Una introducción didáctica a la Teoría de Respuesta al Ítem para comprender la construcción de escalas

  1. María D. Hidalgo-Montesinos 1
  2. Brian F. French 2
  1. 1 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

  2. 2 Washington State University
    info

    Washington State University

    Pullman, Estados Unidos

    ROR https://ror.org/05dk0ce17

Zeitschrift:
Revista de Psicología Clínica con Niños y Adolescentes

ISSN: 2340-8340

Datum der Publikation: 2016

Titel der Ausgabe: Monográfico sobre avances en evaluación y diagnóstico psicológico en niños y adolescentes

Ausgabe: 3

Nummer: 2

Seiten: 13-21

Art: Artikel

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Andere Publikationen in: Revista de Psicología Clínica con Niños y Adolescentes

Zusammenfassung

A didactic introduction to Item Response Theory for understanding the construction of scales. This article offers a gentle introduction to Item Response Theory (IRT). This introduction will provide the reader with a broad overview of key ideas underlying IRT and how IRT analyses can be used to aid one’s work. IRT represents an alternative to classical test theory (CTT). CTT has a long history of use in the area of educational and psychological measurement and psychometrics, particularly for the development of personality scales. However, in many instances IRT is used in combination with CTT for scale development. Thus, IRT is introduced in the context of the scale development process. Specifically, IRT models and methods are explained through the examination of the behavior of items that comprise a scale. The IRT concepts are applied to a depression-anxiety scale used with students in secondary education to identify risk and needs to aid intervention. Items are evaluated with an empirical item analysis to demonstrate the basic IRT model, the Graded Response Model, for ordinal level item responses. The demonstration focuses on how such information can be utilized to ensure items meet the purpose of the scale in relation to the trait (i.e., depression-anxiety) measured. Both statistical and graphical information are demonstrated to aid in the understanding of IRT concepts and the depth of information such analyses provide. Finally, advice about software and resources available for IRT analysis is offered. This introduction should increase the reader’s knowledge of IRT. Moreover, the reader will become a more critical and informed consumer of test development Information.

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Fuente de los datos: Dialnet