Item Difficulty and Item Discrimination Coefficient for School and College Ability Tests (SCAT) Advanced Form in Classical Test Theory (CTT) and Item Response Theory (IRT) and the Correlation among Them

Abstract

Item Difficulty and Item Discrimination Coefficient for School and College Ability Tests (SCAT) Advanced Form in Classical Test Theory (CTT) and Item Response Theory (IRT) and the Correlation among ThemMohammad moqasqasHaifa T. AlbokaiAssistant Professor of Measurement and EvaluationAssociate Professor of Measurement and Evaluation College of Education, Taibah UniversityThe aim of this study was to study the item difficulty and item discrimination of the SCAT (advance form) with CTT, and IRT, and to study the correlation among them. To do this, the researchers used the data of their previous study, which conducted in (2011). It consisted of (3943) subject. Then, they used two-statistical programs (TAP, Bilog-MG-3) to obtain the item difficulty and item discrimination coefficient in CTT and IRT. The results revealed a good item difficulty and item discrimination coefficient. Additionally, it showed a significant correlation between CTT and IRT in item difficulty and item discrimination. The researchers recommended of using any of these two theories to obtain the item difficulty and item discrimination for the tests and to do extended studies for the SCAT.