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Teaching and Learning, 23(2), 131-144
In the monitoring of student progress in the teaching-learning process, it is crucial to be able to identify what students can already do and what areas they still need help in. Scores obtained from tests
administered from one time point to the next may not be able to show growth and progress because subsequent scores may remain numerically the same or even "fall" though students have actually acquired extra learning during that period of time. Equating these tests and putting their items onto a common yardstick will enable us to see a distribution of the subject content in their order of increasing or decreasing difficulty levels. This distribution of items on a difficulty yardstick, forms an item map.
Students' measures that are calibrated onto the same metric will make it possible for us to directly compare their abilities against the item difficulties. An ability measure that corresponds to a given difficulty level on the common scale would mean that students have higher chances of answering correctly, items below that difficulty level. Similarly, they will have a lower probability of answering correctly, items with difficulty levels above their own ability level and these are the areas where teachers can help their students.
Appears in Collections:Journal Articles - Teaching and Learning

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