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What is Classical Test Theory (CTT)

Chapter 17
Handbook of Research on Digital Content, Mobile Learning, and Technology Integration Models in Teacher Education
Psychometric (test) theory that predicts outcomes of the ability of test-takers. With CTT, examinee and test characteristics can only be interpreted in the context of the other. It is focused on a person’s score on a whole test, and items are not weighted by difficulty when estimating knowledge or ability.
Published in Chapter:
Implementing a Measurement Framework to Assess and Evaluate Student Readiness for Online Learning and Growth
Shannon Sampson (University of Kentucky, USA), Kelly D. Bradley (University of Kentucky, USA), Heather Arrowsmith (University of Kentucky, USA), and Richard Mensah (Kentucky Center for Education and Workforce Statistics, USA)
Copyright: © 2018 |Pages: 17
DOI: 10.4018/978-1-5225-2953-8.ch017
Abstract
This chapter was developed out of a study on the effectiveness of an online technology mini-course to prepare students for success in online classes. The work focuses on the methodology used to measure student readiness to engage with technology, and to measure growth in student technical knowledge as a result of the mini-course. The researchers applied Rasch analysis for both of these purposes, creating measurement scales from brief surveys. This chapter describes the results of the study, providing a step-by-step description of how to develop a similar scale for use in the classroom, and how to interpret results of Rasch analysis to gain valuable insight into student understanding of technology.
Full Text Chapter Download: US $37.50 Add to Cart
More Results
Chapter 1
The Need, Use, and Future of Cognitive Diagnostic Assessments in Classroom Practice
Psychometric theory of assessment/measurement that purports that every individual has some innate or “true” ability for any given attribute, that that attribute can be measured, and that the process of measurement inherently has error. CTT is used to determine reliability of assessments, the difficulty of items, and the relation between individual items and whole assessments.
Published in Chapter: The Need, Use, and Future of Cognitive Diagnostic Assessments in Classroom Practice; From: Handbook of Research on Program Development and Assessment Methodologies in K-20 Education
Full Text Chapter Download: US $37.50 Add to Cart
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