أثر اختيار أنموذج الاستجابة للمفردة في دقة تقدير معالم المفردة ثنائية الاستجابة

Abstract EN

The study aimed to examine the effect of choosing the two-response word response model (Single-teacher, dual-teacher, and three-teacher), in estimating the singular parameters of the mono-teacher model(difficulty), dual-teacher (difficulty and discrimination), triple-teacher (difficulty distinguishing andguessing) and its accuracy.

To achieve the goals of the study, the researcher applied a number-reversal test for the WoodcockJohnson III (standard battery) test consisting of 30 two-response items (zero for the wrong answer and onefor the correct answer) on a sample of students of the sixth academic preparatory grade of 640 students forboth sexes (males and female) from the schools of the province of Baghdad.

The assumptions of the word response theory were validated (One-dimensional, LocalIndependence, Single Characteristic Curve, Speed Factor), The results showed that these assumptions werefulfilled.

The researcher also tested the suitability of the Chi-square, showing that all vocabulary wasappropriate for the models.

The results showed the following: 1 -There were no statistically significant differences in estimating the coefficient of difficulty andsingularity due to the model factor (mono-teacher, two-teacher, and three-teacher).

2.

There were no statistically significant differences in estimating the discrimination factor and its accuracydue to the approved model (mono-teacher, two-teacher, and three-teacher).

3.

The ence of statistically significant differences in estimating the power factor of individuals and theiraccuracy due to the model factor.

4.

Fit of number-reversal test for Woodcock Jones III cognitive ability test (standard battery) for singleparametermodel because discrimination coefficients are close and the guess factor is very close to zero.

.