References
Attali, Y., Saldivia, L., Jackson, C., Schuppan, F., & Wanamaker, W. (2014). Estimating item difficulty with comparative judgments. ETS Research Report Series, 2014(2) , 1-8.
Benton, T. (2020). How Useful Is Comparative Judgement of Item Difficulty for Standard Maintaining?. Research Matters, 29, 27-35.
Chandía, E., Sanhueza, T., Mansilla, A., Morales, H., Huencho, A., & Cerda, G. (2023). Nonparametric cognitive diagnosis of profiles of mathematical knowledge of teacher education candidates. Current Psychology, 42(36), 32498-32511.
Corter, J. E., Tatsuoka, K., Guerrero, A., Dean, M., & Dogan, E. (2006). Revised coding manual for identifying item involvement of content, context, and process subskills for the TIMSS and TIMSS-R 8th grade mathematics tests. Technical Report MES-06-01, Department of Human Development, Teachers College, Columbia University.
Creswell, J. W., Clark, V. L. P., Gutmann, M. L., & Hanson, W. E. (2003). Advanced mixed. Handbook of mixed methods in social & behavioral research, 209, 209-240.
ElMasri, Y. H., Ferrara, S., Foltz, P. W., & Baird, J. A. (2017). Predicting item difficulty of science national curriculum tests: the case of key stage ۲ assessments. The Curriculum Journal, 28(۱) , 59-82.
Hamamoto Filho, P. T., Silva, E., Ribeiro, Z. M. T., Hafner, M. D. L. M. B., Cecilio-Fernandes, D., & Bicudo, A. M. (2020). Relationships between Bloom’s taxonomy, judges’ estimation of item difficulty and psychometric properties of items from a progress test: a prospective observational study. Sao Paulo Medical Journal, 138, 33-39.
Hambleton, R. K., & Jirka, S. J. (2014). Anchor-based methods for judgmentally estimating item statistics (Yadegarzadeh, Gh., Sharifi yeganeh, N., Khodaii, E, Trans). In Handbook of test development (pp. 413-434). Routledge. (Original work published 2006(
Minaei, A., Delavar, A., Falsafinezhad, M. R., Kiamanesh, A. R., & Mohajer, Y. (2014). Cgnitive diagnostic modeling of Iranian eight grade student to mathematics items of TIMSS 2007 using reduced noncompensatory reparameterized unified model and comparison between girls and boys. Quarterly of Educational Measurement, 5(16), 138-170.
OECD. (2013). PISA 2012 assessment and analytical framework: Mathematics, reading, science, problem solving and financial literacy. OECD Publishing.
Pitoniak, M. J., & Cizek, G. J. (2016). Standard setting. In C. S. Wells & M. Faulkner-Bond (Eds.) , Educational measurement: From foundations to future (pp. 38–61). The Guilford Press.
Rezigalla, A. A. (2024). AI in medical education: uses of AI in construction type A MCQs. BMC medical education, 24(1), 247.
Saadati, S., Moghadamzadeh, A., Minaei, A., & Geramipour, M. (2020). Differential item functioning in the framework of cognitive diagnostic assessment: Questions related to the differential and integral calculus of the Iranian national university entrance examination 2018. Biquarterly Journal of Cognitive Strategies in Learning, 8(15), 19-35.
Shadmehr, A., Zamanpour, E., & Qasemi, S. (2024). The equating requirements of scores in alternative forms of high-stakes tests: the case study of the national entrance exam of the foreign language applicants. Quarterly of Educational Measurement, 15(57), 33-53.
Suri, H. (2011). Purposeful sampling in qualitative research synthesis. Qualitative research journal, 11(2), 63-75.
Tatsuoka, K. K. (2009). Cognitive assessment: An introduction to the rule space method. Routledge.
Tatsuoka, K. K., & Boodoo, G. M. (2000). Subgroup differences on the GRE quantitative test based on the underlying cognitive processes and knowledge. In Handbook of research design in mathematics and science education (pp. 821-857). Routledge.
Thorndike, R, L. (1996). Apllied psychometrics (Hooman, H,A, Trans). Houghton Mifflin School.(Original work published 1982(
Turner, R., & Adams, R. J. (2012). Some drivers of test item difficulty in mathematics: an analysis of the competency rubric.
Turner, R., Dossey, J., Blum, W., & Niss, M. (2013). Using mathematical competencies to predict item difficulty in PISA: A MEG study. In Research on PISA: Research outcomes of the PISA Research Conference 2009 (pp. 23-37). Springer Netherlands.
Van de Watering, G., & van der Rijt, J. (2006). Teachers’ and students’ perceptions of assessments: A review and a study into the ability and accuracy of estimating the difficulty levels of assessment items. Educational Research Review, 1(2), 133-147.
Van Onna, m., Lampe, t., & Crompvoets, E. (2019). Equating by pairwise comparison. Presentation at the 20th annual AEA-Europe conference, Lisbon, Portugal
