Statistical Analysis with the Item-Response Theory of the First Trial of the Computer-Based Nationwide Common Achievement Test in Medicine

  • NITTA Yoshio
    Common Achievement Tests Organization Center for Education Research in Medicine and Dental University
  • MAEKAWA Shinichi
    Graduate School of Decision Science and Technology Tokyo Institute of Technology
  • YANAGIMOTO Takemi
    The Institute of Statistical Mathematics
  • MAEDA Tadahiko
    The Institute of Statistical Mathematics
  • YOSHIDA Motofumi
    Common Achievement Tests Organization Center for Education Research in Medicine and Dental University
  • NARA Nobuo
    Common Achievement Tests Organization Center for Education Research in Medicine and Dental University
  • ISHIDA Tatsuki
    Center for Education Research in Medicine and Dental University
  • FUKUSHIMA Osamu
    Common Achievement Tests Organization Center for Education Research in Medicine and Dental University
  • SAITO Nobuhiko
    Evaluation Section in Medicine, Committee on CBT, Common Achievement Tests Organization
  • FUKUDA Yasuichiro
    Making Section in Medicine, Committee on CBT, Common Achievement Tests Organization
  • TAKAKU Fumimaro
    Common Achievement Tests Organization
  • ASO Takeshi
    Common Achievement Tests Organization Center for Education Research in Medicine and Dental University

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Other Title
  • 項目反応理論を用いた第1回共用試験医学系CBTの統計解析
  • コウモク ハンノウ リロン オ モチイタ ダイ1カイ キョウヨウ シケン イガクケイ CBT ノ トウケイ カイセキ

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Data from the first trial of the computer-based nationwide common achievement test in medicine, carried out from February through July in 2002, were analyzed to evaluate the applicability of the item-response theory. The trial test was designed to cover 6 areas of the core curriculum and included a total of 2791 items. For each area, 3 to 40 items were chosen randomly and administered to 5693 students in the fourth to sixth years; the responses of 5676 of these students were analyzed with specifically designed computer systems. Each student was presented with 100 items. The itemresponse patterns were analyzed with a 3-parameter logistic model (item discrimination, item difficulty, and guessing parameter). The main findings were: 1) Item difficulty and the percentage of correct answers were strongly correlated (r=-0.969to-0.982). 2) Item discrimination and the point-biserial correlation were moderately strongly correlated (r=0.304 to 0.511). 3) The estimated abilities and the percentage of correct answers were strongly correlated (r=0.810 to 0.945). 4) The mean ability increased with school year. 5) The correlation coefficients among the 6 curriculum area ability scores were less than 0.6. Because the nationwide common achievement test was designed to randomly present items to each student, the item-response theory can be used to adjust the differences among test sets. The first trial test was designed without considering the item-response theory, but the second trial test was administered with a design better suited for comparison. Results of an analysis of the second trial will be reported soon.

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