Determination of the Psychometric Properties and Standardization of Reynolds Adaptable Intelligence Tests-Nonverbal (Rait-Nv) Using Item Response Theory in Nigeria (Published)
The study focused on the determination of the psychometric properties and Standardization of Reynolds Adaptable Intelligence Test (RAIT-NV) using Item Response Theories in Nigeria. The study used the triangulation research design. Five research questions guided the study. A sample of 2120 students was randomly drawn using multistage sampling techniques from a population of 14,107,456 of all the undergraduate, secondary and upper primary students in Nigeria. The instrument for the data collection is Reynolds Adaptable Intelligence Test (RAIT-NV). RAIT-NV reliability coefficient was 0.92 using Cronbach Alpha and the construct validity was 0.88. To answer the five research questions, data generated were analyzed using The X-Calibre 4.2, EIRT, SPSS, Microsoft excel, data was also analyzed using the IRT logistic model (2PLM), TIF, Factor analyses, Correlations, Analysis of variance, (ANOVA) z-score, T-score, normalized standard score and percentile ranks. Result showed that, under the IRT framework that RAIT-NV item difficulty graduates from very easy to very difficult, RAIT-NV items were able to discriminate between examinee high and those low on the trait been measured. RAIT-NV had satisfactory factor structure and had local independent, TIF was satisfactory. Percentile ranks, z scores, T scores, and Normalized standard score of RAIT-NV were established. The finding of the study showed that using IRT in revalidation and standardization of instrument provide reliable and valid instrument for measuring intelligence. Based on the findings, it was recommended among others that Teachers, test developers, psychologist, researchers and relevant educational agencies, should ensure that they establish the Z scores, T scores, Percentile rank and Normalized standard score of any instrument they are revalidating and standardizing for measuring intelligence. This is recommended to even out all the difference from age, gender, ethnicity and educational level associated with raw scores.
Citation: Magnus-Arewa Eseose Anthonia and G. W. Orluwene (2021) Determination of the Psychometric Properties and Standardization of Reynolds Adaptable Intelligence Tests-Nonverbal (Rait-Nv) Using Item Response Theory in Nigeria, International Journal of Education, Learning and DevelopmentVol. 9, No.6, pp.57-77
Keywords: Item Response Theory, Reynolds adaptable intelligence test – nonverbal, intelligence test
Use of Differential Item Functioning (DIF) Analysis for Bias Analysis in Test Construction (Published)
The study used differential item functioning (DIF) analysis to determine item bias in a chemistry aptitude test (CAT). A total of 270 items were administered, in paper and pencil format for item analysis purposes. Items were analysed by means of classical item analysis, IRT item analysis and DIF analysis in particular. The sample size was 554 secondary school students from SS1 and SS3. The study focused on selected secondary schools in Yoruba speaking states of the western part of Nigeria, Hausa speaking states in the northern part of Nigeria and Igbo speaking states in the eastern Nigeria. The sample was divided into subgroups which was used to investigate the DIF for the level of Education, gender, language and culture. This was used to indentify items that indicated bias in terms of gender, culture, language or level of education. Items that exceeded a predetermined amount of DIF were discarded from that final item bank, irrespective of which subgroup was being advantaged or disadvantaged. The process and results of the DIF analysis were discussed.
Keywords: Classical Test Theory, Differential Item Functioning, Item Characteristic Curves, Item Response Theory