An Empirical Investigation of Thurstone and IRT Methods of Scaling Achievement Tests.

Becker, Douglas F.; Forsyth, Robert A.

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Peer reviewed

ERIC Number: EJ455220

Record Type: Journal

Publication Date: 1992

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-0655

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An Empirical Investigation of Thurstone and IRT Methods of Scaling Achievement Tests.

Becker, Douglas F.; Forsyth, Robert A.

Journal of Educational Measurement, v29 n4 p341-54 Win 1992

Measurement scales developed using Thurstone and item-response theory (IRT) methods of scaling achievement tests for the same single-level data were compared for approximately 4,000 high school students taking the Iowa Tests of Educational Development in 1975. Results of both approaches indicate that variability increases as grade level increases. (SLD)

Descriptors: Achievement Tests, Age Differences, High School Students, High Schools, Instructional Program Divisions, Item Response Theory, Models, Raw Scores, Scaling, Scores

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Assessments and Surveys: Iowa Tests of Educational Development

Grant or Contract Numbers: N/A

Author Affiliations: N/A