the creative skills in a subject Science for the first preparatory grade, and the researcher recommends that reference-criteria tests should be adapted to measure creative skills in other subjects and to include them using one of the item response theory models. [ABSTRACT FROM AUTHOR]

A model that extends the Rasch model and the Partial Credit Model to account for subject-specific uncertainty when responding to items is proposed. It is demonstrated that ignoring the subject-specific uncertainty may yield biased estimates of model parameters. In the extended version of the model, uncertainty and the underlying trait are linked to explanatory variables. The parameterization allows to identify subgroups that differ in uncertainty and the underlying trait. The modeling approach is illustrated using data on the confidence of citizens in public institutions. [ABSTRACT FROM AUTHOR]

As measures of general language proficiency, C-tests are ubiquitous in language testing. Speeded C-tests are quite recent developments in the field and are deemed to be more discriminatory and provide more accurate diagnostic information than power C-tests especially with high-ability participants. Item response theory modeling of speeded C-tests has not been discussed in the literature, and current approaches for power C-tests based on ordinal models either violate the model assumptions or are relatively complex to be reliably fitted with small samples. Count data models are viable alternatives with less restrictive assumptions and lower complexity. In the current study, we compare count data models with commonly applied ordinal models for modeling a speeded C-test. It was found that a flexible count data model fits equally well in absolute and relative terms as compared with ordinal models. Implications and feasibility of count data models for the psychometric modeling of C-tests are discussed. [ABSTRACT FROM AUTHOR]

The study was conducted to analyze the items about the ability of high school students diagram representation and obtain Item Curve Characteristic. Grid test instruments are compiled based on competencies and indicators of diagram representation which are then used to compile items. The test instrument consisted of five items and was validated by measurement experts, physics education experts, material experts and practitioners. The validated instrument was piloted in 296 students from three schools in Batang Regency, Central Java. Politomous data were analyzed using the QUEST program for classical analysis and Item Response Theory for modern analysis based on Partial Credit Model using PARSCALE program. The results of item test data analysis showed that the whole item was fit with Partial Credit Model. Reliability of the test instrument is based on internal consistency of 0.66 and the level of difficulty of the items is in the range 0.84 to 1.10. The information function and Standard Error Measurement show that test items are developed reliably to measure the ability of students' diagrams with the medium category, namely -1.2 < θ < +2.2 logit. [ABSTRACT FROM AUTHOR]

Abundant research has pointed to the importance of non-cognitive skills for success in life. This paper describes the development and validation of the "UiL", designed to measure 19 non-cognitive skills that have been identified as being important for school children in Denmark. First, we describe the development of the scales, and then report a preliminary validation with 1560 students from Grades 4–9. Second, we present a validation of the final UiL, which was revised and re-administered to the same sample of students. The final validation sample consisted of 1373 students (48.6% boys, ages 9–16 years). Results from the Confirmatory Factor Analysis indicated that the UiL had acceptable discriminant and convergent validity. The results from a RASCH partial credit analysis indicated that four of the 19 had excellent fit, with other scales needing nuanced interpretation because of some item misfit, local dependence, multidimensionality, and DIF by grade. [ABSTRACT FROM AUTHOR]

The purpose of this study is to evaluate whether a recently developed semiordered model can be used to explore the functioning of neutral response options in rating scale data. Huggins-Manley, Algina, and Zhou developed a class of unidimensional models for semiordered data within scale items (i.e., items with both ordered response categories and an additional nominal response category) and found promising results when applying them to scale data with Not Applicable response categories. In this study, we extended the application of the semi–partial credit model (PCM) to evaluate whether the semi-PCM can be used to calibrate potentially unordered neutral responses in rating scale data, and if so, how the approach compares with alternate methods of dealing with the neutral response option. Findings indicate that the semi-PCM can (a) assist practitioners in evaluating the ordered or unordered nature of neutral responses and (b) provide a viable alternative for θ estimation in the presence of an unordered neutral category. The process used in this study also provides a methodological framework for researchers and practitioners to use when dealing with neutral responses in their own data. [ABSTRACT FROM AUTHOR]

Mathematics Education Study Program students should have a tendency to accept mathematics because it will support the achievement of mathematical competence in the fields of work, knowledge, and management. This study aims to construct, validate, and analyze the characteristics of attitude scale items, and determine students' attitudes towards mathematics. Aspects of student attitudes towards mathematics, were taken as namely: intrinsic motivation, enjoyment, anxiety, self-confidence, and value. The results of factor analysis show good model fit with the items measuring unidimensionality. Analysis of item characteristics was done using polytomous item response theory with a Partial Credit Model (PCM). The difficulty level of grains is at intervals of -2.52 = d = 2.58. Students' attitudes towards mathematics are in the interval -0.67 = θ = 2.36. [ABSTRACT FROM AUTHOR]