This study examines the stability of the "SAT Reasoning Test"™ score scales from 2005 to 2010. A 2005 old form (OF) was administered along with a 2010 new form (NF). A new conversion for OF was derived through direct equipercentile equating. A comparison of the newly derived and the original OF conversions showed that Critical Reading…

In this study, we investigated whether preequating results agree with equating results that are based on observed operational data (postequating) for a college placement program. Specifically, we examined the degree to which item response theory (IRT) true score preequating results agreed with those from IRT true score postequating and from…

This study explores the use of a different type of anchor, a "midi anchor", that has a smaller spread of item difficulties than the tests to be equated, and then contrasts its use with the use of a "mini anchor". The impact of different anchors on observed score equating were evaluated and compared with respect to systematic…

The purpose of this paper is to explore methods to approximate population invariance without conducting multiple linkings for subpopulations. Under the single group or equivalent groups design, no linking needs to be performed for the parallel-linear system linking functions. The unequated raw score information can be used as an approximation. For…

This study uses historical data to explore the consistency of SAT® I: Reasoning Test score conversions and to examine trends in scaled score means. During the period from April 1995 to December 2003, both Verbal (V) and Math (M) means display substantial seasonality, and a slight increasing trend for both is observed. SAT Math means increase more…

The racial achievement gap has been at the center of the educational debate for decades in the United States. Although disparities in educational outcomes have declined in part of the 20th century, the process has stalled in this decade. For instance, in mathematics the gap in raw scores for students aged 13 has decline from 41 points in 1978 to…

This study applied kernel equating (KE) in two scenarios: equating to a very similar population and equating to a very different population, referred to as a distant population, using SAT® data. The KE results were compared to the results obtained from analogous classical equating methods in both scenarios. The results indicate that KE results are…

This research examined the relation between test-retest changes on scholastic aptitude tests and g-loaded cognitive measures (viz., college grade-point average, Wonderlic Personnel Test, and word recall). University students who had twice taken a scholastic aptitude test (viz., Scholastic Assessment Test or American College Testing Program…

The feasibility of pre-equating, or establishing conversions from raw to scaled scores through the use of pretest data before operationally administering a test, was investigated for the Scholastic Aptitude Test (SAT). Item-response theory based equating methods were used to estimate item parameters on SAT pretest data, instead of using final form…