Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 2 |
Descriptor
Source
| ACT, Inc. | 1 |
| Research in the Schools | 1 |
Author
| Briggs, Laura C. | 1 |
| Coggins, Joanne V. | 1 |
| Cui, Zhongmin | 1 |
| Fang, Yu | 1 |
| Hanson, Bradley A. | 1 |
| Harris, Deborah J. | 1 |
| Kim, Jwa K. | 1 |
| Pommerich, Mary | 1 |
| Sconing, James A. | 1 |
| Traynor, Anne | 1 |
| Woodruff, David | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 1 |
| Reports - Descriptive | 1 |
| Reports - Evaluative | 1 |
| Reports - Research | 1 |
| Speeches/Meeting Papers | 1 |
Education Level
| Higher Education | 2 |
| Postsecondary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| ACT Assessment | 3 |
| Gates MacGinitie Reading Tests | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkCoggins, Joanne V.; Kim, Jwa K.; Briggs, Laura C. – Research in the Schools, 2017
The Gates-MacGinitie Reading Comprehension Test, fourth edition (GMRT-4) and the ACT Reading Tests (ACT-R) were administered to 423 high school students in order to explore the similarities and dissimilarities of data produced through classical test theory (CTT) and item response theory (IRT) analysis. Despite the many advantages of IRT…
Descriptors: Item Response Theory, Test Theory, Reading Comprehension, Reading Tests
Download full textWoodruff, David; Traynor, Anne; Cui, Zhongmin; Fang, Yu – ACT, Inc., 2013
Professional standards for educational testing recommend that both the overall standard error of measurement and the conditional standard error of measurement (CSEM) be computed on the score scale used to report scores to examinees. Several methods have been developed to compute scale score CSEMs. This paper compares three methods, based on…
Descriptors: Comparative Analysis, Error of Measurement, Scores, Scaling
Pommerich, Mary; Hanson, Bradley A.; Harris, Deborah J.; Sconing, James A. – 1999
This paper focuses on methodological issues in applying equipercentile equating methods to pairs of tests that do not meet the assumptions of equating. This situation is referred to as a concordance situation, as opposed to an equating situation, and the end result is a concordance table that gives "comparable" scores between the tests.…
Descriptors: College Entrance Examinations, Comparative Analysis, Equated Scores, Error of Measurement
