<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-4036</journal-id>
<journal-title><![CDATA[Ensaio: Avaliação e Políticas Públicas em Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ensaio: aval. pol. públ. educ.]]></abbrev-journal-title>
<issn>0104-4036</issn>
<publisher>
<publisher-name><![CDATA[Fundação CESGRANRIO]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40362015000300593</article-id>
<article-id pub-id-type="doi">10.1590/S0104-40362015000300003</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[On the complementarity of classical test theory and item response models: item difficulty estimates and computerized adaptive testingSobre a complementaridade da teoria clássica dos testes e dos modelos de resposta ao Item: estimativas da dificuldade do item e testes adaptativos computarizados]]></article-title>
<article-title xml:lang="es"><![CDATA[En la complementariedad de la teoría clásica de los tests y los modelos de la teoría de respuesta al ítem: estimaciones de la dificultad de un ítem y tests adaptativos computarizados]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Patrícia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferrão]]></surname>
<given-names><![CDATA[Maria Eugénia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Joint Research Centre - JRC Econometrics and Applied Statistics ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Belgiun</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,University of Beira Interior Department of Mathematics ]]></institution>
<addr-line><![CDATA[Covilhã ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,University of Lisbon Centre for Applied Mathematics and Economics ]]></institution>
<addr-line><![CDATA[Lisbon ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2015</year>
</pub-date>
<volume>23</volume>
<numero>88</numero>
<fpage>593</fpage>
<lpage>610</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362015000300593&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362015000300593&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362015000300593&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[This study aims to provide statistical evidence of the complementarity between classical test theory and item response models for certain educational assessment purposes. Such complementarity might support, at a reduced cost, future development of innovative procedures for item calibration in adaptive testing. Classical test theory and the generalized partial credit model are applied to tests comprising multiple choice, short answer, completion, and open response items scored partially. Datasets are derived from the tests administered to the Portuguese population of students enrolled in the 4th and 6th grades. The results show a very strong association between the estimates of difficulty obtained from classical test theory and item response models, corroborating the statistical theory of mental testing.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O presente artigo tem por objetivo fornecer evid&#234;ncia estat&#237;stica sobre a complementaridade entre a teoria cl&#225;ssica dos testes e os modelos de resposta ao item para determinados fins de avalia&#231;&#227;o educacional. Essa complementaridade pode contribuir para o desenvolvimento futuro de processos inovadores de calibra&#231;&#227;o dos items no contexto de testes adaptativos, a custo reduzido. A teoria cl&#225;ssica dos testes e o modelo de resposta ao item de cr&#233;dito parcial generalizado s&#227;o aplicados a testes compostos por items de m&#250;ltipla escolha, de resposta curta, de completamento e de resposta aberta, parcialmente classificados. Os conjuntos de dados adv&#234;m dos testes realizados junto da popula&#231;&#227;o portuguesa de estudantes inscritos no 4&#186; e no 6&#186; ano. Os intervalos de confian&#231;a de 95% baseados em 1.000 amostras bootstrap revelam uma forte associa&#231;&#227;o entre as estimativas da dificuldade do item, corroborando a teoria estat&#237;stica de testes psicol&#243;gicos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[El presente estudio tiene como finalidad presentar evidencia estad&#237;stica de la correlaci&#243;n entre la Teor&#237;a Cl&#225;sica de los Tests (TCT) y los modelos de la Teor&#237;a de Respuesta al &#205;tem (TRI) para determinados fines de evaluaci&#243;n educativa. Dicha correlaci&#243;n podr&#237;a contribuir al desarrollo de futuros procedimientos innovadores, a bajo costo, para la calibraci&#243;n de los &#237;tems en el contexto de los sistemas de evaluaci&#243;n adaptables. La Teor&#237;a Cl&#225;sica de los Tests y el Modelo del Cr&#233;dito Parcial Generalizado de Respuesta al &#205;tem, se aplican a pruebas que est&#225;n formadas por &#237;tems de opci&#243;n m&#250;ltiple, de respuestas breves, de completar espacios o de respuesta abierta que se califican de manera parcial. Los conjuntos de datos se extrajeron de las pruebas administradas a poblaci&#243;n portuguesa compuesta por estudiantes procedentes de 4&#176; y 6&#176; grado. Los intervalos de confianza del percentil 95&#186; obtenidos mediante muestras bootstrap ponen de relieve una fuerte relaci&#243;n entre las estimaciones de la dificultad del &#237;tem y por ende, corroboran la teor&#237;a estad&#237;stica de los tests mentales.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Generalized partial credit]]></kwd>
<kwd lng="en"><![CDATA[Item response model]]></kwd>
<kwd lng="en"><![CDATA[Classical test theory]]></kwd>
<kwd lng="en"><![CDATA[Educational assessment]]></kwd>
<kwd lng="pt"><![CDATA[Crédito parcial generalizado]]></kwd>
<kwd lng="pt"><![CDATA[Modelo de resposta ao item]]></kwd>
<kwd lng="pt"><![CDATA[Teoria classica dos testes]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação educacional]]></kwd>
<kwd lng="es"><![CDATA[Crédito parcial generalizado]]></kwd>
<kwd lng="es"><![CDATA[Modelos de respuesta al ítem]]></kwd>
<kwd lng="es"><![CDATA[Teoría clásica de los tests]]></kwd>
<kwd lng="es"><![CDATA[Evaluación educativa]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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