Measuring Student Involvement: A Comparison of Classical Test Theory and Item Response Theory in the Construction of Scales from Student Surveys |
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| Authors: | Jessica Sharkness and Linda DeAngelo |
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| Institution: | (1) Cooperative Institutional Research Program at the Higher Education Research Institute, University of California, Los Angeles, 3005 Moore Hall, Box 951521, Los Angeles, CA 90095-1521, USA |
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| Abstract: | This study compares the psychometric utility of Classical Test Theory (CTT) and Item Response Theory (IRT) for scale construction
with data from higher education student surveys. Using 2008 Your First College Year (YFCY) survey data from the Cooperative
Institutional Research Program at the Higher Education Research Institute at UCLA, two scales are built and tested—one measuring
social involvement and one measuring academic involvement. Findings indicate that although both CTT and IRT can be used to
obtain the same information about the extent to which scale items tap into the latent trait being measured, the two measurement
theories provide very different pictures of scale precision. On the whole, IRT provides much richer information about measurement
precision as well as a clearer roadmap for scale improvement. The findings support the use of IRT for scale construction and
survey development in higher education. |
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