The Compatibility between the Two-Parameter Logistic Model and Classical Theory in Constructing an Achievement Test in General Science for 6th Grade Students

This study aimed to assess the compatibility between the two-parameter logistic model and classical theory in constructing an achievement test in science for sixth grade students. To achieve this purpose, a science achievement test consisting of 50 multiple-choice items was constructed and applied to a sample of 567 sixth graders from eight randomly selected public schools in Jarash. The responses were analyzed using SPSS, BILOG-MG 3, NOHARM, and LDID programs to obtain statistical indicators for both examinees and items. The results indicate that the items of the sixth-grade science test can be classified as either matching or non-matching according to item response theory using the two-parameter logistic model and classical theory. There is a notable similarity between the two theories in classifying the items, with an agreement rate of 92% between the conventional indicators and the two-parameter logistic model indicators. Additionally, the results revealed a significant statistical difference in reliability and criterion validity between the two theories, in favor of item response theory using the two-parameter logistic model. The results also indicated a strong positive correlation between the capabilities of test examinees and their raw or standardized scores.