@article{oai:nufs-nuas.repo.nii.ac.jp:00000702,
 author = {鈴木, 薫 and 大島, 龍彦 and 永井, 靖人 and NAGAI, Yasuhito},
 issue = {10},
 journal = {名古屋学芸大学研究紀要．教養・学際編, The Journal of liberal arts, Nagoya University of Arts and Sciences},
 month = {Feb},
 note = {Although a wide variety of English proficiency tests are available to teachers and educational institutes, it is difficult to choose the most appropriate one. The majority of tests require an investment of a certain amount of time and money, making it hard for teachers to administer them in class. Tests should be valid and reliable enabling a beneficial backwash effect on teaching, and should also be practical. The English vocabulary test based on Item Response Theory, IRT, was introduced in this research to highlight these points. The results of the tests, which were given to 194 college students, are statistically analyzed and compared with those of the nationwide research, with the data also being compared to identify some differences among three departments the participants belong to. It transpired that the English proficiency. Moreover, it was found that there was significant correlation between this test and another IRT English proficiency test used widely by many educational institutes in Japan.},
 pages = {83--93},
 title = {英語測定テストとしてのIRTテストの活用},
 year = {2014},
 yomi = {スズキ, カオル and オオシマ, タツヒコ and ナガイ, ヤスヒト}
}