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) | 2 |
Descriptor
| Comparative Testing | 2 |
| Equated Scores | 2 |
| Standardized Tests | 2 |
| Test Validity | 2 |
| Content Area Reading | 1 |
| Correlation | 1 |
| Criterion Referenced Tests | 1 |
| Critical Reading | 1 |
| Grade 10 | 1 |
| Item Analysis | 1 |
| Item Response Theory | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
Education Level
| Grade 10 | 2 |
| Grade 4 | 1 |
| Grade 7 | 1 |
| High Schools | 1 |
Audience
Location
| Connecticut | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkTaylor, Catherine S.; Lee, Yoonsun – Applied Measurement in Education, 2010
Item response theory (IRT) methods are generally used to create score scales for large-scale tests. Research has shown that IRT scales are stable across groups and over time. Most studies have focused on items that are dichotomously scored. Now Rasch and other IRT models are used to create scales for tests that include polytomously scored items.…
Descriptors: Measures (Individuals), Item Response Theory, Robustness (Statistics), Item Analysis
Visone, Jeremy D. – American Secondary Education, 2009
This study explored the relationship between reading and achievement on a science standardized test. A nonfiction reading subtest and the science section of the Connecticut Academic Performance Test were compared for Grade 10 students at 3 Connecticut high schools. Results showed a moderate-to-strong positive relationship between the variables.…
Descriptors: Standardized Tests, Correlation, Test Validity, Science Achievement
