On the complementarity of classical test theory and item response models: item difficulty estimates and computerized adaptive testing

En la complementariedad de la teoría clásica de los tests y los modelos de la teoría de respuesta al ítem: estimaciones de la dificultad de un ítem y tests adaptativos computarizados

Sobre a complementaridade da teoria clássica dos testes e dos modelos de resposta ao Item: estimativas da dificuldade do item e testes adaptativos computarizados

This study aims to provide statistical evidence of the complementarity between classical test theory and item response models for certain educational assessment purposes. Such complementarity might support, at a reduced cost, future development of innovative procedures for item calibration in adaptive testing. Classical test theory and the generalized partial credit model are applied to tests comprising multiple choice, short answer, completion, and open response items scored partially. Datasets are derived from the tests administered to the Portuguese population of students enrolled in the 4^th and 6^th grades. The results show a very strong association between the estimates of difficulty obtained from classical test theory and item response models, corroborating the statistical theory of mental testing.

Generalized partial credit; Item response model; Classical test theory; Educational assessment