A calibration of the Armed Forces Qualification Test (AFQT) composite of the Armed Services Vocational Aptitude Battery (ASVAB) Forms 8a, 8b, 9a, 9b, 10a, and 10b to the metric of the AFQT Form 7a (AFQT-7a) and a comparison of these outcomes to the operational calibration tables implemented 1 October 1980 are presented. A sample of applicants for…

Two ways of interpreting raw test data are norm-referencing and criterion-referencing; the former yields information based on some type of ordering of the person on the person's dimension, while the latter tells whether or not students can exhibit a given performance. Criterion-referenced information can be ordered into a criterion-referenced…

Estimates of the internal consistency and reliability of the first principal component are provided through the use of the largest characteristic root and associated vector of the equicorrelation matrix. The estimate of the internal consistency is also shown to be a lower bound for the measure provided by Horn (1969). (Author)

A quadratic curve test equating method for equating different test forms under a random-groups data collection design is proposed that equates the first three central moments of the test forms. When applied to real test data, the method performs as well as other equating methods. Procedures from implementing the test are described. (SLD)

Studied three common item response theory equating approaches to capturing academic growth using data from a statewide testing program: (1) linear transformation of separate calibrations; (2) fixed common item parameter calibration; and (3) concurrent calibration. Found differences in mean growth depending on ability estimate and equating…

Linear equating methods for the common-item non-equivalent populations design were compared when true-score correlation between the test and anchor was less than unity. Scores from two groups of approximately 300 examinees illustrated three methods: (1) the Tucker equating method; (2) the Angoff-Levine method; and (3) the Congeneric-Levine method.…

Articles on equating test forms in this issue are reviewed and discussed. The results of these papers collectively indicate that matching on the anchor test does not result in more accurate equating. Implications for research are discussed. (SLD)

The articles in this issue that address the effect of matching samples on ability are reviewed. In spite of these examinations of equating methods and sampling plans, it is still hard to determine a definitive answer to the question of to match or not to match. Implications are discussed. (SLD)

Yen and Burket suggested that shrinkage in vertical equating cannot be understood apart from multidimensionality. Reviews research on reliability, multidimensionality, and scale shrinkage, and explores issues of practical importance to educators. (SLD)

Studied results from five linking methods under the graded-response model using simulated data. Results show that differences in the linking coefficients are small. The five methods yielded similar results for longer common-item links with large sample sizes and when the distribution of item-location parameters matched the underlying trait…

Describes a procedure for automated-test-forms assembly based on Classical Test Theory (CTT). The procedure uses stratified random-content sampling and test-form preequating to ensure both content and psychometric equivalence in generating virtually unlimited parallel forms. Extends the usefulness of CTT in automated test construction. (Author/SLD)

Suggests that a modification of traditional linking is necessary when tests consist of constructed response items judged by raters and a possibility of year-to-year variation in rating discrimination and severity exists. Illustrates this situation with an artificial example. (SLD)

Discusses some practical issues in linking educational assessments, focusing on the importance of clarity of purpose when assessments are linked. Also stresses the importance of the design used to collect data for linking. Uses linking studies from a variety of situations to illustrate these points. (SLD)

Presents an overview of linking methods applied to performance assessment and discusses major issues and recent developments in linking performance assessments. Compares three common linking designs and two major linking methodologies (classical and item response theory (IRT)). Describes two classical equating methods and several IRT equating…

Studied the error associated with a proposed linking method for tests consisting of both constructed response and multiple choice items through a simulation study varying several factors. Results support the use of the proposed linking method. Also illustrated possible linking bias resulting from use of the traditional linking method and the use…