CALCULATION AND COMPARISON OF THE ITEM DIFFICULTY BASED ON CLASSICAL TEST THEORY AND ITEM RESPONSE THEORY BY CETA/R PROGRAMS

Nguyen Van Dung; Vu Do Long; Nguyen Thi My Linh; Vu Thi Thao

Vu Do Long	longvd@vnu.edu.vn	VNU - Center for Educational Testing, Vietnam National University, Hanoi 144 Xuan Thuy, Cau Giay, Hanoi, Vietnam
Nguyen Van Dung	dungnvttkt@vnu.edu.vn	VNU - Center for Educational Testing, Vietnam National University, Hanoi 144 Xuan Thuy, Cau Giay, Hanoi, Vietnam
Vu Thi Thao	thaovtttkt@vnu.edu.vn	VNU - Center for Educational Testing, Vietnam National University, Hanoi 144 Xuan Thuy, Cau Giay, Hanoi, Vietnam
Nguyen Thi My Linh	linhntmttkt@vnu.edu.vn	VNU - Center for Educational Testing, Vietnam National University, Hanoi 144 Xuan Thuy, Cau Giay, Hanoi, Vietnam

Summary:

An analysis of examination papers based on Classical Test Theory (CTT) and Item Response Theory (IRT) often refers to the difficulty of the questions. The methods of determining the difficulty level by CTT and IRT are difference in mathematical expressions, but they have the same statistical meaning, that is, the more difficult the items are, the lower the examinee’s probability of correctly answering the items is. This paper presents the methods to assess the difficulty and calculate the theoretical parameters of the items in the examination papers by using Excel, CETA and R programs. On that basis, the paper will define the similarity of the CTT and IRT theories, then suggest the implementation of recommendations in practice.

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Keywords:

Classical Test Theory

Item Response Theory

Item difficulty

distinction

guessing coefficient

CETA

R

Refers:

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Journal:

No. 36, December 2020

VIETNAM JOURNAL OF EDUCATIONAL SCIENCES

THE VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES

CALCULATION AND COMPARISON OF THE ITEM DIFFICULTY BASED ON CLASSICAL TEST THEORY AND ITEM RESPONSE THEORY BY CETA/R PROGRAMS