caa a22 4500 445327006 CHVBK 20180317142724.0 cr unu---uuuuu 170323e20110801xx s 000 0 eng 10.1007/s11162-010-9202-3 doi (NATIONALLICENCE)springer-10.1007/s11162-010-9202-3 Measuring Student Involvement: A Comparison of Classical Test Theory and Item Response Theory in the Construction of Scales from Student Surveys [Elektronische Daten] [Jessica Sharkness, Linda DeAngelo] This study compares the psychometric utility of Classical Test Theory (CTT) and Item Response Theory (IRT) for scale construction with data from higher education student surveys. Using 2008 Your First College Year (YFCY) survey data from the Cooperative Institutional Research Program at the Higher Education Research Institute at UCLA, two scales are built and tested—one measuring social involvement and one measuring academic involvement. Findings indicate that although both CTT and IRT can be used to obtain the same information about the extent to which scale items tap into the latent trait being measured, the two measurement theories provide very different pictures of scale precision. On the whole, IRT provides much richer information about measurement precision as well as a clearer roadmap for scale improvement. The findings support the use of IRT for scale construction and survey development in higher education. The Author(s), 2010 Student involvement nationallicence Item Response Theory (IRT) nationallicence Classical Test Theory (CTT) nationallicence Psychometrics nationallicence Measurement nationallicence Scale development nationallicence Sharkness Jessica Cooperative Institutional Research Program at the Higher Education Research Institute, University of California, Los Angeles, 3005 Moore Hall, Box 951521, 90095-1521, Los Angeles, CA, USA aut DeAngelo Linda Cooperative Institutional Research Program at the Higher Education Research Institute, University of California, Los Angeles, 3005 Moore Hall, Box 951521, 90095-1521, Los Angeles, CA, USA aut Research in Higher Education Springer Netherlands 52/5(2011-08-01), 480-507 0361-0365 52:5<480 2011 52 11162 https://doi.org/10.1007/s11162-010-9202-3 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s11162-010-9202-3 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Sharkness Jessica Cooperative Institutional Research Program at the Higher Education Research Institute, University of California, Los Angeles, 3005 Moore Hall, Box 951521, 90095-1521, Los Angeles, CA, USA aut NATIONALLICENCE 700 1- DeAngelo Linda Cooperative Institutional Research Program at the Higher Education Research Institute, University of California, Los Angeles, 3005 Moore Hall, Box 951521, 90095-1521, Los Angeles, CA, USA aut NATIONALLICENCE 773 0- Research in Higher Education Springer Netherlands 52/5(2011-08-01), 480-507 0361-0365 52:5<480 2011 52 11162 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer