This study conducted a comprehensive comparison of Item Response Theory (IRT) linking methods applied to a bifactor model, examining their performance on both multiple choice (MC) and mixed format tests within the common item nonequivalent group design framework. Four distinct multidimensional IRT linking approaches were explored, consisting of…

Scoring procedures for the constructed-response (CR) items in large-scale mixed-format educational assessments often involve checks for rater agreement or rater reliability. Although these analyses are important, researchers have documented rater effects that persist despite rater training and that are not always detected in rater agreement and…

This qualitative study looks at multiple-choice questions (MCQs) in examinations and their effectiveness in testing higher-order cognition. While there are claims that MCQs can do this, we consider many assertions problematic because of the difficulty in interpreting what higher-order cognition consists of and whether or not assessment tasks…

In test equating, one critical equating property is the group invariance property which indicates that the equating function used to convert performance on each alternate form to the reporting scale should be the same for various subgroups. To mitigate the impact of disrupted learning on the item parameters during the COVID-19 pandemic, a…

In today's digital age, tests are increasingly being delivered on computers. Many of these computer-based tests (CBTs) have been adapted from paper-based tests (PBTs). However, this change in mode of test administration has the potential to introduce construct-irrelevant variance, affecting the validity of score interpretations. Because of this,…

Preservation of equity properties was examined using four equating methods--IRT True Score, IRT Observed Score, Frequency Estimation, and Chained Equipercentile--in a mixed-format test under a common-item nonequivalent groups (CINEG) design. Equating of mixed-format tests under a CINEG design can be influenced by factors such as attributes of the…

Modeling multidimensional test data with a unidimensional model can result in serious statistical errors, such as bias in item parameter estimates. Many methods exist for assessing the dimensionality of a test. The current study focused on DIMTEST. Using simulated data, the effects of sample size splitting for use with the ATFIND procedure for…

In many testing programs it is assumed that the context or position in which an item is administered does not have a differential effect on examinee responses to the item. Violations of this assumption may bias item response theory estimates of item and person parameters. This study examines the potentially biasing effects of item position. A…

Teachers' professional knowledge is assumed to be a key variable for effective teaching. As teacher education has the goal to enhance professional knowledge of current and future teachers, this knowledge should be described and assessed. Nevertheless, only a limited number of studies quantitatively measures physics teachers' professional…

In the attempt to identify or prevent unfair tests, both quantitative analyses and logical evaluation are often used. For the most part, fairness evaluation is a pragmatic attempt at determining whether procedural or substantive due process has been accorded to either a group of test takers or an individual. In both the individual and comparative…

The purpose of this study was to use differential item functioning (DIF) and latent mixture model analyses to explore factors that explain performance differences on a large-scale mathematics assessment between examinees allowed to use a calculator or who were afforded item presentation accommodations versus those who did not receive the same…

This study proposes a new item parameter linking method for the common-item nonequivalent groups design in item response theory (IRT). Previous studies assumed that examinees are randomly assigned to either test form. However, examinees can frequently select their own test forms and tests often differ according to examinees' abilities. In such…

In educational measurement, the construction of parallel test forms is often a combinatorial optimization problem that involves the time-consuming selection of items to construct tests having approximately the same test information functions (TIFs) and constraints. This article proposes a novel method, genetic algorithm (GA), to construct parallel…

Many psychology instructors present videotaped examples of behavior at least occasionally during their courses. However, few include video clips during examinations. We provide examples of video-based questions, offer guidelines for their use, and discuss their benefits and drawbacks. In addition, we provide empirical evidence to support the use…

This article presents a methodology for examining the content and nature of item parcels as indicators of a conceptually defined latent construct. An essential component of this methodology is the 2-facet measurement model, which includes items and parcels as facets of construct indicators. The 2-facet model tests assumptions required for…