This article considers psychometric properties of composite raw scores and transformed scale scores on mixed-format tests that consist of a mixture of multiple-choice and free-response items. Test scores on several mixed-format tests are evaluated with respect to conditional and overall standard errors of measurement, score reliability, and…

The purpose of this study was to build a Random Forest supervised machine learning model in order to predict musical rater-type classifications based upon a Rasch analysis of raters' differential severity/leniency related to item use. Raw scores (N = 1,704) from 142 raters across nine high school solo and ensemble festivals (grades 9-12) were…

The purpose of this study was to examine the relationship between motor proficiency and body mass index (BMI) in preschool children. Thirty-eight children ages 4-6 years had their BMI calculated and were assessed using the Movement Assessment Battery for Children-2 (MABC-2; Henderson, Sugden, & Barnett, 2007). These data were analyzed in two…

Engagement has evolved from concerns of "access," "diversity," and "public service" between the academy and communities. Land-grant institutions (LGI), considered the "public's universities," have represented a unique population in American higher education with their historic 150-year tradition of teaching, research, and service. Carnegie…

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…

Preterm birth increases the risk for neurologic and developmental disabilities and therefore long-term follow-up is important. This prospective follow-up study aims to describe longitudinal motor performance in preterm infants from 6 to 24 months and to detect the influence of risk factors on motor performance trajectories. We included preterm…

Classical test theory is based on the concept of a true score for each examinee, defined as the expected or average score across an infinite number of repeated parallel tests. In most cases, there is only a score from a single administration of the test in question. The difference between this single observed score and the underlying true score is…

Three methods of equating performance assessments are compared. Equipercentile equating, item response theory (IRT) partial credit model, and IRT graded response model methods were applied to the same data using an anchor test design. Comparisons are based primarily on the resulting raw score-to-raw score tables and the effects these tables have…