Imagen de Portada

Comparing item response theory models for ranking incorrect response options

Fuente: arXiv

Guardado en:

Detalles Bibliográficos
Autores principales:	Smith, Trevor I., Kazmi, Mohammad A., Sarles III, Richard R., Sbrana, Joshua A., Soper, Cody W., Bendjilali, Nasrine
Formato:	Preprint
Publicado:	2024
Materias:	Physics Education
Acceso en línea:	Acceder al recurso
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

Ejemplares similares

On the complementarity of classical test theory and item response models: item difficulty estimates and computerized adaptive testing
por: Patrícia Costa
Publicado: (2015)

The Education of Serials Catalogers.
por: Soper, Mary Ellen
Publicado: (1987)

Selective processing of clinical information related to correct and incorrect diagnoses: An eye‐tracking experiment
por: Justine Staal, et al.
Publicado: (2024)

Chapter Clustering students according to their proficiency: a comparison between different approaches based on item response theory models
por: Fabbricatore, Rosa, et al.
Publicado: (2022)

Descriptive Cataloging Education in Library Schools, Using the University of Washington as a Specific Example.
por: Soper, Mary Ellen
Publicado: (1987)

Association of individual item characteristics with faculty competitiveness rankings in emergency medicine standardized letters of evaluation
por: Jenna Hegarty, et al.
Publicado: (2025)

Evaluation of covariate effects in item response theory models
por: Gustaf J. Wellhagen, et al.
Publicado: (2024)

Serological responses of Sport horses pre‐ and post‐third vaccination with Strangvac
por: U. Hedenström, et al.
Publicado: (2026)

Genetic associations with dementia‐related proteinopathy: Application of item response theory
por: Yuriko Katsumata, et al.
Publicado: (2024)

Global challenges, local responses: Exploring curriculum reform in South African engineering education
por: Karin Wolff, et al.
Publicado: (2025)

Adaptive measurement of cognitive function based on multidimensional item response theory
por: Robert D. Gibbons, et al.
Publicado: (2024)

Leveraging LLM respondents for item evaluation: A psychometric analysis
por: Yunting Liu, et al.
Publicado: (2025)

When I say … responsibility
por: Michael Sanatani
Publicado: (2025)

Determining skills of basic schoolteachers in test item construction
por: Kofi Nkonkonya Mpuangnan
Publicado: (2024)

With coffee and curiosity: Reflections on responsibility and renewal
por: Rola Ajjawi
Publicado: (2025)

ChatG‐PD? Comparing large language model artificial intelligence and faculty rankings of the competitiveness of standardized letters of evaluation
por: Benjamin Schnapp, et al.
Publicado: (2024)

An unplugged remix of culturally responsive computing for early childhood education
por: Frances K. Harper, et al.
Publicado: (2024)

Assessing physics quantitative literacy development in algebra-based physics
por: Zimmerman, Charlotte, et al.
Publicado: (2025)

Space of orders with finite Cantor-Bendixson rank
por: Kazmi, Waseet
Publicado: (2023)

Student and AI responses to physics problems examined through the lenses of sensemaking and mechanistic reasoning
por: Sirnoorkar, Amogh, et al.
Publicado: (2024)

‘Dancing with emotions’: An Interpretive Descriptive study of facilitators recognition and response to students' emotions during simulation
por: Claudia C. Behrens, et al.
Publicado: (2024)

Do help options facilitate computer‐based L2 listening comprehension? Evidence from an activity theory perspective
por: Rui Li
Publicado: (2024)

Steven MacCall: Winner of LJ's 2010 Teaching Award
por: Berry, John N., III
Publicado: (2010)

Exploring an LLM's Use in Supporting Journal Club Preparation and Discussion Among Residents
por: Fahad Umer, et al.
Publicado: (2025)

Factor tree copula models for item response data
por: Kadhem, Sayed H., et al.
Publicado: (2022)

Automating creativity assessment in engineering design: A psychometric validation of AI ‐generated items of the design problem task
por: Simone A. Luchini, et al.
Publicado: (2026)

A Consultation on Higher Education in Africa: A Report to the Ford Foundation and the Rockefeller Foundation.
por: Coombe, Trevor
Publicado: (1991)

Is entrepreneurship an emerging area of research? A computational response
por: Roney Fraga Souza
Publicado: (2022)

Barefoot methodology as a viable farriery option
por: Stephen E. O'Grady, et al.
Publicado: (2024)

Multicampus University Systems: Africa and the Kenyan Experience. Routledge Research in International and Comparative Education
por: Munene, Ishmael I.
Publicado: (2014)

Variation in response to the coronavirus disease 2019 (COVID‐19) at US dental school clinics
por: Romesh P. Nalliah, et al.
Publicado: (2024)

Handling missing data in variational autoencoder based item response theory
por: Karel Veldkamp, et al.
Publicado: (2024)

Addition of an audience response system in a biomedical science course improves learning environment and student performance
por: Neha Parikh, et al.
Publicado: (2024)

Instructing nontraditional physics labs: Toward responsiveness to student epistemic framing
por: Sundstrom, Meagan, et al.
Publicado: (2023)

It's Time to Set New Directions in Communication Education.
por: Budd, Richard W.
Publicado: (1985)

Learning to prioritize the public good: Does training in classes, workplaces, and professional societies shape engineers' understanding of their public welfare responsibilities?
por: Erin A. Cech, et al.
Publicado: (2024)

A scoping review of Rasch analysis and item response theory in otolaryngology: Implications and future possibilities
por: David T. Liu, et al.
Publicado: (2024)

Convolution-FFT for option pricing in the Heston model
por: Gao, Xiang, et al.
Publicado: (2025)

Seeking to support preservice teachers' responsive teaching: Leveraging artificial intelligence‐supported virtual simulation
por: Nuodi Zhang, et al.
Publicado: (2024)

Dining accommodations: What are the legal responsibilities of colleges and universities?
por: Eric Lyerly
Publicado: (2024)