Normatização da Bateria de Provas de Raciocínio (BPR-5) usando a Teoria de Resposta ao Item / Standardization of the Reasoning Tests Battery (BPR-5) using Item Response Theory / Estandarización de la Batería de Pruebas de Razonamiento (BPR-5) usando la teoría de respuesta al ítem

A Bateria de Provas de Raciocínio (BPR-5) é um instrumento bastante utilizado para avaliação da inteligência no Brasil, possuindo três formas: infantil (1º ao 6º ano do Ensino Fundamental), Forma A (7º ao 9º ano do Ensino Fundamental) e Forma B (Ensino Médio e Superior). Visando a possibilidade de comparar os resultados entre sujeitos que respondem a formas diferentes, o presente estudo objetivou: (a) calibrar os itens das três formas pelo modelo de Rasch, realizando a equalização por itens comuns de modo a obter uma escala equiparável para as três formas, (b) atualizar as normas expandindo a representatividade das amostras e produzindo-se normas para diferentes combinações de idade, escolaridade e sexo, (c) descrever padrões de desenvolvimento da inteligência a partir da escala, comum, produzida entre 6 e 52 anos. Dois estudos foram relatados, o primeiro sobre a calibração dos parâmetros segundo o modelo de Rasch indicando um bom ajuste ao modelo. O segundo estudo exemplificou a utilização de regressão múltipla para criação de normas para testes psicológicos, considerando as variáveis idade, escolaridade e sexo como preditoras dos escores na BPR-5. Essas três variáveis tiveram efeitos significativos explicando 8% (Raciocínio Abstrato), 13% (Raciocínio Verbal), 12% (Raciocínio Espacial), 8% (Raciocínio Numérico) e 22% (Raciocínio Mecânico).(AU)

The Reasoning Tests Battery (BPR-5) is widely used in Brazil for the assessment of intelligence. It has three different forms: children (1st to 6th grade of elementary school), Form A (7th to 9th grade of elementary school) and Form B (high school and higher education). This study describes the steps followed to create a common metric across the forms. It aimed to: (a) calibrate the items of the three forms using Rasch model, link items and equate subjects' scores across forms using the anchoring of common items method, (b) update the norms by expanding the representativeness of the samples by producing norms for different combinations of age, education and sex, and (c) describe the developmental patterns of the BPR-5 subtests across a wide age range, from 6 to 52 years. We present two studies, the first reporting the calibration of item and person parameters with the Rasch model and a good fit to the model. The second illustrated the use of multiple regression analysis to create norms for the psychological tests considering the variables age, education and gender as predictors of the BPR-5 scores. These three variables had significant effects explaining 8% (Abstract Reasoning), 13% (Verbal Reasoning), 12% (Spatial Reasoning), 8% (Numerical Reasoning) and 22% (Mechanical Reasoning) of the variance. (AU)

La Batería de Pruebas de Razonamiento (BPR-5) es un instrumento muy utilizado para la evaluación de la inteligencia en Brasil, disponiendo de tres formas: infantil (1° al 6° año de la Enseñanza Fundamental), Forma A (7° al 9° año de la Enseñanza Fundamental) y Forma B (Bachillerato y Educación Superior). Teniendo como finalidad la posibilidad de comparar los resultados entre sujetos que responden a diferentes versiones, el presente estudio tuvo como objetivo: (a) calibrar los ítems de las tres formas por el modelo de Rasch, realizando la igualación por ítems comunes a fin de obtener una escala equiparable para las tres formas, (b) actualizar las normas ampliando la representatividad de las muestras y produciendo normas para diferentes combinaciones de edad, escolarización y sexo, (c) describir patrones de desarrollo de la inteligencia a partir de la escala, común, producida entre los 6 y los 52 años. Dos estudios fueron reportados, el primer sobre la calibración de los parámetros de acuerdo con el modelo de Rasch, indicando un buen ajuste al modelo. El segundo estudio ejemplificó la utilización de regresión múltiple para crear normas para tests psicológicos, considerando las variables edad, educación y sexo como predictivos de los escores en el BPR-5. Esas tres variables tuvieron efectos significativos explicando 8% (Razonamiento Abstracto), 13% (Razonamiento Verbal), 12% (Razonamiento Espacial), 8% (Razonamiento Numérico), y 22% (Razonamiento Mecánico).(AU)

Analysis of factors influencing high frequency hearing loss among noise-exposed workers in an air conditioner manufacturing industry / 中国职业医学

@#Objective （ ） To explore the feasibility of using generalized estimating equation GEE to analyze the influencing - （ ） factors of high frequency hearing loss HFHL among noise exposed workers in an air conditioner manufacturing enterprise. Methods - The noise exposed workers in an air conditioner manufacturing industry who had been tested for pure tone hearing threshold twice or more from 2015 to 2019 were selected as the research subjects using the judgment sampling method. Data ， ， ， ， ， （ ） such as age length of service gender smoking alcohol consumption body mass index BMI and HFHL were collected. The Results influencing factors of HFHL were analyzed using the GEE. The detection rates of HFHL from 2015 to 2019 were ， ， ， ， ， 22.2% 23.8% 24.2% 24.1% and 20.9% respectively. Among them the detection rate of HFHL in 2019 was lower than that （ P ） ， ， in 2017 and 2018 all <0.001 . The GEE analysis results showed that the risks of HFHL in 2015 2016 2017 and 2018 were （ P ）， higher than that in 2019 all <0.01 regardless of interaction effects and after adjusting for confounding factors such as ， ［OR（ CI）］ （ - duration of noise exposure smoking and BMI. The odds ratios and 95% confidence intervals 95% were 1.19 1.07 ）， （ - ）， （ - ） （ - ）， 1.33 1.26 1.13 1.39 1.30 1.18 1.43 and 1.27 1.15 1.39 respectively. The risk of HFHL was higher in males than in （P ）， OR（ CI） （ - ） ， （P ）， OR females <0.01 and 95% was 3.78 3.00 4.77 . The older the age the higher the risk of HFHL <0.01 and （ CI） （ - ） Conclusion - 95% was 1.07 1.05 1.09 . The influencing factors of HFHL among noise exposed workers in the air conditioner industry are age and gender. GEE can be used to analyze the factors influencing the longitudinal data of HFHL in workers with noise exposure.

Test Equating of the Medical Licensing Examination in 2003 and 2004 Based on the Item Response Theory / 보건의료교육평가

The passing rate of the Medical Licensing Examination has been variable, which probably originated from the difference in the difficulty of items and/or difference in the ability level of examinees. We tried to explain the origin of the difference using the test equating method based on the item response theory. The number of items and examinees were 500, 3,647 in 2003 and 550, 3,879 in 2004. Common item nonequivalent group design was used for 30 common items. Item and ability parameters were calculated by three parametric logistic models using ICL. Scale transformation and true score equating were executed using ST and PIE. The mean of difficulty index of the year 2003 was -0.957 (SD 2.628) and that of 2004 after equating was -1.456 (SD 3.399). The mean of discrimination index of year 2003 was 0.487 (SD 0.242) and that of 2004 was 0.363 (SD 0.193). The mean of ability parameter of year 2003 was 0.00617 (SD 0.96605) and that of year 2004 was 0.94636 (SD 1.32960). The difference of the equated true score at the same ability level was high at the range of score of 200-350. The reason for the difference in passing rates over two consecutive years was due to the fact that the Examination in 2004 was easier and the abilities of the examinees in 2004 were higher. In addition, the passing rates of examinees with score of 270-294 in 2003, and those with 322-343 in 2004, were affected by the examination year.

Test Equating of a Medical School Lecture Examination Based on Item Response Theory: A Case Study / 한국의학교육

PURPOSE: To determine possible differences in the ability of students from two consecutive medical school class years, test equating based on item response theory was performed on the results of a lecture examination. METHODS: The dataset for this study of the results of a medical school lecture exam was composed of the number of items and examinees: 75 students tested on 60 items in 2002, and 82 students tested on 50 items in 2003. We used common item non-equivalent group design and tested the assumption of unidimensionality and data-fitness. Item parameter estimates were based on the Rasch model, and the scale transformation was performed using mean/sigma moment methods. Equating was applied to both true and observed scores, and the results were analyzed. RESULTS: The slope and intercept for the scale transformation of the 2003 exam to the 2002 exam were 1.2796 and 0.9630, respectively. The mean and standard deviation of the ability parameter of the students taking the 2003 exam were 1.69 and 0.66, respectively. After scale transformation, the mean increased to 3.13 and the standard deviation increased to 0.85. For the 2002 exam, the mean was 0.70 and the standard deviation was 0.66. The correlation coefficient between the true and observed scores was 0.9994 (P=0.00). CONCLUSION: The difference in the ability parameter of students between the two years increased after scale transformation. Both the true and observed scores could be used interchangeably after equating. Thus, test equating based on item response theory may be applicable to medical school lecture examinations.

Response Variations to Same Items between Two Consecutive Grades in Medical School Examination / 한국의학교육

In order to compare a group of examinees to other group, the tests taken by two groups of examinees should be equivalent. The first step of the equating the test is to make anchor items. In medical schools, the students prepare the examination through the thorough review of the test items of previous year. So it is said that the reuse of the same items could be undesirable. The purpose of this study is to find out response variations to the same items between two consecutive grades when the items are reused. The senior classes of a medical school are sampled and the test items of graduation examination was analysed. On the basis of item difficulty(item's p-value) and discrimination index, we selected 35 items. Next year, we reused those items to the same examination to the senior class of that year, and the result was analysed. Among those 35 items, 14 items were modified slightly. The averages of the item difficulty and discrimination index on the previous examination were 0.49 and 0.20 which were in the desirable ranges. But at the next year these data were worsened to 0.84 and 0.10 respectively. This trends were not different in the slightly modified items. And there was no significant differences among the item groups classified on the basis of the level of knowledge. We could ascertain that if a previously used item used again to a test, the item difficulty will increase(become easy) and discrimination index will decrease even though minor modification is done.