Paul Newton (2010), with his characteristic concern about theory, has set out two different ways of thinking about the basis upon which equivalences of one sort or another are established between test score scales. His reason for doing this is a desire to establish "the defensibility of linkages lower on the continuum than concordance."…

This article describes the results of a simulation study to investigate the impact of missing data on the detection of differential item functioning (DIF). Specifically, it investigates how four methods for dealing with missing data (listwise deletion, zero imputation, two-way imputation, response function imputation) interact with two methods of…

This article presents the author's rejoinder to thinking about linking from issue 8(1). Particularly within the more embracing linking frameworks, e.g., Holland & Dorans (2006) and Holland (2007), there appears to be a major disjunction between (1) classification discourse: the supposed basis for classification, that is, the underlying theory…

"Linking" is a term given to a general class of procedures by which one represents scores X on one test or measure in terms of scores Y on another test or measure. A recent taxonomy by Holland and Dorans (2006; Holland, 2007) organizes the various types of links into three broad categories: prediction, scale aligning, and equating. In…

Newton's article (2010) makes three main contributions to the literature. First, it is transatlantic, bringing together literatures that have been dealing with similar problems, using sometimes different methods and certainly with distinctive educational, cultural perspectives. He points out that neither of these literatures has all of the…

The article "Thinking About Linking" by Newton (2010) presents a novel philosophical perspective on the way that educational assessments should be linked. Newton starts by describing the linking framework as it was characterized in various publications and identifies a cross-cultural dimension in the definitions and uses of test…

In this study, we describe a framework for monitoring rater performance over time. We present several statistical indices to identify raters whose standards drift and explain how to use those indices operationally. To illustrate the use of the framework, we analyzed rating data from the 2002 Advanced Placement English Literature and Composition…

Although the Angoff procedure is among the most widely used standard setting procedures for tests comprising multiple-choice items, research has shown that subject matter experts have considerable difficulty accurately making the required judgments in the absence of examinee performance data. Some authors have viewed the need to provide…

In this article, we introduce a person-fit statistic called the hierarchy consistency index (HCI) to help detect misfitting item response vectors for tests developed and analyzed based on a cognitive model. The HCI ranges from -1.0 to 1.0, with values close to -1.0 indicating that students respond unexpectedly or differently from the responses…

Summarizes themes from the articles in this issue: distinction between evaluation and assessment, innovation, bias, integration into program delivery, and transfer. (SK)

Reviews two tests which highlight important trends in the assessment of learning disabilities, and presents potentially valuable, practical developments in assessment. Identifies the recurring problem of the lack of a theory, construct, or clear definition to guide the assessment of learning disabilities. (MG)

The goal of this booklet is to describe some of the special challenges posed by early childhood assessment in general, and particularly as they apply to Title I program evaluation. The booklet has four purposes: (1) to describe special issues in early childhood assessment; (2) to describe briefly alternative approaches to early childhood…

Delineates a model of the complete diagnosis process which is motivated by concern that every child achieve the potential he possesses. Discusses the usual functions of diagnosis, the nature of psychological-educational diagnosis, the effects of inaccurate or inadequate diagnosis, and implication for a more adequate process. (Author/PC)

Computer-based assessments are becoming more commonplace, perhaps as a necessity for faculty to cope with large class sizes. These tests often occur in large computer testing venues in which test security may be compromised. In an attempt to limit the likelihood of cheating in such venues, randomised presentation of items is automatically…

This chapter briefly describes some of the methods that test developers and psychometricians have devised to identify item and test bias and some of the challenges they still face. Although it may not be reasonable for classroom teachers to use these methods on a day-to-day basis in constructing tests, the authors argue that it is important for…