A Comparison of Anchor-Item Designs for the Concurrent Calibration of Large Banks of Likert-Type Items

Current interest in measuring quality of life is generating interest in the construction of computerized adaptive tests (CATs) with Likert-type items. Calibration of an item bank for use in CAT requires collecting responses to a large number of candidate items. However, the number is usually too large to administer to each subject in the calibration sample. The concurrent anchor-item design solves this problem by splitting the items into separate subtests, with some common items across subtests; then administering each subtest to a different sample; and finally running estimation algorithms once on the aggregated data array, from which a substantial number of responses are then missing. Although the use of anchor-item designs is widespread, the consequences of several configuration decisions on the accuracy of parameter estimates have never been studied in the polytomous case. The present study addresses this question by simulation, comparing the outcomes of several alternatives on the configuration of the anchor-item design. The factors defining variants of the anchor-item design are (a) subtest size, (b) balance of common and unique items per subtest, (c) characteristics of the common items, and (d) criteria for the distribution of unique items across subtests. The results of this study indicate that maximizing accuracy in item parameter recovery requires subtests of the largest possible number of items and the smallest possible number of common items; the characteristics of the common items and the criterion for distribution of unique items do not affect accuracy.

Descriptive analysis of the test of everyday attention for children in a Spanish normative sample

Introduction. Test of Everyday Attention for Children (TEA-Ch) has been validated in different countries demonstrating that it is an instrument with a correct balance between reliability and duration. Given the shortage of trustworthy instruments of evaluation in our language for infantile population we decide to explore the Spanish version of the TEA-Ch. Methods. We administered TEA-Ch (version A) to a sample control of 133 Spanish children from 6 to 11 years enrolled in school in the Community of Madrid. Four children were selected at random by course of Primary Education, distributing the sex of equivalent form. Descriptive analysis and comparison by ages and sex in each of the TEA-Ch's subtests were conducted to establish a profile of the sample. In order to analyze the effect of the age, subjects were grouped in six sub-samples: 6, 7, 8, 9, 10 and 11 years-old. Results. This first descriptive analysis demonstrates age exerted a significant effect on each measure, due to an important "jump" in children's performance between 6 and 7 years-old. The effect of sex was significant only in two visual attention measures (Sky Search & Map) and interaction age and sex exerted a significant effect only in the dual task (Score DT). Conclusions. The results suggest that the Spanish version of the TEA-Ch (A) might be a useful instrument to evaluate attentional processes in Spanish child population.