Dr. Dimitrov presented a comprehensive overview of IRT, explaining its development, practical applications, and its potential to bring about a transformative change in educational assessment. He described the theory as one of the leading frameworks that offers a precise mathematical model to analyze the relationship between test-takers’ characteristics (such as ability or skill) and the likelihood of their responses to individual items. He highlighted how IRT represents a significant advancement compared to classical test theory, which relies on general assumptions like test reliability and the normal distribution of scores.
Dr. Dimitrov emphasized that IRT is based on various mathematical models, including the unidimensional logistic model, the two-parameter model, and the three-parameter model, all of which take into account factors such as item difficulty, discrimination, and guessing probability. The seminar also discussed the limitations of classical test theory, such as its inability to offer precise standards for comparing item difficulty or distinguishing between different groups of test-takers. However, it was explained that these complexities are offset by the high accuracy and flexibility offered by IRT, especially when using computerized measurement tools.
Dr. Dimitrov illustrated the practical success of IRT in large-scale testing applications, particularly in educational and professional measurements. He cited the experience of the National Center for Assessment in Saudi Arabia, which uses IRT to analyze items, calibrate results, and design tests. He emphasized how these applications improve the accuracy of assessments, ensure fairness across different test-taker groups, and provide detailed reports that help educators and policymakers make data-driven decisions.
The seminar also included a comparative analysis between classical test theory and IRT, where Dr. Dimitrov noted that each has contexts where it is best suited. While classical test theory is simpler, IRT excels in providing accurate models for adaptive testing and analyzing complex data, making it a powerful tool for modern assessments.
The seminar concluded with a discussion on future research directions in IRT, including differential item performance analysis, the design of multi-stage tests, item calibration to ensure consistency across various test formats, and the use of customized models to analyze multi-category items.
The event closed with an interactive Q&A session where attendees raised important questions about integrating IRT into their research and teaching practices. Participants expressed particular interest in the practical applications of the theory and the possibility of collaborating on joint studies.
Dr. Dimitrov is a leading figure in educational measurement, known for his work in developing new methodologies for item analysis and result calibration, earning international recognition for his contributions. His work has significantly influenced the adoption of evidence-based assessment practices.
This seminar reflects the School of Educational Sciences at the University of Jordan's commitment to advancing scientific research and applying modern theories in education and assessment. The event underscores the School's dedication to enhancing academic excellence and providing a rich educational environment for both students and School members.