The publisher of the Degrees of Reading Power test of reading comprehension (DRP) calibrate their test using an item response model called the Rasch or one-parameter logistic model. The relationship between the use of the Rasch model in calibration of the DRP and the use of the DRP as a component of the Virginia Literacy Passport Testing Program (LPT) is addressed. Analyses concentrate on sixth grade students who were administered the DRP in 1991. The question that arises is whether the Rasch model is the appropriate model to use to calibrate the DRP in this high-stakes setting. The majority of research that has been reported by the publisher of the DRP to assess the adequacy of the Rasch model have not included direct checks on model assumptions, model features or model predictions. Instead, they have relied almost exclusively on statistical tests in assessment of model fit. This study will assess the adequacy of fitting DRP test data to the Rasch model through direct examination of the assumptions, features and predictions of the IRT model. This is accomplished by comparing the Rasch model to the less restrictive two- and three-parameter logistic models. Robust IRT-based goodness-of-fit techniques are conducted. When the DRP is used in a high stakes setting, guessing is likely for those in jeopardy of failing. Under these circumstances, we must attend to the possibility that guessing may be a factor and thereby calibrate the DRP with the three-parameter model, as this model takes guessing into account. / Ph. D.

Episodic memories are neurally coded records of personally experienced events across a lifetime. These records are encoded via medial temporal lobe structures in the brain, including the hippocampus, and are commonly called "representations" or "memory traces". Existing studies indicate that information about the neural signal corresponding to a memory representation can be found in functional magnetic resonance imaging (fMRI) data when the pattern across its smallest units (voxels, often 3mm3 sections of the brain) is measured. Many prior studies have measured these voxel patterns in response to stimuli as if they are a spontaneous brain function, regardless of cognitive factors. These studies sometimes find that similarity in the voxel patterns across repetition of a to-be-remembered event predicts later memory retrieval, but the results are inconsistent. The current fMRI study investigated the possibility that cognitive goals during encoding affect the type of neural representation (voxel pattern) that will later support memory retrieval. This seems likely because prior behavioral studies indicate that cognitive variability across repetitions of an event benefits later memory retrieval, which is difficult to reconcile with the common finding that voxel pattern variability across repetitions of an event harms later memory. We tested this hypothesis by comparing voxel patterns that support later memory retrieval to those associated with forgotten items in the medial temporal lobe, including the hippocampus, and lateral occipital cortex. Overall, as previously demonstrated, the behavioral results showed that exposure to variable cognitive goals across repetition of events during encoding benefited subsequent memory retrieval. Voxel patterns in the hippocampus indicated a significant interaction between cognitive goals (variable vs. consistent) and memory (remembered vs. forgotten) such that less voxel pattern similarity for the repeated events with variable cognitive goals, but not consistent cognitive goals, supported later memory success. In other words, variable hippocampal neural activations for the same events under different cognitive goals predicted better later memory performance. However, there was no significant interaction in neural pattern similarity between cognitive goals and memory success in medial temporal cortices or lateral occipital lobe. Instead, higher similarity in voxel patterns in right medial temporal cortices was associated with later memory retrieval, regardless of cognitive goals. In the lateral occipital lobe, the main effects of cognitive goals, hemisphere, and memory success were found but no interactions. In conclusion, we found that the relationship between pattern similarity and memory success in the hippocampus (but not the medial temporal lobe cortex) changes when the cognitive goal during encoding does or does not vary across repetitions of the event. / Master of Science / Episodic memory is a long-term memory of personal experiences which are encoded via the medial temporal lobe in the brain, primarily in the hippocampus. The records of personal experiences in these areas are commonly called "patterns", "representations", or "memory traces". Prior investigations indicate that the way of measuring the neural signals corresponding to personal events is functional magnetic resonance imaging (fMRI). The brain images taken by an fMRI scanner represent the patterns of the smallest unit (voxels, often 3mm3 sections of the brain). Many prior investigations of episodic memory used the voxel patterns but showed mixed results in whether similarity in the voxel patterns across repetition of a repeated event leads to subsequent memory retrieval. One of the possible explanations for mixed results is that the cognitive factors during encoding were neglected. Therefore, the current fMRI study examined how cognitive goals during encoding influence the voxel patterns that later support memory retrieval. During encoding, participants were shown an image repeated with the same or different questions and answered the question on the screen in an fMRI scanner. After 10 days, they were invited to the item memory test on the images that they were given during the encoding phase. The voxel patterns in the medial temporal lobe, including the hippocampus, and the lateral occipital lobe were compared across the repetitions of each image. The behavioral results showed that variable cognitive goals across repeated events during encoding benefited later memory retrieval. Furthermore, less similar voxel patterns in the hippocampus for the images repeated with different questions, but not the same questions, during encoding predicted better later memory success. In the right medial temporal cortices, higher similarity in voxel patterns was significantly associated with later memory retrieval, regardless of cognitive goals. In the lateral occipital lobe, higher voxel pattern similarity was found in the right hemisphere, for images repeated with the same question, and for images successfully retrieved later. In conclusion, we found that the relationship between voxel pattern similarity and memory success in the hippocampus (but not the medial temporal lobe cortex) changes when the cognitive goal during encoding does or does not vary across repetitions of the event.

BACKGROUND: Health-related interventions informed by behavioral theory have been shown to be more effective in changing behaviors as compared to those that are not. The Theory of Planned Behavior (TPB) has been used to successfully predict and explain a variety of health related behaviors, including sugar-sweetened beverage (SSB) intake and physical activity (PA). The TPB assumes that behavioral intentions are the most important determinant of behavior. Intentions are the function of individual's attitudes toward the behavior (these evaluations can be positive or negative), subjective norms (social standards and expectations surrounding the behavior), and perceived behavioral control (perception of the ease with which the behavior can be performed). According to literature, behavioral intentions predict 20% - 40% of the variance in health behaviors with attitudes beings the strongest predictor of diet, and perceived behavioral control being the strongest predictor of physical activity related intentions. Excessive SSB consumption and inadequate PA have been highly associated with the obesity epidemic, and related comorbidities such as cardiovascular disease and type-2 diabetes. Understanding and targeting these behaviors through application of health behavior theories, such as the TPB, is important. PRIMARY AIMS: This research is embedded within a larger 2-arm randomized-control trial, Talking Health, which targets residents in rural southwest Virginia. Guided by the TPB, the overall goal of the Talking Health trial is to determine the effectiveness of a 6-month intervention aimed at decreasing SSB intake (SIPsmartER) compared to a matched contact control aimed at increasing PA (MoveMore). Each condition includes three classes, one teach-back call, and 11 interactive voice response (IVR) calls. The primary aims of this secondary analysis of Talking Health are to 1) determine if single-item TPB indicators are correlated with multi-item TPB scales for SSB and PA; 2) examine how baseline TPB variables predict participation in the SIPsmartER and MoveMore; 3) determine how the IVR TPB variables assessed during IVR calls predict future SSB and PA behaviors reported in a subsequent IVR call; and 4) explore how TPB variables change over the course of the teach back and 11 IVR calls. METHODS: Eligibility requirements included being 18 years of age or older, having reliable access to a telephone, drinking 200 kilocalories of SSB per day, and having no contraindications for moderate-intensity physical activity. The present research utilizes data from the baseline health assessment, class attendance and IVR and teach back calls completion data, as well as data collected in teach-back and 11 IVR calls. Multi-item TPB constructs for both SSB and PA behaviors were assessed at baseline (measured on a 7-point Likert scale). Each IVR call assessed self-reported past week behavior (ounces of SSB or minutes of PA) and four single-item TPB constructs including behavioral intentions, perceived behavioral control, instrumental attitudes, affective attitudes, and subjective norms. Participation was measured as the number out of 15 activities completed by participants (three classes, one teach back call, and 11 IVR calls). Statistical analysis included descriptive statistics, Chi square tests, independent T-tests, Pearson's correlations, Cronbach's α, and sequential multi-step regression models. Multiple data imputations were used to account for missing data. RESULTS: Of the 301 participants, 81% were female and 93% were Caucasian. The mean age of participants was 48.8 ± 13.5. Additionally, 32% of participants completed high school education, 55% earned < $20,000 per year, 32% had a full time or part time job, and 33% were classified as low health literate. Single-item indicators for both SSB-TPB questions (r > 0.60) and PA-TPB questions (r > 0.69) were highly correlated with their multi-item scales. Baseline TPB variables did not predict the participation rates in either SIPsmartER (F=1.763, R2=0.057, P=0.124) or MoveMore (F=0.815, R2=0.028, P=0.541) conditions. Of the nine SIPsmartER IVR regression models, eight were significant, and the SSB-TPB variables predicted about 30% of the variance in SSB behavior. Of the nine MoveMore IVR regression models, all were significant, and the PA-TPB variables predicted about 20% of the variance in SSB behavior. In both conditions, the majority of variance was explained by behavioral intentions and the addition of other TPB variables (perceived behavioral control, instrumental attitudes, affective attitudes, and subjective norms) explained substantially less variance in the behaviors. There were no notable patterns of change in TPB variables over 11 IVR calls for either SIPsmartER or MoveMore participants. DISCUSSION: Our findings show that single-item indicators can be used as reliable measures of the TPB constructs. The TPB model did not show significant predictive value when it comes to participation in SIPsmartER or MoveMore. On the other hand, our findings show that TPB model explained about 30% (SSB) and about 20% (PA) of variance in behavior. Although significant changes in IVR TPB variables were found between the two time points in several instances for both SSB and PA behavior, there were no patterns of change over time. Based on our findings, assessing behavioral intentions as the goal behavior in each IVR call may be the most useful application of the TPB. Other TPB variables can be assessed using single-item indicators. / Master of Science

Most symptom measures either implicitly or explicitly distinguish between symptom presence and symptom severity. For example, item 2 on the PHQ-9, a commonly used measure of depressive symptoms, asks respondents to rate how much they have been 'feeling down, depressed, or hopeless.' The response options are 0 (Not at all), 1 (Several Days), 2 (More than half the days), and 3 (Nearly every day). Answering 0 indicates that the symptom is not present, and any response greater than 0 suggests the symptom is present. Higher values indicate higher severity of the symptom. Although the response options distinguish between symptom presence and severity, most users of the PHQ-9 score it by assuming that a 0 (i.e., no symptom), lack of symptoms, is the low end of the severity spectrum. However, clinically, there is often a distinction between experiencing symptoms and how severe any one of those symptoms is. Baldwin and Olsen (2023) developed a sequential item-response theory model that can be used to evaluate whether symptom presence and symptom severity should be separated or considered part of the same construct. We applied the sequential model to 3 datasets, a sample of 6242 participants, containing a variety of measures (e.g., Beck Depression Inventory- Second Edition, State Trait Anxiety Inventory, Penn State Worry Questionnaire). The results indicate that the Two-Part model has best overall fit out of the three models (Two-part, Extreme Response, Unique relationship), suggesting that symptom presence and severity should typically be considered distinct constructs. We discuss the implications for scoring and clinical use of symptom measures in light of our results.

Over the past few decades it has become evident that the work/family interface is a much broader concept that does not only stress the negative side of the relationship, but also include a positive side. This refers to the process by which participation in one role (e.g. work role) is made better or easier by virtue of participation in the other role (e.g. family role). South Africa is a multicultural society, which consists of four groups (i.e. Black, White, Coloured and Indian), speaking eleven official languages. All of these groups are faced with unique and different circumstances. Apart from cultural, ethnic and linguistic differences, other divergent elements may exist (i.e. values and norms). Therefore South African employees may experience the positive side of the work/family interface differently from employees within other countries. To add to the problem, it is not clear how South African employees‟ experiences of enrichment between work and family domains compare to the experiences of employees in other countries. Furthermore, to date no measuring instrument to assess the enrichment between work and family domains in both directions (work-to-family and family-to-work) exists, that is unique to the South African context. This could pose potential problems for organisations and for future studies on the positive side of work/family in South Africa. The objectives of this research were 1) to determine how the positive side of the work/family interface, particularly work-family enrichment, is conceptualised according to the literature; 2) to develop a new work-family enrichment instrument that is suitable for the South African context and that addresses conceptual and measurement issues relating to previous positive measurements of the work/family interface; 3) to investigate the psychometric properties of the newly developed work-family enrichment instrument; and 4) to assess antecedents and outcomes of work-family enrichment among employees within the South African context. The study consisted of four phases. During the first phase, following an extensive review of literature covering the positive side of the work/family interface, a theoretical framework was proposed for the study. Thereafter, a new instrument that measures work-family enrichment was developed based on the proposed theoretical framework. The instrument was tested via Rasch modelling with a pre-limenary study (N = 527), in order to overcome some of the measurement limitations from the previous positive work-family instruments. This test was followed by investigating the psychometric properties (i.e. construct validity, discriminant validity, convergent validity and external validity; N = 627) of the newly developed MACE Work-Family Enrichment Instrument. During the final phase, antecedents, work-family enrichment and outcomes were assessed in the South African context. In both phases 3 and 4, the following instruments (accompanied by the new instrument) were utilised, namely the Work Resources Scale, Home Resources Scale, Utrecht Work Engagement Scale, Family Engagement Scale, Job Satisfaction Scale, Career Satisfaction Scale, Life Satisfaction Scale, Family Satisfaction Scale and the Work-family Enrichment Scale. During the first phase, the literature revealed that the positive side of the work-family interface is presented by various concepts (i.e. work-family enhancement, work-family facilitation, work-family positive spillover and work-family enrichment). The review also revealed that, to date, the work-family enrichment concept has been the only concept in literature on the positive work/family interface that is grounded in a properly developed conceptualised theoretical model. The fundamental thinking behind the work-family enrichment model is that work and family each provides individuals with resources (i.e. skills and perspectives, psychological and physical, social-capital, flexibility, material) in the one domain, that may help the individual improve the quality of his/her performance in the other domain. These resources thus enable improved performance in the other role either directly (i.e. instrumental path) or indirectly (i.e. affective path). During the second phase a new work-family enrichment instrument was developed, namely the MACE Work-Family Enrichment Instrument. This instrument was based on the proposed work-family enrichment theoretical model for both directions (i.e. work-to-family and family-to-work). Initially 133 items were developed that the researcher obtained from the existing literature, and 161 items were self-developed. During the evaluation study, various problematic items were eliminated by using the Rasch measurement model. The third phase included the validation study in which the psychometric properties of the new MACE instrument was investigated. The results provided evidence for construct validity, discriminant validity and convergent validity, and showed significant relations with external variables. Adequate internal consistency was also found for the proposed scales. The final number of items retained after this phase in the development and pilot study of the MACE Work-Family Enrichment Instrument were 34. During the final phase, various relationships were pointed out between antecedents (i.e. various work resources and home resources), work-family enrichment dimensions, as well as dimensions and outcomes of this type of enrichment. These included work-engagement dimensions, family engagement dimensions, as well as satisfaction-dimensions for work, career, life and the family environment. The results of these relationships were found to be in accordance with other literature on the positive side of the work/family interface. The present study provided evidence for the psychometric properties of the new MACE instrument, which researchers and managers can use to investigate the specific enrichment between work and family domains of employees in a South African context. The results give researchers and managers insight into the specific antecedents (e.g. work resources) and outcomes (e.g. job satisfaction) that play a role in work-family enrichment. This insight can be used as basis on which interventions can be developed to deal with these issues currently. Recommendations were also made for future research. / PhD (Industrial Psychology), North-West University, Potchefstroom Campus, 2014

Over the past few decades it has become evident that the work/family interface is a much broader concept that does not only stress the negative side of the relationship, but also include a positive side. This refers to the process by which participation in one role (e.g. work role) is made better or easier by virtue of participation in the other role (e.g. family role). South Africa is a multicultural society, which consists of four groups (i.e. Black, White, Coloured and Indian), speaking eleven official languages. All of these groups are faced with unique and different circumstances. Apart from cultural, ethnic and linguistic differences, other divergent elements may exist (i.e. values and norms). Therefore South African employees may experience the positive side of the work/family interface differently from employees within other countries. To add to the problem, it is not clear how South African employees‟ experiences of enrichment between work and family domains compare to the experiences of employees in other countries. Furthermore, to date no measuring instrument to assess the enrichment between work and family domains in both directions (work-to-family and family-to-work) exists, that is unique to the South African context. This could pose potential problems for organisations and for future studies on the positive side of work/family in South Africa. The objectives of this research were 1) to determine how the positive side of the work/family interface, particularly work-family enrichment, is conceptualised according to the literature; 2) to develop a new work-family enrichment instrument that is suitable for the South African context and that addresses conceptual and measurement issues relating to previous positive measurements of the work/family interface; 3) to investigate the psychometric properties of the newly developed work-family enrichment instrument; and 4) to assess antecedents and outcomes of work-family enrichment among employees within the South African context. The study consisted of four phases. During the first phase, following an extensive review of literature covering the positive side of the work/family interface, a theoretical framework was proposed for the study. Thereafter, a new instrument that measures work-family enrichment was developed based on the proposed theoretical framework. The instrument was tested via Rasch modelling with a pre-limenary study (N = 527), in order to overcome some of the measurement limitations from the previous positive work-family instruments. This test was followed by investigating the psychometric properties (i.e. construct validity, discriminant validity, convergent validity and external validity; N = 627) of the newly developed MACE Work-Family Enrichment Instrument. During the final phase, antecedents, work-family enrichment and outcomes were assessed in the South African context. In both phases 3 and 4, the following instruments (accompanied by the new instrument) were utilised, namely the Work Resources Scale, Home Resources Scale, Utrecht Work Engagement Scale, Family Engagement Scale, Job Satisfaction Scale, Career Satisfaction Scale, Life Satisfaction Scale, Family Satisfaction Scale and the Work-family Enrichment Scale. During the first phase, the literature revealed that the positive side of the work-family interface is presented by various concepts (i.e. work-family enhancement, work-family facilitation, work-family positive spillover and work-family enrichment). The review also revealed that, to date, the work-family enrichment concept has been the only concept in literature on the positive work/family interface that is grounded in a properly developed conceptualised theoretical model. The fundamental thinking behind the work-family enrichment model is that work and family each provides individuals with resources (i.e. skills and perspectives, psychological and physical, social-capital, flexibility, material) in the one domain, that may help the individual improve the quality of his/her performance in the other domain. These resources thus enable improved performance in the other role either directly (i.e. instrumental path) or indirectly (i.e. affective path). During the second phase a new work-family enrichment instrument was developed, namely the MACE Work-Family Enrichment Instrument. This instrument was based on the proposed work-family enrichment theoretical model for both directions (i.e. work-to-family and family-to-work). Initially 133 items were developed that the researcher obtained from the existing literature, and 161 items were self-developed. During the evaluation study, various problematic items were eliminated by using the Rasch measurement model. The third phase included the validation study in which the psychometric properties of the new MACE instrument was investigated. The results provided evidence for construct validity, discriminant validity and convergent validity, and showed significant relations with external variables. Adequate internal consistency was also found for the proposed scales. The final number of items retained after this phase in the development and pilot study of the MACE Work-Family Enrichment Instrument were 34. During the final phase, various relationships were pointed out between antecedents (i.e. various work resources and home resources), work-family enrichment dimensions, as well as dimensions and outcomes of this type of enrichment. These included work-engagement dimensions, family engagement dimensions, as well as satisfaction-dimensions for work, career, life and the family environment. The results of these relationships were found to be in accordance with other literature on the positive side of the work/family interface. The present study provided evidence for the psychometric properties of the new MACE instrument, which researchers and managers can use to investigate the specific enrichment between work and family domains of employees in a South African context. The results give researchers and managers insight into the specific antecedents (e.g. work resources) and outcomes (e.g. job satisfaction) that play a role in work-family enrichment. This insight can be used as basis on which interventions can be developed to deal with these issues currently. Recommendations were also made for future research. / PhD (Industrial Psychology), North-West University, Potchefstroom Campus, 2014

This study empirically compares the Classical Test Theory (CTT) and the Partial Credit Model (PCM) of Rasch focusing on the invariance of item parameters. The invariance concept which is the consequence of the principle of specific objectivity was tested in both CTT and PCM using the results of learners who wrote the National Senior Certificate (NSC) Mathematics examinations in 2010. The difficulty levels of the test items were estimated from the independent samples of learn- ers. The same sample of learners used in the calibration of the difficulty levels of the test items in the PCM model were also used in the calibration of the difficulty levels of the test items in CTT model. The estimates of the difficulty levels of the test items were done using RUMM2030 in the case of PCM while SAS was used in the case of CTT. RUMM2030 and SAS are both the statistical softwares. The analysis of variance (ANOVA) was used to compare the four different design groups of test takers. In cases where the ANOVA showed a significant difference between the means of the design groups, the Tukeys groupings was used to establish where the difference came from. The research findings were that the test items' difficulty parameter estimates based on the CTT theoretical framework were not invariant across the different independent sample groups. The over- all findings from this study were that the CTT theoretical framework was unable to produce item difficulty invariant parameter estimates. The PCM estimates were very stable in the sense that for most of the items, there was no significant difference between the means of at least three design groups and the one that deviated from the rest did not deviate that much. The item parameters of the group that was representative of the population (proportional allocation) and the one where the same number of learners (50 learners) was taken from different performance categories did not differ significantly for all the items except for item 6.6 in examination question paper 2. It is apparent that for the test item parameters to be invariant of the group of test takers in PCM, the group of test takers must be heterogeneous and each performance category needed to be big enough for the proper calibration of item parameters. The higher values of the estimated item parameters in CTT were consistently found in the sample that was dominated by the high proficient learners in Mathematics ("bad") and the lowest values were consistently calculated in the design group that was dominated by the less proficient learners. This phenomenon was not apparent in the Rasch model. / Mathematical Sciences / M.Sc. (Statistics)

論文名稱：線上題庫與適性測驗整合系統之發展研究 頁數：337 校所系別：國立政治大學教育學系 畢業時間及摘要別：九十學年度第二學期博士論文摘要 指導教授：林邦傑博士、余民寧博士 研究生：陳新豐 論文摘要內容 本研究係結合工具研發、理論驗證與效能評估的研究，旨在開發一個建構在全球資訊網的「線上題庫與適性測驗整合系統」，以提供教師在網際網路環境下的輔助教學評量系統，除了可動態新增題庫之外，並能針對學生提供童身訂做的適性測驗。因此，研究的兩個核心主軸為「線上題庫與適性測驗整合系統」之開發與「線上題庫建置」的理論驗證。 依循這兩個核心主軸，本研究的研究目的有三：（一）開發線上題庫與適性測驗整合系統。（二）驗證建置題庫的相關理論。（三）評估整合系統運作效能與使用者滿意程度。 為達成這三個研究目的，研究者採用結構分析中，Sehlly、Cashmen和Rosenblatt (2001)所提出的「系統開發生命週期」，將「線上題庫與適性測驗整合系統」開發過程分為「系統規劃」、「系統分析」、「系統設計」、「系統建置」、「系統運行與支援」等五個階段逐步開發。 研究樣本方面，第一次預試選用台南市崇明國中三年級學生115人，第二次預試選用台南市建興國中三年級學生191人，正式施測樣本則是台灣地區北、中、南、東、離島等共計九校2567位國中三年級學生為研究對象。此外，在需求調查報告部分，共調查十五位專家對開發系統的意見。 就研究工具來說，本研究主要研究工具為「線上題庫與適性測驗之整合系統」，另外，「功能需求調查問卷」、「硬體設備」、「軟體工具」、「系統評估量表」也是本研究的研究工具。 就資料處理來說，本研究運用ITEMAN、BILOG、MatLab和SPSS套裝軟體進行資料處理，所採用的統計方法包含古典測驗理論與試題反應理論等理論來分析，計有試題分析、IRT三參數估計、因素結構分析等。 研究結果部分，本研究得到如下結論：（一）線上題庫與通性測驗兩個系統可整合為一。（二）線上題庫與遍性測驗之整合系統具有多項功能。（三）結構化分析中之系統開發生命週期是開發整合系統的理想方法。（四）題庫等化轉換常數方法以Mean/Mean和Haebara等方法較佳。（五）線上測驗與紙筆測驗的試題訊息量相近，但難度偏高。（六）線上測驗連結效益良好。（七）本整合系統運作效能良好。（八）使用者對整合系統之功能感到滿意。根據研究結論，本研究針對工具研發、題庫建置、效能評估等提出具體建議。 關鍵字：試題反應理論、題庫、等化、電腦化適性測驗、系統開發生命週期 / A Reserach In The Development of An Integrated On-Line Item Bank and Computerized Adaptive Testing System Abstract This research is to develop an integrated internet system of on-line item bank and computerized adaptive testing (the "System"), which is comprised of the teaching tool development, theory verification, and efficiency evaluation. Except for the addition of new item bank dynamically, the System, an auxiliary teaching evaluation system for teachers, can also provide customarily made adaptive testing for students. Therefore, to develop an integrated on-line item bank and computerized adaptive testing system and to verify the theory of on-line item bank development constitute the two core spindles of this research. Following the aforementioned research spindles, the main purposes of this research are going to: (A). Develop an integrated on-line item bank and computerized adaptive testing system. (B). Verify the related theories concerning the development of on-line item bank. (C). Evaluate the operating efficiency of such System and the degree of users' satisfaction. The "systems development life cycle" (Sehily, Cashmen Rosenblatt, 2001), a structured analysis method, is adopted to conduct the research. The development process of an integrated on-line item bank and computerized adaptive testing system is divided into 5 separate and successive stages, starting from system planning, system analysis, system design, system development, to system operation and support. In terms of research sampling, the selected samples in the first preliminary testing are 115 ninth-grade students of Chiung-Ming High School in Tainan City, Taiwan. The selected samples in the second preliminary testing are 191 ninth-grade students of Cheng-Sing High School in Tainan City, Taiwan. The third and official sampling is 2,567 ninth-grade students who were selected from a total of 9 high schools ranging from Northern, Central, Southern, and Eastern Taiwan, and islands adjacent to Taiwan. Furthermore, in the demand side, an investigation has been conducted to consult with 15 teaching experts for their professional opinions in regard to such System development. As far as research tools are concerned, except for the main research tool - the integrated on-line item bank and computerized adaptive testing system, other research tools employed consist of functional demand questionnaires, hardware equipments, software tools, and scales for system evaluation. In the aspect of data processing, ITEMAN, BILOQ MatLab, and SPSSapplication softwares are used to perform the data processing. The statistical method,like classical true score theory and item response theory and etc., is applied to conduct the following analyses: item analysis, IRT three-parameter estimate, structured analysis of elements, and etc. The results of this research lead to the following conclusion: 1. The on-line item bank: system and the adaptive testing system, the two separate systems, can be integrated into one system. 2. The integrated on-line item bank and adaptive testing system can play multiple functions. 3. "Systems development life cycle" in the structured analysis is an ideal manner to develop an integrated system. 4. "Mean/Mean", "Haebara" and, etc. are the better methods to perform the item bank equating and constant conversion. 5. For users, the information volume provided by on-line testing and traditional written testing are quite similar, but the degree of difficulty of on-line testing is higher than that of traditional written testing. 6. The linking effect of on-line testing is fair. 7. The operating efficiency of the integrated system is fair. 8. Users are satisfied with the functions of the integrated system. Based on research conclusions drawn thereon, suggestions for tool development, item bank development, and efficiency evaluation are also provided. Keywords: item response theory, item bank, equating, computerized adaptive testing,systems development life cycle

Este trabalho tem por objetivo apresentar a Teoria da Resposta ao Item (TRI), por meio de uma abordagem pedagógica, aos professores da educação básica, que mencionaram esta necessidade por meio de pesquisa realizada pelo autor. Levar parte do conhecimento teórico que embasa esta teoria ao conhecimento do docente, principalmente a construção da curva de probabilidade de acerto do item, favorecerá a compreensão, a análise e o monitoramento do processo avaliativo educacional. Este material apresenta as principais definições e conceitos da avaliação externa em larga escala, além de fornecer insumos para a compreensão das suposições realizadas para aplicação da metodologia. Neste sentido, o texto foi estruturado de forma a apresentar didaticamente as etapas do processo de implementação de uma avaliação, desde a construção do item até a apuração e divulgação dos resultados. Todo enfoque será dado à construção do modelo da TRI com um parâmetro (dificuldade do item), também conhecido como modelo de Rasch, o que simplifica e facilita a compreensão da metodologia. O modelo utilizado nas avaliações externas em larga escala (modelo com três parâmetros) será introduzido a partir das considerações realizadas na abordagem que explicita o pensamento da construção do modelo de um parâmetro. Acredita-se que esta compreensão possa colaborar com o professor na exploração das habilidades/competências dos alunos durante os anos escolares. / This study aims to present the Item Response Theory (IRT), through a pedagogical approach, to teachers of basic education, which mentioned this necessity through research conducted by the author. To take part of the theoretical knowledge that supports this theory to the teacher\'s knowledge, especially the construction of probability curve of item correct response, it will favor for understanding, analysis and monitoring the evaluation educational process. This material presents the main definitions and concepts of the external evaluation in large scale, besides providing inputs for understanding the assumptions made to apply the methodology. In this sense, the text was structured in order to present the implementation process stages of a large scale assessment, from the item construction to the results calculation and dissemination. The focus will be given to the IRT model construction of one-parameter (difficulty of the item), also known as Rasch model, since it simplifies and facilitates the understanding of methodology. The model used in the external assessment on a large scale (three-parameter model) will be introduced from the considerations made in the approach that explicit the thought of one-parameter model construction. It is believed that understanding can collaborate with teacher in exploration of the students\' skills/competences during the school year.

No presente trabalho propomos uma estrutura bayesiana, através de um esquema de dados aumentados, para analisar modelos longitudinais com grupos mútiplos (MLGMTRI) na Teoria da Resposta ao Item (TRI). Tal estrutura consiste na tríade : modelagem, métodos de estimação e métodos de diagnóstico para a classe de MLGMTRI. Na parte de modelagem, explorou-se as estruturas multivariada e multinível, com o intuito de representar a hierarquia existente em dados longitudinais com grupos múltiplos. Esta abordagem permite considerar várias classes de submodelos como: modelos de grupos múltiplos e modelos longitudinais de um único grupo. Estudamos alguns aspectos positivos e negativos de cada uma das supracitadas abordagens. A modelagem multivariada permite representar de forma direta estruturas de dependência, além de possibilitar que várias delas sejam facilmente incorporadas no processo de estimação. Isso permite considerar, por exemplo, uma matriz não estruturada e assim, obter indícios da forma mais apropriada para a estrutura de dependência. Por outro lado, a modelagem multinível propicia uma interpretação mais direta, obtenção de condicionais completas univariadas, fácil inclusão de informações adicionais, incorporação de fontes de dependência intra e entre unidades amostrais, dentre outras. Com relação aos métodos de estimação, desenvolvemos um procedimento baseado nas simulações de Monte Carlo via cadeias de Markov (MCMC). Mostramos que as distribuições condicionais completas possuem forma analítica conhecida e, além disso, são fáceis de se amostrar. Tal abordagem, apesar de demandar grande esforço computacional, contorna diversos problemas encontrados em outros procedimentos como: limitação no número de grupos envolvidos, quantidade de condições de avaliação, escolha de estruturas de dependência, assimetria dos traços latentes, imputação de dados, dentre outras. Além disso, através da metodologia MCMC, desenvolvemos uma estrutura de seleção de matrizes de covariâncias, através de um esquema de Monte Carlo via Cadeias de Markov de Saltos Reversíveis (RJMCMC). Estudos de simulação indicam que o modelo, o método de estimação e o método de seleção produzem resultados bastante satisfatórios. Também, robustez à escolha de prioris e valores iniciais foi observada. Os métodos de estimação desenvolvidos podem ser estendidos para diversas situações de interesse de um modo bem direto. Algumas das técnicas de diagnóstico estudadas permitem avaliar a qualidade do ajuste do modelo de um modo global. Outras medidas fornecem indícios de violação de suposições específicas, como ausência de normalidade para os traços latentes. Tal metodologia fornece meios concretos de se avaliar a qualidade do instrumento de medida (prova, questionário etc). Finalmente, a análise de um conjunto de dados real, utilizando-se alguns dos modelos abordados no presente trabalho, ilustra o potencial da tríade desenvolvida além de indicar um ganho na utilização dos modelos longitudinais da TRI na análise de ensaios educacionais com medidas repetidas em deterimento a suposição de independência. / In this work we proposed a bayesian framework, by using an augmented data scheme, to analyze longitudinal multiple groups models (LMGMIRT) in the Item Response Theory (IRT). Such framework consists in the following set : modelling, estimation methods and diagnostic tools to the LMGMIRT. Concerning the modelling, we exploited multivariate and multilevel structures in order to represent the hierarchical nature of the longitudinal multiple groupos model. This approach allows to consider several submodels such that: multiple groups and longitudinal one group models. We studied some positive and negative aspects of both above mentioned approches. The multivariate modelling allows to represent, in a straightforward way, many dependence structures. Furthermore it possibilities that many of them can be easily considered in the estimation process. This allows, for example, to consider an unstructured covariance matrix and, then, it allows to obtain information about the most appropritate dependece structure. On the other hand, the multilevel modelling permits to obtain: more straightforward interpretations of the model, the construction of univariate full conditional distributions, an easy way to include auxiliary information, the incorporation of within and between subjects (groups) sources of variability, among others. Concerning the estimation methods, we developed a procedure based on Monte Carlo Markov Chain (MCMC) simulation. We showed that the full conditional distributions are known and easy to sample from. Even though such approach demands a considerable amount of time it circumvents many problems such that: limitation in the number of groups that can be considered, the limitation in the number of instants of observation, the choice of covariance matrices, latent trait asymmetry, data imputation, among others. Furthermore, within the MCMC metodology, we developed a procedure to select covariance matrices, by using the so called Reversible Jump MCMC (RJMCMC). Simulation studies show that the model, the estimation method and the model selection procedure produce reasonable results. Also, the studies indicate that the developed metodology presents robustness concerning prior choice and different initial values choice. It is possible to extent the developed estimation methods to other situations in a straightforward way. Some diagnostics techniques that were studied allow to assess the model fit, in a global sense. Others techniques give directions toward the departing from some specific assumptions as the latent trait normality. Such methodology also provides ways to assess the quality of the test or questionaire used to measure the latent traits. Finally, by analyzing a real data set, using some of the models that were developed, it was possible to verify the potential of the methodology considered in this work. Furthermore, the results of this analysis indicate advantages in using longitudinal IRT models to model educational repeated measurement data instead of to assume independence.