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Evaluating The Impact Of Construct Shift On Item Parameter Invariance, Test Equating And Proficiency Estimates, Xueming Li
Doctoral Dissertations
Common Core State Standards in English Language Arts and Mathematics at grades K to 12 were introduced in 2009 and at one time had been accepted by 45 of the states in the U.S. The new standards have created national curricula in these two subject areas. Along with this reform, new assessment systems have been developed too. Many of these new tests are showing signs of being more multidimensional than the tests they were replacing because of the use of new item formats, and the assessment of higher level thinking skills and various performance skills. In the short term at …
An Investigation Of Subtest Score Equating Methods Under Classical Test Theory And Item Response Theory Frameworks, Minjeong Shin
An Investigation Of Subtest Score Equating Methods Under Classical Test Theory And Item Response Theory Frameworks, Minjeong Shin
Doctoral Dissertations
Test scores are usually equated only at the total score level. If a test mainly measures a single trait, indicating that the test is essentially unidimensional, equating at the total score level could be the best choice. However, when a test is composed of subtests having negligible relationships among them, separate equating for each subtest offers the best choice. Given a moderate amount of correlations among the subtests, performing individual equating for each subtest may be misleading in that it ignores the relationship of the subtests. This study applied and compared several possible subtest score equating methods based on classical …