Promoting Educational Research Through Effective Instrument Development
Volume 3 - Issue 3, March 2019 Edition
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Educational Research, Instrument Development, Item Analysis, Test Development Models, Test theories.
The paper examined various processes of instrument development and projected two models: Test Development Model (TDM) I and TDM II for effective instrument development in educational research. Methods of establishing validity (Face, Content and Construct) and reliability (Test Re-test, Split Half, Cronbach Alfa and Coefficient of Concordance) of research instruments were equally highlighted. Two test theories: Classical Test Theory (CTT) and Item Response Theory (IRT) were identified as significant theories associated with test development. The two statistics which form the cornerstone of classical test theory (item difficulty and item discrimination) for establishing item facility indexes (Item Analysis) were also examined. Finally, the processes provided by the two models for instrument development projected in this paper as well as the two test theories which provide the logic and mathematical framework that underlie standard practices in test construction and use were recommended for the development of test instrument in educational research. Also, is recommended that only items found within the acceptable difficulty index and discrimination index should be retained to form final part of the developed instrument.
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