Applying Item Response Theory Analysis to the Montreal Cognitive Assessment in a Low-Education Older Population.
Autor: Luo, Hao; Andersson, Björn; Tang, Jennifer Y. M.; Wong, Gloria H. Y.
Publication year: 2020
Assessment
issn:1552-3489 1073-1911
doi: 10.1177/1073191118821733
Abstract:
The 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.
Language: eng
Rights:
Pmid: 30607981
Tags: Humans; Aged; Aged, 80 and over; item response theory; Mental Status and Dementia Tests; older adults; *Cognitive Dysfunction/diagnosis; cognitive screening; educational level; measurement precision; Montreal Cognitive Assessment
Link: https://pubmed.ncbi.nlm.nih.gov/30607981/
