Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Item Response Theory | 2 |
| Test Format | 2 |
| Testing Programs | 2 |
| Classification | 1 |
| College Entrance Examinations | 1 |
| Comparative Testing | 1 |
| Context Effect | 1 |
| Cutting Scores | 1 |
| Decision Making | 1 |
| Differences | 1 |
| Equated Scores | 1 |
| More ▼ | |
Source
| Applied Psychological… | 2 |
Author
| Harris, Deborah J. | 1 |
| Wyse, Adam E. | 1 |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| ACT Assessment | 1 |
What Works Clearinghouse Rating
Direct linkWyse, Adam E. – Applied Psychological Measurement, 2011
In many practical testing situations, alternate test forms from the same testing program are not strictly parallel to each other and instead the test forms exhibit small psychometric differences. This article investigates the potential practical impact that these small psychometric differences can have on expected classification accuracy. Ten…
Descriptors: Test Format, Test Construction, Testing Programs, Psychometrics
Peer reviewedHarris, Deborah J. – Applied Psychological Measurement, 1991
Effects of passage and item-scrambling on equipercentile and item-response theory equating were investigated using 2 scrambled versions of the American College Testing Program Assessment for approximately 25,000 examinees. Results indicate that using a base-form conversion table with a scrambled form affects the individual examinee level. (SLD)
Descriptors: College Entrance Examinations, Comparative Testing, Context Effect, Equated Scores
