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Direct linkLenhard, Wolfgang; Lenhard, Alexandra – Educational and Psychological Measurement, 2021
The interpretation of psychometric test results is usually based on norm scores. We compared semiparametric continuous norming (SPCN) with conventional norming methods by simulating results for test scales with different item numbers and difficulties via an item response theory approach. Subsequently, we modeled the norm scores based on random…
Descriptors: Test Norms, Scores, Regression (Statistics), Test Items
Powers, Sonya; Turhan, Ahmet; Binici, Salih – Pearson, 2012
The population sensitivity of vertical scaling results was evaluated for a state reading assessment spanning grades 3-10 and a state mathematics test spanning grades 3-8. Subpopulations considered included males and females. The 3-parameter logistic model was used to calibrate math and reading items and a common item design was used to construct…
Descriptors: Scaling, Equated Scores, Standardized Tests, Reading Tests
Download full textLiu, Jinghua; Sinharay, Sandip; Holland, Paul W.; Feigenbaum, Miriam; Curley, Edward – Educational Testing Service, 2009
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…
Descriptors: Equated Scores, Test Items, Difficulty Level, Error of Measurement
Liao, Chi-Wen; Livingston, Samuel A. – ETS Research Report Series, 2008
Randomly equivalent forms (REF) of tests in listening and reading for nonnative speakers of English were created by stratified random assignment of items to forms, stratifying on item content and predicted difficulty. The study included 50 replications of the procedure for each test. Each replication generated 2 REFs. The equivalence of those 2…
Descriptors: Equated Scores, Item Analysis, Test Items, Difficulty Level
Kreines, David C.; Mead, Ronald J. – 1979
An explanation is given of what is meant by "sample-free" item calibration and by "item-free" person measurement as these terms are applied to the one-parameter logistic test theory model of Georg Rasch. When the difficulty of an item is calibrated separately for two different samples the results may differ; but, according the…
Descriptors: Difficulty Level, Equated Scores, Goodness of Fit, Item Analysis
Bell, Anita I. – 1979
An equating study was conducted on the Certifying Examination for Primary Care Physician's Assistants to compare the ability of current examinees with the standardization group and to determine if current test items are more difficult than previous items. Using 46 common items from the multiple choice section, the 1978 exam was equated to the 1976…
Descriptors: Comparative Analysis, Difficulty Level, Educational Trends, Equated Scores
