Descriptor
| Difficulty Level | 6 |
| Test Theory | 6 |
| Testing Problems | 6 |
| Measurement Techniques | 4 |
| Test Items | 4 |
| Latent Trait Theory | 3 |
| Mathematical Models | 3 |
| Test Validity | 3 |
| Evaluation Criteria | 2 |
| Language Tests | 2 |
| Multiple Choice Tests | 2 |
| More ▼ | |
Source
Author
| Hambleton, Ronald K. | 1 |
| Kiely, Gerard L. | 1 |
| Livingston, Samuel A. | 1 |
| Rogers, H. Jane | 1 |
| Theunissen, Phiel J. J. M. | 1 |
| Wainer, Howard | 1 |
| Yen, Wendy M. | 1 |
| van Weeren, J., Ed. | 1 |
Publication Type
| Reports - Research | 3 |
| Speeches/Meeting Papers | 3 |
| Reports - Evaluative | 2 |
| Collected Works - Proceedings | 1 |
Education Level
Audience
| Researchers | 1 |
Location
| Netherlands | 1 |
| Sweden | 1 |
| United Kingdom (England) | 1 |
| United Kingdom (Northern… | 1 |
| United Kingdom (Wales) | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Yen, Wendy M. – 1982
Test scores that are not perfectly reliable cannot be strictly equated unless they are strictly parallel. This fact implies that tau equivalence can be lost if an equipercentile equating is applied to observed scores that are not strictly parallel. Thirty-six simulated data sets are produced to simulate equating tests with different difficulties…
Descriptors: Difficulty Level, Equated Scores, Latent Trait Theory, Methods
Download full textLivingston, Samuel A. – 1986
This paper deals with test fairness regarding a test consisting of two parts: (1) a "common" section, taken by all students; and (2) a "variable" section, in which some students may answer a different set of questions from other students. For example, a test taken by several thousand students each year contains a common multiple-choice portion and…
Descriptors: Difficulty Level, Error of Measurement, Essay Tests, Mathematical Models
Theunissen, Phiel J. J. M. – 1983
Any systematic approach to the assessment of students' ability implies the use of a model. The more explicit the model is, the more its users know about what they are doing and what the consequences are. The Rasch model is a strong model where measurement is a bonus of the model itself. It is based on four ideas: (1) separation of observable…
Descriptors: Ability Grouping, Difficulty Level, Evaluation Criteria, Item Sampling
Wainer, Howard; Kiely, Gerard L. – 1986
Recent experience with the Computerized Adaptive Test (CAT) has raised a number of concerns about its practical applications. The concerns are principally involved with the concept of having the computer construct the test from a precalibrated item pool, and substituting statistical characteristics for the test developer's skills. Problems with…
Descriptors: Adaptive Testing, Algorithms, Computer Assisted Testing, Construct Validity
van Weeren, J., Ed. – 1983
Presented in this symposium reader are nine papers, four of which deal with the theory and impact of the Rasch model on language testing and five of which discuss final examinations in secondary schools in both general and specific terms. The papers are: "Introduction to Rasch Measurement: Some Implications for Language Testing" (J. J.…
Descriptors: Adolescents, Comparative Analysis, Comparative Education, Difficulty Level
Hambleton, Ronald K.; Rogers, H. Jane – 1986
This report was designed to respond to two major methodological shortcomings in the item bias literature: (1) misfitting test models; and (2) the use of significance tests. Specifically, the goals of the research were to describe a newly developed method known as the "plot method" for identifying potentially biased test items and to…
Descriptors: Criterion Referenced Tests, Culture Fair Tests, Difficulty Level, Estimation (Mathematics)
