Classical Test Theory

Margaret Wu (), Hak Ping Tam and Tsung-Hau Jen
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Margaret Wu: National Taiwan Normal University
Hak Ping Tam: National Taiwan Normal University, Graduate Institute of Science Education
Tsung-Hau Jen: National Taiwan Normal University

Chapter Chapter 5 in Educational Measurement for Applied Researchers, 2016, pp 73-90 from Springer

Abstract: Abstract Classical Test Theory (CTT), also known as the true score theory, refers to the analysis of test results based on test scores. The statistics produced under CTT include measures of item difficulty, item discrimination, measurement error and test reliability. The term “Classical” is used in contrast to “Modern” test theory which usually refers to item response theory (IRT). The fact that CTT was developed before IRT does not mean that CTT is outdated or replaced by IRT. Both CTT and IRT provide useful statistics to help us analyse test data. Generally, CTT and IRT provide complementary results. For many item analyses, CTT may be sufficient to provide the information we need. There are, however, theoretical differences between CTT and IRT, and many researchers prefer IRT because of enhanced measurement properties under IRT. IRT also provides a framework that facilitates test equating, computer adaptive testing and test score interpretation. While this book devotes a large part to IRT, we stress that CTT is an important part of the methodologies for educational and psychological measurement. In particular, the exposition of the concept of reliability in CTT sets the basis for evaluating measuring instruments. A good understanding of CTT lays the foundations for measurement principles. There are other approaches to measurement such as generalizability theory and structural equation modelling, but these are not the focus of attention in this book.

Keywords: Test Score; Item Response Theory; Item Score; True Score; Item Difficulty (search for similar items in EconPapers)
Date: 2016
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DOI: 10.1007/978-981-10-3302-5_5

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