Acquiring Item Difficulty Estimates: a Collaborative Effort of Data and Judgment
Kelly Wauters, Piet Desmet, Wim Van Den Noortgate · Educational Data Mining · 2011
The evolution from static to dynamic electronic learning environments has stimulated the research on adaptive item sequencing. A prerequisite for adaptive item sequencing, in which the difficulty of the item is constantly matched to the knowledge level of the learner is to have items with a known difficulty level. The difficulty level can be estimated by means of the item response theory (IRT), as often done prior to computerized adaptive testing. However, the requirement of this calibration method is not easily met in many practical learning situations, for instance, due to the cost of prior calibration and due to continuous generation of new learning items. The aim of this paper is to search for alternative estimation methods and to review the accuracy of these methods as compared to IRT-based calibration. Using real data, six estimation methods are compared with IRT-based calibration: proportion correct, learner feedback, expert rating, paired comparison (learner), paired comparison (expert) and the Elo rating system. Results indicate that proportion correct has the strongest relation with IRT-based difficulty estimates, followed by learner feedback, the Elo rating system, expert rating and finally paired comparison.