Innovative Analysis of Mathematics Item Quality Using Item Response Theory for Inclusive and Sustainable Learning
Abstract
High-quality assessment instruments ensure that education measures learning outcomes validly, reliably, and fairly. This study analyzes the relationship between mathematics item quality and student learning outcomes using Item Response Theory (IRT). This data-based approach provides more accurate and comprehensive parameter estimation than classical test theory. The study involved 189 students, and the analysis began with the KMO and Bartlett's Test, which showed sufficient feasibility to proceed to factor exploration. It is clear that the rotation method generated items that fulfilled the requirements of feasibility, making them suitable to be indicators of mathematical competences. Through exploratory factor analysis, it became possible to identify the underlying structure of cognitive constructs of students. This confirms that the developed assessment tools, based on Item Response Theory, facilitate the diagnostics of learning achievements more accurately and help make the process of learning inclusive by providing easily measurable assessments. The results of the study go beyond purely technical aspects since it is important to have well-developed assessment tools to ensure proper measuring of learning outcomes.
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DOI: https://doi.org/10.53889/jpig.v7i1.940
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