Articles
Application of the Model of Generalized Partial Credit in the Evaluation of Project SESI - To one Alphabetized Brazil
Published
October 16, 2018
Keywords:
Item Response Theory, generalized partial credit, proficiency, test information curve.
How to Cite
de São Paulo, E., Silvestri Miranda, B., Gonçalves Moreira Neto, J., & Rodrigues da Paixão, L. A. (2018). Application of the Model of Generalized Partial Credit in the Evaluation of Project SESI - To one Alphabetized Brazil. REICE. Ibero-American Journal on Quality, Effectiveness and Change in Education, 5(2). https://doi.org/10.15366/reice2007.5.2.003
Copyright (c) 2018 REICE. Iberoamerican Journal on Quality Effectiveness and Educational Change
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Abstract
This paper aims to describe the application of the Item Response Theory (IRT) to study the behavior of tests and items from mother language and numeracy exams applied to 2.800 youth and adults that concluded Programa SESI - Por um Brasil Alfabetizado literacy initiative. The data analyses procedure made use of generalized partial credit model, proposed by Muraki (1992). The model appeared to be adequate to the data, indicating that the items correspond to its assumptions. Information is shown on the tests precision, throughout their information curves. The procedures presented also the characteristic and information curves of the items, some of them being presented in this documentDownloads
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