Comparing Item response theory assessment with Classical Measurement Theory in the setting of medical education for the evaluation of clinical competency and goals achievement.

Abstract

Objectives: This article is designed for comparison and contrast of item response theory measurement with classical measurement theory (Classical Measurement Theory) as well as to determine the various advantages offered by item response theory in the setting of medical education. Summary: Classical measurement theory is being impartial and inherent, is used more often than other models in medical education. However, there is one restriction encountered in the use of classical measurement theory that is it sample dependent and the data is bewildered in the specified sample that the researcher has assessed. Whereas, the score in item response theory separate from the sample or stimuli of assessment. Item Response Theory is consistent, it allows for easy evaluation of examination scores enabling the score to be placed in constant measurement scale and compare the change in students’ ability with time. There are various models of Item Response Theory out of which three are discussed along with their statistical assumptions. Conclusions: Item Response Theory being a capable tool is able to simplify a major issue of Classical Measurement Theory, i.e. bewilderment of skill of examinee with item characteristics. The Item Response Theory measurement inscribes the problems in medical education like removing rater mistakes from evaluation.