Student assessment via graded response model

Mariagiulia Matteucci and Luisa Stracqualursi ()

Statistica, 2006, vol. 66, issue 4, 435-447

Abstract: Recently, the Faculty of Political Science at the University of Bologna has started a program of didactics reorganization for several courses, introducing more than one evaluation test during the learning process. Student assessment before the final examination has the double aim of measuring both the level of student’s ability and the effectiveness of the teaching process, in order to correct it real-time. In such an evaluation system, common to the Anglo-Saxon countries, Item Response Theory (IRT) expresses its effectiveness fully. In this paper, an IRT model for ordered polytomous variables is considered in order to investigate the item properties and to evaluate the student achievement. Particularly, the Graded Response Model (GRM) is taken into account in the analysis of three different written tests of a basic Statistics course. The results highlight the different composition of the items and provide a simple description of the student ability distribution.

Date: 2006
References: Add references at CitEc
Citations:

There are no downloads for this item, see the EconPapers FAQ for hints about obtaining it.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:bot:rivsta:v:66:y:2006:i:4:p:435-447

Access Statistics for this article

Statistica is currently edited by Department of Statistics, University of Bologna

More articles in Statistica from Department of Statistics, University of Bologna Contact information at EDIRC.
Bibliographic data for series maintained by Giovanna Galatà ().