The functions, goals, and characteristics of test standardization are discussed, including an explanation of how score equating as an aspect of standardization is essential to the achievement of equity in testing. Psychometric specialists and testing program directors must understand score equating to ensure equitable use of tests. (Author/AL)

Linear conversions were developed relating scores on recent forms of the Graduate Record Examinations. Conversions based on specially selected subpopulations were compared with total-group conversions and evaluated. Conclusions indicated that the data clearly support the assumption of population independence for homogenoeous tests, but not quite…

This study examines a common set of equating items for their appropriateness to both American and Canadian populations and, to determine the equations for converting scores from the verbal and mathematical scales of the 1971 form of the Canadian Scholastic Aptitude Test (the future standard continuing scales of the CSAT) to the corresponding…

The purpose of this study was to establish score equivalencies between the College Board Scholastic Aptitude Test (SAT) and its Spanish language equivalent, the College Board Prueba de Aptitud Academica (PAA). For the first phase, two sets of items, one originally appearing in Spanish and the other in English, were chosen; and each set was…

In a study to determine whether a shift from Formula scoring to Rights scoring can be made without causing a discontinuity in the test scale, the analysis of special administrations of the Scholastic Aptitude Test and Chemistry Achievement Test and the variable section of an operational form of the Graduate Management Admission Test (GMAT) is…

Suggestions are provided for future research in item bias detection, reduction of essay-reader variation in setting cut-score levels, and limitations of equating theory. (TJH)

An attempt was made to evaluate the standard error of equating (at the mean of the scores) in an ongoing testing program. The interest in estimating the empirical standard error of equating is occasioned by some discomfort with the error normally reported for test scores. Data used for this evaluation came from the Admissions Testing Program of…

The author describes the evolution of the Scholastic Aptitude Test (SAT). He describes some of the contributions to educational research made by inquiries based on the SAT and gives particular attention to the way scaling and equating procedures for the SAT have evolved over the last half century. (Author/JAZ)

With some procedural differences, this study replicated an early study designed to develop algorithms for converting scores on the Scholastic Aptitude Test (SAT) with those on the Prueba de Aptitud Academica (PAA) scale and vice versa. The study involved selection of test items equally appropriate and useful for English- and Spanish-speaking…

The purpose of this study was to determine whether it would be possible to equate rights-scored to formula-scored tests without causing a discontinuity in the meaning of the score scale. Several other subsidiary studies--of the characteristics of the two scoring methods, of nonresponse and guessing, and of reliability and parallelism--were also…

The purpose of this study was to establish score equivalencies between the College Board Scholastic Aptitude Test (SAT) and its Spanish-language equivalent, the College Board Prueba de Aptitud Academica (PAA). The method of the study involved two phases: the selection of test items equally appropriate for Spanish- and English-speaking students for…

Linear and equipercentile equating conversions were developed for two forms of the Graduate Record Examinations (GRE) quantitative test and the verbal-plus-quantitative test. From a very large sample of students taking the GRE in October 1981, subpopulations were selected with respect to race, sex, field of study, and level of performance (defined…