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NAEP Analysis and Scaling → Estimation of NAEP Score Scales → NAEP Assessment Item Response Theory Parameters → Reading Assessment Item Response Theory Parameters → IRT Parameters for the Reading to Gain Information Scale, by Block and Item, Grade 4 Reading Combined National and State Main Assessment: 2002

NAEP Technical DocumentationIRT parameters for items in the reading to gain information scale, by block and item, grade 4 reading combined national and state main assessment: 2002

Block	Item	NAEP ID	aj	bj	cj	dj1	dj2	dj3
R6	1	R017301	0.75	-1.03	0.00	†	†	†
	2	R017302	1.35	-0.47	0.23	†	†	†
	3	R017303	0.71	-0.12	†	0.47	-0.47	†
	4	R017304	1.14	-0.09	0.25	†	†	†
	6	R017306	0.96	-0.49	0.23	†	†	†
	7	R017307	0.73	1.05	†	1.25	-0.30	-0.94
	8	R017308	1.03	-0.35	0.22	†	†	†
	9	R017309	0.49	0.17	†	0.21	-0.21	†
	10	R017310	0.60	-0.13	†	-0.13	0.13	†
R7	1	R012701	1.07	-0.21	0.34	†	†	†
	2	R012702	0.58	-1.25	0.00	†	†	†
	3	R012703	1.10	0.62	0.00	†	†	†
	4	R012704	1.24	0.61	0.12	†	†	†
	5	R012705	1.23	1.23	0.00	†	†	†
	6	R012706	0.61	1.39	0.00	†	†	†
	7	R012707	2.23	0.23	0.28	†	†	†
	8	R012708	0.59	1.59	†	1.62	0.48	-2.10
	9	R012709	0.61	-0.02	0.36	†	†	†
	10	R012710	0.90	0.73	0.00	†	†	†
R8	1	R017401	0.43	-1.44	†	0.42	-0.42	†
	2	R017501	0.72	0.18	0.34	†	†	†
	3	R017601	1.89	0.07	0.24	†	†	†
	4	R017701	0.37	1.10	†	0.36	-0.36	†
	5	R017801	1.23	0.54	0.22	†	†	†
	6	R017901	0.60	1.53	†	0.53	-0.53	†
	7	R018001	1.56	-0.12	0.31	†	†	†
	8	R018101	1.64	-0.12	0.21	†	†	†
	9	R018201	0.45	0.58	†	0.71	-0.71	†
	10	R018301	0.52	-0.79	†	-0.20	0.20	†
R10	1	R012501	0.60	3.03	0.31	†	†	†
	2	R012502	0.93	-2.15	0.21	†	†	†
	3	R012503	0.95	-0.13	0.00	†	†	†
	4	R012504	0.68	-0.45	0.00	†	†	†
	5	R012505	1.14	-0.92	0.28	†	†	†
	6	R012506	0.70	-0.24	0.00	†	†	†
	7	R012507	1.31	-0.77	0.36	†	†	†
	8	R012508	0.89	-0.52	0.00	†	†	†
	9	R012509	0.62	-1.04	0.17	†	†	†
	10	R012510	0.84	-0.63	0.26	†	†	†
	11	R012511	0.89	-0.58	0.00	†	†	†
	12	R012512	0.39	0.56	†	0.87	0.38	-1.24
† Not applicable; c parameters are not estimated for generalized partial credit models. NOTE: For item j, aj represents the discriminatory power of the item, bj represents a location parameter related to item difficulty, cj represents the guessing parameter, and dji is the category threshold parameter for category i. The c parameter value is exactly zero for items scaled with the two-parameter logistic model. For item j, dji may not sum to zero because of rounding. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2002 Reading Assessment.

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