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Albano, Anthony D. – Journal of Educational Measurement, 2015
Research on equating with small samples has shown that methods with stronger assumptions and fewer statistical estimates can lead to decreased error in the estimated equating function. This article introduces a new approach to linear observed-score equating, one which provides flexible control over how form difficulty is assumed versus estimated…
Descriptors: Equated Scores, Sample Size, Sampling, Statistical Inference

Levin, Joel R. – Journal of Educational Measurement, 1975
A set procedure developed in this study is useful in determining sample size, based on specification of linear contrasts involving certain formula treatments. (Author/DEP)
Descriptors: Analysis of Variance, Comparative Analysis, Mathematical Models, Measurement Techniques

Jenkins, Joseph R.; And Others – Journal of Educational Measurement, 1972
Study investigated (1) whether there is consensus among test writers in identification of important segments of a prose passage, and (2) the characteristics of the prose segments chosen as important. (Authors/MB)
Descriptors: Comparative Analysis, Elementary School Teachers, Item Analysis, Sampling

Kolen, Michael J.; Whitney, Douglas R. – Journal of Educational Measurement, 1982
The adequacy of equipercentile, linear, one-parameter (Rasch), and three-parameter logistic item-response theory procedures for equating 12 forms of five tests of general educational development were compared. Results indicated the equating method adequacy depends on a variety of factors such as test characteristics, equating design, and sample…
Descriptors: Achievement Tests, Comparative Analysis, Equated Scores, Equivalency Tests