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Stability of Rasch Scales over Time
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Taylor, Catherine S.; Lee, Yoonsun – Applied Measurement in Education, 2010
Item response theory (IRT) methods are generally used to create score scales for large-scale tests. Research has shown that IRT scales are stable across groups and over time. Most studies have focused on items that are dichotomously scored. Now Rasch and other IRT models are used to create scales for tests that include polytomously scored items.…
Descriptors: Measures (Individuals), Item Response Theory, Robustness (Statistics), Item Analysis
Use of Restricted Item Response Theory Models for Examining the Stability of Item Parameter Estimates over Time.
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Stone, Clement A.; Lane, Suzanne – Applied Measurement in Education, 1991
A model-testing approach for evaluating the stability of item response theory item parameter estimates (IPEs) in a pretest-posttest design is illustrated. Nineteen items from the Head Start Measures Battery were used. A moderately high degree of stability in the IPEs for 5,510 children assessed on 2 occasions was found. (TJH)
Descriptors: Comparative Testing, Compensatory Education, Computer Assisted Testing, Early Childhood Education
Assessing the Language Acquisition Progress of Limited English Proficient Students: Problems and a New Alternative.
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Royer, James M.; Carlo, Maria S. – Applied Measurement in Education, 1991
Measures of linguistic competence for limited-English-proficient students are discussed. The results for 134 students in grades 3 through 6 from a study of the reliability and validity of the Sentence Verification Technique tests as measures of listening and reading comprehension performance in native languages and English are reported. (TJH)
Descriptors: Bilingual Education, Comparative Testing, Elementary Education, Elementary School Students