To enhance the chance of use of the item response theory (IRT)
in universities, we developed a test evaluation system via the
Web for university teachers, and we have been evaluating students'
abilities by using the IRT system in midterm and final examinations
for two years.
We show a surprising aspect regarding the adoption of the IRT system in university
tests. That is, the IRT can not only give us the problem difficulty information
but also can provide the accurate student ability evaluation, even if the number
of problems is small. Therefore, we can include high and low level test items
together so that we can assess a variety of students' abilities accurately and
fairly; we do not worry about providing easier problems that will make the lecture
level decline; in other words, we do not care about finding the most appropriate
problem levels to each student. We can provide all level problems uniformly distributed
to all students, and we can still assess the students' abilities accurately.
Consequently, students do not raise claims about their scores; they seem to be
satisfied with it.
We show these results, in this paper, by a theoretical background, a simulation
study, and our empirical results.
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