This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Harvey, R. J. Articles by Hammer, A. L. Search for Related Content Social Bookmarking                         What's this?

Item Response Theory

Virginia Polytechnic Institute and State University, rj{at}pstc.com

Allen L. Hammer

Consulting Psychologists Press

Item response theory (IRT) seeks to model the way in which latent psychological constructs manifest themselves in terms of observable item responses; this information is useful when developing, evaluating, and scoring tests. After providing an overview of the most popular IRT models (i.e., those applicable to dichotomously keyed items) and contrasting them with the techniques used in classical test theory (CTT), the authors illustrate the application of IRT using data from the recently revised Myers-Briggs Type Indicator. These results highlight a number of IRT’s advantages, including (a) detailed descriptions of the performance of individual items, (b) indices of item- and scale-level precision that are free to vary across the full range of possible scores, (c) assessments of item- and test-level bias with respect to demographic subgroups, (d) measures of response-profile quality, and (e) computer-adaptive testing, which can dramatically reduce testing time.

The Counseling Psychologist, Vol. 27, No. 3, 353-383 (1999)
DOI: 10.1177/0011000099273004


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				L. Morell and R. J. B. Tan Validating for Use and Interpretation: A Mixed Methods Contribution Illustrated Journal of Mixed Methods Research, July 1, 2009; 3(3): 242 - 264. [Abstract] [PDF]

				P. J. Santos, A. Casillas, and S. B. Robbins Motivational Correlates of Portuguese High Schoolers' Vocational Identity: Cultural Validation of the Goal Instability Scale Journal of Career Assessment, February 1, 2004; 12(1): 17 - 32. [Abstract] [PDF]

				D. L. Blustein and M. V. Ellis The Cultural Context of Career Assessment Journal of Career Assessment, October 1, 2000; 8(4): 379 - 390. [Abstract] [PDF]

				M. V. Ellis and J. M. Chartrand Advanced Quantitative Methods in Counseling Psychology, Part 2: Introduction The Counseling Psychologist, July 1, 1999; 27(4): 483 - 484. [PDF]

				M. V. Ellis and J. M. Chartrand Advanced Quantitative Methods in Counseling Psychology: Synthesis The Counseling Psychologist, July 1, 1999; 27(4): 579 - 588. [Abstract] [PDF]

				J. M. Chartrand and M. V. Ellis Introduction to the Special Issues on Quantitative Methods The Counseling Psychologist, May 1, 1999; 27(3): 291 - 298. [PDF]