An application of the Rasch model to reading comprehension measurement

Psicologia: Reflexão e Crítica

Psychology: Research and Review

Table 1 Items in each test form of the TRC-n and TRC-e

Test form	Initial pool of items							Selected items for the final test forms
	T	Items per level				U	A	T	Items per level				U	A
	T	LC	IC	CC	R	U	A	T	LC	IC	CC	R	U	A
TRC-n-2	41	13	21	2	5	23	18	27	8	14	2	3	21	6
TRC-n-3	47	11	26	7	3	13	6^a,12^b,16^c	27	6	15	4	2	16	5^a,1^b,5^c
TRC-n-4	57	16	30	4	7	29	28	27	6	15	4	2	21	6
TRC-e-2	36	16	15	2	3	16	20	33	15	14	2	2	25	8
TRC-e-3	53	21	25	2	5	7	3^a,17^b, 26^c	33	9	18	5	1	17	8^a, 8^c
TRC-e-4	79	24	41	3	11	36	43	33	8	15	7	3	25	8

Note. T total number of items, LC literal comprehension, IC inferential comprehension, CC critical comprehension, R reorganization, U number of unique items, A number of anchor items
^aThe number of common items shared by the second and third grade test forms
^bThe number of common items shared by the second, third and fourth grade test forms
^cThe number of common items shared by the third and fourth grade test forms