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Investigating the Population Sensitivity Assumption of Item Response Theory True-Score Equating across Two Subgroups of Examinees and Two Test Formats
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von Davier, Alina A.; Wilson, Christine – Applied Psychological Measurement, 2008
Dorans and Holland (2000) and von Davier, Holland, and Thayer (2003) introduced measures of the degree to which an observed-score equating function is sensitive to the population on which it is computed. This article extends the findings of Dorans and Holland and of von Davier et al. to item response theory (IRT) true-score equating methods that…
Descriptors: Advanced Placement, Advanced Placement Programs, Equated Scores, Calculus
Test Equating under the Multiple-Choice Model.
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Kim, Jee-Seon; Hanson, Bradley A. – Applied Psychological Measurement, 2002
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)
Descriptors: Ability, Equated Scores, Item Response Theory, Mathematics Tests
Model-Based Versus Empirical Equating of Test Forms
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Quenette, Mary A.; Nicewander, W. Alan; Thomasson, Gary L. – Applied Psychological Measurement, 2006
Model-based equating was compared to empirical equating of an Armed Services Vocational Aptitude Battery (ASVAB) test form. The model-based equating was done using item pretest data to derive item response theory (IRT) item parameter estimates for those items that were retained in the final version of the test. The analysis of an ASVAB test form…
Descriptors: Item Response Theory, Multiple Choice Tests, Test Items, Computation
Complex Composites: Issues That Arise in Combining Different Modes of Assessment.
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Wilson, Mark; Wang, Wen-chung – Applied Psychological Measurement, 1995
Data from the California Learning Assessment System mathematics assessment were used to examine issues that arise when scores from different assessment modes are combined. Multiple-choice, open-ended, and investigation items were combined in a test across three test forms. Results illustrate the difficulties faced in evaluating combined…
Descriptors: Educational Assessment, Equated Scores, Evaluation Methods, Item Response Theory
Ordering Power of Separate versus Grouped True-False Tests: Interaction of Type of Test with Knowledge Levels of Examinees.
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Hsu, Louis M. – Applied Psychological Measurement, 1979
A comparison of the relative ordering power of separate and grouped-items true-false tests indicated that neither type of test was uniformly superior to the other across all levels of knowledge of examinees. Grouped-item tests were found superior for examinees with low levels of knowledge. (Author/CTM)
Descriptors: Academic Ability, Knowledge Level, Multiple Choice Tests, Scores
Effects of Response Format on Diagnostic Assessment of Scholastic Achievement.
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Birenbaum, Menucha; And Others – Applied Psychological Measurement, 1992
The effect of multiple-choice (MC) or open-ended (OE) response format on diagnostic assessment of algebra test performance was investigated with 231 eighth and ninth graders in Tel Aviv (Israel) using bug or rule space analysis. Both analyses indicated closer similarity between parallel OE subsets than between stem-equivalent OE and MC subsets.…
Descriptors: Algebra, Comparative Testing, Educational Assessment, Educational Diagnosis
On the Feasibility of Multiple Matching Tests--Variations on a Theme by Gulliksen.
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Budescu, David V. – Applied Psychological Measurement, 1988
A multiple matching test--a 24-item Hebrew vocabulary test--was examined, in which distractors from several items are pooled into one list at the test's end. Construction of such tests was feasible. Reliability, validity, and reduction of random guessing were satisfactory when applied to data from 717 applicants to Israeli universities. (SLD)
Descriptors: College Applicants, Feasibility Studies, Foreign Countries, Guessing (Tests)