This study investigated the application of item response theory (IRT) to expand the range of ability estimates for gifted (hereinafter referred to as high-achieving) students’ performance on an above-level test. Using a sample of fourth- to sixth-grade high-achieving students (N = 1,893), we conducted a study to compare estimates from two measurement theories, classical test theory (CTT) and IRT. CTT and IRT make different assumptions about the analysis that impact the reliability and validity of the scores obtained from the test. IRT can also differentiate students based on the student’s grade or within a grade by using the unique string of correct and incorrect answers the student makes while taking the test. This differentiation may have implications for identifying or classifying students who are ready for advanced coursework. An exploration of the differentiation for Math, Reading, and Science tests and the impact the different measurement frameworks can have on classification of students are explored. Implications for academic talent identification with the talent search model and development of academic talent are discussed.

中文翻译：

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区分高成就学习者：经典测试理论与项目反应理论在高水平测试中的比较

本研究调查了项目反应理论（IRT）的应用，以扩大天才（以下简称高成就）学生在高于水平测试中的表现的能力估计范围。我们使用四到六年级成绩优异的学生（N = 1,893）样本进行了一项研究，以比较两种测量理论（经典测试理论 (CTT) 和 IRT）的估计值。CTT 和 IRT 对影响从测试中获得的分数的可靠性和有效性的分析做出不同的假设。IRT 还可以根据学生的成绩或通过使用学生在参加考试时做出的正确和错误答案的唯一字符串来区分学生。这种区分可能对识别或分类准备好接受高级课程的学生有影响。探索数学、阅读和科学测试的差异以及不同测量框架对学生分类的影响。讨论了人才搜索模式对学术人才识别和学术人才发展的影响。