Use of item response theory in the validation of digital educational instruments
DOI:
https://doi.org/10.63688/aprendizaje.v2.i2.18Keywords:
higher education, systematic review, educational assessment, evidence, PRISMA, educational technology.Abstract
Introduction: Uso de teoría de respuesta al ítem en la validación de instrumentos educativos digitales is an emerging higher-education issue related to measurement quality, decision-making and learning experience. Objective: To systematically synthesize available evidence and identify patterns of effectiveness, methodological quality and implementation conditions. Method: A PRISMA-oriented systematic review was conducted on a consolidated academic corpus of 135 records; 24 studies met relevance and documentary sufficiency criteria. Results: Evidence was methodologically heterogeneous but converged on the need to align technology, constructs, feedback and educational decisions. Conclusions: Findings support evidence-informed adoption, institutional monitoring and continuous assessment of validity, equity and utility.References
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