Relationships between psychometric dimensions of item quality and student ratings of item relevancy and ambiguity

Samuel B. Green, Gerald Halpin

Research output: Contribution to journalArticle

2 Scopus citations

Abstract

Students rated the quality of the items on a classroom test that had been taken previously. On the same test, psychometric item indices were calculated. The results showed that the student ratings were related to the item difficulty, but not to the item-test correlation. In addition, the better-achieving students tended to rate the items as less ambiguous. Finally, the ambiguity ratings were more highly related to the item-test correlations for the better achieving students. These findings support opinions held by many instructors of students' judgments of item quality.

Original languageEnglish (US)
Pages (from-to)281-286
Number of pages6
JournalResearch in Higher Education
Volume7
Issue number3
DOIs
StatePublished - Sep 1 1977

Keywords

  • item quality
  • item statistics
  • student ratings

ASJC Scopus subject areas

  • Education

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