Sentence examples for relative items from inspiring English sources
"relative items" is a correct and usable phrase in written English
It typically refers to items or objects that are related or connected in some way. For example: "The store sells a variety of relative items, such as gloves, scarves, and hats, all designed to keep you warm during the winter season." This sentence implies that the items mentioned are related because they serve a similar purpose and are commonly worn together. Another example: "The teacher asked the students to compare and contrast the relative items in the two historical documents." In this context, the phrase "relative items" could refer to the various components or elements within the documents that are related to each other.
To reduce the complexity of the measurement model, the four sub-dimensions of learning motivation were treated as single indicators after parceling the relative items.
Moreover, an enhanced ability to switch between different perspectives to address moral dilemmas [54], [57] may explain why people with increased R precuneus volume tend to consider humanity as both good and bad and moral values relative (items loading on PC3, see Table 1).
The pattern of relative item difficulty for students from different schools is clearer in Fig. 2.
Specifically, the negative interaction between cognitive skill and item difficulty suggests that relative item difficulty helps determine disengagement.
A comparison between German and Austrian prospective teachers requires a similar level of relative item difficulty to ensure that the test measures the same latent trait.
Moreover, we assume that the positive effect of item difficulty on test-taking disengagement is weaker for more able test-takers because the relative item difficulty is lower for them.
The relative item parameter estimates (for each country, the mean value of the item parameter estimates is zero) are used to examine statistically significant differences as an indication for DIF.
The items in discussion task appeared more difficult for school A/B than they were for school C. In contrast, items in individual presentation task were easier for school A/B than they were for school C. Fig. 2 Relative item difficulty for the three schools.
In the one parameter logistic model, all items are held to be equally discriminating and items only differ with respect to their calibrations or relative item severities.
In both conditions, the relative item familiarity of the items in the configurations was the same, while the configurations of the items was manipulated.
Other considerations include the targeting of relative item difficulties to the abilities of the candidate population, and the statistical quality of the test items themselves.
