The Gates-MacGinitie Reading Comprehension Test, fourth edition (GMRT-4) and the ACT Reading Tests (ACT-R) were administered to 423 high school students in order to explore the similarities and dissimilarities of data produced through classical test theory (CTT) and item response theory (IRT) analysis. Despite the many advantages of IRT…

The purpose of the present study is to apply the item response theory (IRT) and testlet response theory (TRT) models to a reading comprehension test. This study applied the TRT models and the traditional IRT model to a seventh-grade reading comprehension test (n = 8,815) with eight testlets. These three models were compared to determine the best…

Language programs need multiple test forms for secure administrations and effective placement decisions, but can they have confidence that scores on alternate test forms have the same meaning? In large-scale testing programs, various equating methods are available to ensure the comparability of forms. The choice of equating method is informed by…

This module describes and extends X-to-Y regression measures that have been proposed for use in the assessment of X-to-Y scaling and equating results. Measures are developed that are similar to those based on prediction error in regression analyses but that are directly suited to interests in scaling and equating evaluations. The regression and…

This paper describes a statistical linking between the 2011 National Assessment of Educational Progress (NAEP) in Grade 4 reading and the 2011 Progress in International Reading Literacy Study (PIRLS) in Grade 4 reading. The primary purpose of the linking study is to obtain a statistical comparison between NAEP (a national assessment) and PIRLS (an…

The use of the Programme for International Student Assessment (PISA) across nations, cultures, and languages has been criticized. The key criticisms point to the linguistic and cultural biases potentially underlying the design of reading comprehension tests, raising doubts about the legitimacy of comparisons across economies. Our research focused…

The purpose of the present study was to extend the model of measurement invariance by simultaneously estimating invariance across multiple populations in the dichotomous instrument case using multi-group confirmatory factor analytic and multiple indicator multiple causes (MIMIC) methodologies. Using the Arabic version of the General Aptitude Test…

This study investigated differences between two approaches to chained equipercentile (CE) equating (one- and bi-direction CE equating) in nearly equal groups and relatively unequal groups. In one-direction CE equating, the new form is linked to the anchor in one sample of examinees and the anchor is linked to the reference form in the other…

This report describes the derivation and evaluation of a method for comparing the performance standards for public school students set by different states. It is based on an approach proposed by McLaughlin and associates, which constituted an innovative attempt to resolve the confusion and concern that occurs when very different proportions of…

In order to determine if Rasch Model procedures have any utility for equating pre-existing tests, this study reanalyzed the data from the equating phase of the Anchor Test Study which used a variety of equipercentile and linear model methods. The tests involved included seven reading test batteries, each having from one to three levels and two…

This volume contains tables of item analysis results obtained by following procedures associated with the Rasch Model for those reading tests used in the Anchor Test Study. Appendix I gives the test names and their corresponding analysis code numbers. Section I (Basic Item Analyses) presents data for the item analysis of each test in a two part…