Comparative Analysis of Classical Test Theory and Item Response Theory using Chemistry Test Data 
Ado Abdu Bichi1, Rahimah Embong2, Rohaya Talib3, Sakinah Salleh4, Abdullah Bin Ibrahim5
1Ado Abdu Bichi, Graduate Studenta & Lecturerb, a Universiti Sultan Zainal Abidin, Kuala Terengganu, Malaysia. & b Faculty of Education, Yusuf Maitama Sule University, Kano.
2Rahimah Embong, Assoc. Professor, Department of Education, Dakwah and Islamic Civilization, Faculty of Contemporary Islamic Studies, Universiti Sultan Zainal Abidin, Kuala Terengganu, Malaysia.
3Rohaya Talib, Senior Lecturer, School of Education, Universiti Teknologi, Malaysia, Johor Bahru, Malaysia.
4Sakinah Salleh, Senior Lecturer, Faculty of Human Sciences, Universiti Pendidikan Sultan Idris, Malaysia.
5Abdullah bin Ibrahim, Senior Lecturer, Centre for Fundamental Studies, Universiti Sultan Zainal Abidin, Kuala Terengganu, Malaysia.
Manuscript received on 02 September 2019 | Revised Manuscript received on 12 September 2019 | Manuscript Published on 23 September 2019 | PP: 1260-1266 | Volume-8 Issue-5C, May 2019 | Retrieval Number: E11790585C19/19©BEIESP | DOI: 10.35940/ijeat.E1179.0585C19
Open Access | Editorial and Publishing Policies | Cite | Mendeley | Indexing and Abstracting
© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: Assessment of learning involves deciding whether or not the content and objectives of education are down pat by administering quality tests. This study assesses the standard of Chemistry action take a look at and compares the item statistics generated mistreatment CTT and IRT strategies. A descriptive survey was adopted involving a sample of N=530 students. The specialised XCALIBRE 4 and ITEMAN 4 softwares were used to conduct the item analysis. Results indicate that, both the two methods commonly identified 13(32.5%) items as “problematic” and 27(67.5%) were “good”. Similarly, a significantly higher correlation exists between item statistics derived from the CTT and IRT models, [(r=-0.985,) and (r=0.801) p<0.05] for item difficulty and discrimination respectively; the study concludes that the Chemistry Achievement test used do not pass through the processes of standardisation. Secondly, CTT and IRT frameworks appeared to be effective and reliable in assessing test items as the two frameworks provide similar and comparable results. The study recommends that the teacher made Chemistry tests used in measuring students’ achievement should be made to pass through all the processes of standardisation. Meanwhile, CTT and IRT approaches of item analysis ought to be integrated within the aspects of item development and analysis because of their superiority within the investigation of reliability and minimising measurement errors.
Keywords: Chemistry Tests, Item Response Theory, Classical Test Theory, Item Parameters.
Scope of the Article: Data Analytic