An Item Analysis Study on TIMSS 2015 Mathematics Items of Omani and Iranian Students Comparison IRT and CDM Approaches

Aliasghar Rahman Doust; Waseem Ahmad Khan; Mohammed Al-Ghafri

doi:https://doi.org/10.14445/22315373/IJMTT-V67I9P510

International Journal of Mathematics Trends and Technology

Research Article | Open Access | Download PDF

Volume 67 | Issue 9 | Year 2021 | Article Id. IJMTT-V67I9P510 | DOI : https://doi.org/10.14445/22315373/IJMTT-V67I9P510

An Item Analysis Study on TIMSS 2015 Mathematics Items of Omani and Iranian Students Comparison IRT and CDM Approaches

Aliasghar Rahman Doust, Waseem Ahmad Khan, Mohammed Al-Ghafri

Citation :

Aliasghar Rahman Doust, Waseem Ahmad Khan, Mohammed Al-Ghafri, "An Item Analysis Study on TIMSS 2015 Mathematics Items of Omani and Iranian Students Comparison IRT and CDM Approaches," International Journal of Mathematics Trends and Technology (IJMTT), vol. 67, no. 9, pp. 87-95, 2021. Crossref, https://doi.org/10.14445/22315373/IJMTT-V67I9P510

Abstract

The present paper aims to analyze the psychological properties of the mathematics fourth-grade items of Omani and Iranian students by IRT and CDM item analysis. The statistical samples were selected from all Omani and Iranian fourth-grade students who took TIMSS 2015 mathematics test. The research methodology was a secondary analysis method. The results of the IRT showed, there are no same difficult items for both countries. However, 22 items were recognized as very easy items for Oman and Iran. Furthermore, IRT showed, there were just 5 of the same appropriate items for Omani and Iranian students. Besides, the CDM approach found the 9 most difficult items for both Omani and Iranian students. Consequently, CDM analysis analyzed better the psychological properties of the items.

Keywords

Item Analysis, TIMSS, Mathematics, Assessment, CDM, IRT

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