@article{Eluwa_Eluwa_Abang_2011, place={London, U.K.}, title={Evaluation of Mathematics Achievement Test: A Comparison Between Classical Test Theory (CTT) and Item Response Theory (IRT)}, volume={1}, url={https://www.richtmann.org/journal/index.php/jesr/article/view/11750}, abstractNote={<p>Item bias is critical to the process of evaluating the quality of an educational assessment in terms of reliability and<br>validity. This study applied the Classical Test Theory and Item Response Theory to evaluate the quality of an assessment<br>constructed by the researchers to measure National Certificate of Education (NCE) students’ achievement in Mathematics. The<br>sample for this study consisted of the junior and senior Mathematics and English major teacher-education student from the Abia<br>State College of Education, Arochukwu. A sample of 80 students was drawn for this study. The Mathematics Achievement Test<br>(MAT) for College students developed by the authors was used. Data was analyzed in two dimensions. First, the psychometric<br>properties of the instrument were analyzed using CTT and IRT and the detection of item bias was performed using the method<br>for Differential Item Functioning (DIF). The results showed that although Classical Test Theory (CTT) and Item Response Theory<br>(IRT) methods are different in so many ways, outcome of data analysis using the two methods in this study did not say so. Items<br>which where found to be “bad items” in CTT came out not fitting also in the Rasch Model.</p>}, number={4}, journal={Journal of Educational and Social Research}, author={Eluwa, O. Idowu and Eluwa, Akubuike N. and Abang, Bekom K.}, year={2011}, month={Nov.}, pages={99} }