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Lee, Eunjung; Lee, Won-Chan; Brennan, Robert L. – College Board, 2012
In almost all high-stakes testing programs, test equating is necessary to ensure that test scores across multiple test administrations are equivalent and can be used interchangeably. Test equating becomes even more challenging in mixed-format tests, such as Advanced Placement Program® (AP®) Exams, that contain both multiple-choice and constructed…
Descriptors: Test Construction, Test Interpretation, Test Norms, Test Reliability
Gierl, Mark J.; Leighton, Jacqueline P.; Wang, Changjiang; Zhou, Jiawen; Gokiert, Rebecca; Tan, Adele – College Board, 2009
The purpose of the study is to present research focused on validating the four algebra cognitive models in Gierl, Wang, et al., using student response data collected with protocol analysis methods to evaluate the knowledge structures and processing skills used by a sample of SAT test takers.
Descriptors: Algebra, Mathematics Tests, College Entrance Examinations, Student Attitudes
Liu, Jinghua; Schuppan, Fred; Walker, Michael E. – College Board, 2005
This study explored whether the addition of the items with more advanced math content to the SAT Reasoning Test™ (SAT®) would impact test-taker performance. Two sets of SAT math equating sections were modified to form four subforms each. Different numbers of items with advanced content, taken from the SAT II: Mathematics Level IC Test (Math IC),…
Descriptors: College Entrance Examinations, Mathematics Tests, Test Items, Difficulty Level
Gierl, Mark J.; Tan, Xuan; Wang, Changjiang – College Board, 2005
The results of this study conclude that there is a multidimensional basis for test score inferences on the mathematics and critical reading sections of the SAT. Results from the exploratory analyses indicate that the data are multidimensional, as mathematics displayed two dimensions and critical reading displayed three dimensions. The correlations…
Descriptors: College Entrance Examinations, Standardized Tests, Scores, Inferences