File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
Supplementary

Article: Applying Item Response Theory Analysis to the Montreal Cognitive Assessment in a Low-Education Older Population

TitleApplying Item Response Theory Analysis to the Montreal Cognitive Assessment in a Low-Education Older Population
Authors
Keywordsitem response theory
cognitive screening
measurement precision
educational level
Montreal Cognitive Assessment
Issue Date2020
PublisherSage Publications, Inc. The Journal's web site is located at http://www.sagepub.com/journal.aspx?pid=339
Citation
Assessment, 2020, v. 27 n. 7, p. 1416-1428 How to Cite?
AbstractThe traditional application of the Montreal Cognitive Assessment uses total scores in defining cognitive impairment levels, without considering variations in item properties across populations. Item response theory (IRT) analysis provides a potential solution to minimize the effect of important confounding factors such as education. This research applies IRT to investigate the characteristics of Montreal Cognitive Assessment items in a randomly selected, culturally homogeneous sample of 1,873 older persons with diverse educational backgrounds. Any formal education was used as a grouping variable to estimate multiple-group IRT models. Results showed that item characteristics differed between people with and without formal education. Item functioning of the Cube, Clock Number, and Clock Hand items was superior in people without formal education. This analysis provided evidence that item properties vary with education, calling for more sophisticated modelling based on IRT to incorporate the effect of education.
Persistent Identifierhttp://hdl.handle.net/10722/275151
ISSN
2023 Impact Factor: 3.5
2023 SCImago Journal Rankings: 1.785
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorLuo, H-
dc.contributor.authorAndersson, B-
dc.contributor.authorTang, JYM-
dc.contributor.authorWong, GHY-
dc.date.accessioned2019-09-10T02:36:35Z-
dc.date.available2019-09-10T02:36:35Z-
dc.date.issued2020-
dc.identifier.citationAssessment, 2020, v. 27 n. 7, p. 1416-1428-
dc.identifier.issn1073-1911-
dc.identifier.urihttp://hdl.handle.net/10722/275151-
dc.description.abstractThe traditional application of the Montreal Cognitive Assessment uses total scores in defining cognitive impairment levels, without considering variations in item properties across populations. Item response theory (IRT) analysis provides a potential solution to minimize the effect of important confounding factors such as education. This research applies IRT to investigate the characteristics of Montreal Cognitive Assessment items in a randomly selected, culturally homogeneous sample of 1,873 older persons with diverse educational backgrounds. Any formal education was used as a grouping variable to estimate multiple-group IRT models. Results showed that item characteristics differed between people with and without formal education. Item functioning of the Cube, Clock Number, and Clock Hand items was superior in people without formal education. This analysis provided evidence that item properties vary with education, calling for more sophisticated modelling based on IRT to incorporate the effect of education.-
dc.languageeng-
dc.publisherSage Publications, Inc. The Journal's web site is located at http://www.sagepub.com/journal.aspx?pid=339-
dc.relation.ispartofAssessment-
dc.rightsAssessment. Copyright © Sage Publications, Inc.-
dc.subjectitem response theory-
dc.subjectcognitive screening-
dc.subjectmeasurement precision-
dc.subjecteducational level-
dc.subjectMontreal Cognitive Assessment-
dc.titleApplying Item Response Theory Analysis to the Montreal Cognitive Assessment in a Low-Education Older Population-
dc.typeArticle-
dc.identifier.emailLuo, H: haoluo@hku.hk-
dc.identifier.emailTang, JYM: jennitym@hku.hk-
dc.identifier.emailWong, GHY: ghywong@hku.hk-
dc.identifier.authorityLuo, H=rp02317-
dc.identifier.authorityTang, JYM=rp01997-
dc.identifier.authorityWong, GHY=rp01850-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1177/1073191118821733-
dc.identifier.pmid30607981-
dc.identifier.scopuseid_2-s2.0-85059692579-
dc.identifier.hkuros304357-
dc.identifier.volume27-
dc.identifier.issue7-
dc.identifier.spage1416-
dc.identifier.epage1428-
dc.identifier.isiWOS:000559351200003-
dc.publisher.placeUnited States-
dc.identifier.issnl1073-1911-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats