Calibración de instrumentos de evaluación-clasificación en matemáticas en la Universidad Jorge Tadeo Lozano

Item Response Theory, IRT, is a valuable methodology for analyzing the quality of the instruments utilized in assessment of academic achievement. This article presents an implementation of the mentioned theory, particularly of the Rasch model, in order to calibrate items and the instrument used in the classification test for the Basic Mathematics subject at Universidad Jorge Tadeo Lozano. 509 responses chains of students, obtained in the june 2011 application, were analyzed with a set of 45 items, through eight case studies that are showing progressive steps of calibration. Criteria of validity of items and of whole instrument were defined and utilized, to select groups of responses chains and items that were finally used in the determination of parameters which then allowed the classification of assessed students by the test.La Teoría de Respuesta al Ítem, TRI, es una metodología valiosa para el análisis de la calidad de los instrumentos utilizados en evaluaciones de logro académico. En este artículo se presenta una implementación de la teoría mencionada, particularmente del modelo de Rasch, con el propósito de calibrar los ítems y el instrumento que se emplean en la prueba clasificatoria para la asignatura de Matemáticas Básicas en la Universidad Jorge Tadeo Lozano. Se analizaron 509 cadenas de respuestas de estudiantes, obtenidas en la aplicación de junio de 2011, con un conjunto de 45 ítems, a través de ocho casos de estudio que van mostrando progresivamente los pasos de la calibración. Se definieron y utilizaron criterios de validez de los ítems y del instrumento en su conjunto, para seleccionar los grupos de cadenas de respuestas y de ítems que finalmente fueron empleados en la determinación de los parámetros que permitieron luego la clasificación de los estudiantes evaluados mediante la prueba

Calibration of assessment instruments – classification in mathematics at the Universidad Jorge Tadeo Lozano

Item Response Theory, IRT, is a valuable methodology for analyzing the quality of the instruments utilized in assessment of academic achievement. This article presents an implementation of the mentioned theory, particularly of the Rasch model, in order to calibrate items and the instrument used in the classification test for the Basic Mathematics subject at Universidad Jorge Tadeo Lozano. 509 responses chains of students, obtained in the june 2011 application, were analyzed with a set of 45 items, through eight case studies that are showing progressive steps of calibration. Criteria of validity of items and of whole instrument were defined and utilized, to select groups of responses chains and items that were finally used in the determination of parameters which then allowed the classification of assessed students by the test