This technical report documents the processes and procedures employed by NWEA® to build and support the English MAP® Reading Fluency™ assessments administered during the 2020-2021 school year. It is written for measurement professionals and administrators to help evaluate the quality of MAP Reading Fluency. The seven sections of this report: (1)…

We make a distinction between two types of test changes: inevitable deviations from specifications versus planned modifications of specifications. We describe how score equity assessment (SEA) can be used as a tool to assess a critical aspect of construct continuity, the equivalence of scores, whenever planned changes are introduced to testing…

The traditional way of equating the scores on a new test form X to those on an old form Y is equipercentile equating for a population of examinees. Because the population is likely to change between the two administrations, a popular approach is to equate for a "synthetic population." The authors of the articles in this issue of the…

This article discusses a particular type of concordance table and the potential for test score misuse that may result from employing such a table. The concordance that is discussed is typically created between scores on different, nonequatable versions of a test that share the same or close to the same test title. These concordance tables often…

This paper describes four commonly used designs in equating test scores. These designs are: (1) single-group; (2) random-group; (3) equivalent-group; and (4) anchor-test. Each design requires that its data be collected according to specific guidelines. Three of the four methods are illustrated through hypothetical examples. All four methods try to…

Presents a characteristic curve procedure for comparing transformations of the item response theory ability scale assuming the multiple-choice model. Illustrates the use of the method with an example equating American College Testing mathematics tests. (SLD)

Discusses the comparison of groups of individuals who were administered different forms of a test. Focuses on the situation in which there is little overlap in content between the test forms. Reviews equating problems in national tests in Canada and Israel. (SLD)

A constrained computerized adaptive testing (CAT) algorithm is presented that automatically equates the number-correct scores on adaptive tests. The algorithm can be used to equate number-correct scores across different administrations of the same adaptive test as well as to an external reference test. The constraints are derived from a set of…

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.…

Although there are many advantages to using computer-based tests (CBTs) linked to computer-based instruction (CBI), there are also several difficulties. In certain instructional settings, it is difficult to conduct psychometric analyses of test results. Several measurement issues surface when CBT programs are linked to CBI. Testing guidelines…

A specific application of test equating is described, namely that of credentialing examination programs in the health professions. Considered are: (1) the role of test equating in the credentialing process; and (2) the issues that must be considered when implementing test equating in a credentialing examination program. (Author/LMO)

The SAT® I: Reasoning Test is administered seven times a year. Primarily for security purposes, several different test forms are given at each administration. How is it possible to compare scores obtained from different test forms and from different test administrations? The purpose of this paper is to provide an overview of the statistical…

From 1970 to 1985, the Scholastic Aptitude Test (SAT) underwent major modifications caused by: (1) the addition of the Test of Standard Written English (TSWE) to the College Board's Admissions Testing Program (ATP); (2) the passage of test disclosure legislation; (3) the institution of test sensitivity reviews; and (4) the use of item response…