Using raw-to-scaled-score conversions derived from test-score equating to link item-parameter estimates from the one-parameter (Rasch) and three-parameter logistic models, this study evaluated an indirect method for converting item response theory estimates to a common scale. Data were taken from Petersen's Scholastic Aptitude Test (SAT) scale…

Improved communication and cooperation between test publishers and school systems is essential for solving major test problems. Test-curriculum matching, test equating, and inappropriate use of grade equivalent scores are major problem areas. The degree to which a standardized test yields information relevant to what the system is trying to teach…

A method is proposed for providing an absolute, in contrast to comparative, evaluation of how well two tests are equated by transforming their raw scores into a particular common scale. The method is direct, not requiring creation of a standard for comparison; expresses its results in scaled rather than raw scores, and allows examination of the…

The statistical parallelism of a pair of tests equated by the P-value method was investigated, as well as the relationship between their raw scores and scores transformed by linear equating. Data were obtained from eight sections of the 1980 New Jersey Minimum Basic Skills Program; specifically, the reading and mathematics tests for each of grades…

The Anchor Test Study provides a means for translating a pupil's score on any one of seven widely used standardized reading tests to a corresponding score on any of the other tests for students in grades 4, 5, and 6. In addition, the study provides new estimates of alternate form reliability for each of the seven tests, provides estimates of the…

The Anchor Test Study provides a method for translating a pupil's score on any one of eight widely used standardized reading tests for Grades 4, 5, and 6 to a corresponding score of any of the other seven tests, as well as furnishing new nationally representative norms for each of the eight tests. In addition, the Study presents new estimates of…

The Anchor Test Study provides a method for translating a pupil's score on any one of eight widely used standardized reading tests for Grades 4, 5, and 6 to a corresponding score of any of the other seven tests, as well as furnishing new nationally representative norms for each of the eight tests. In addition, the Study presents new estimates of…

The Anchor Test Study provides a method for translating a pupil's score on any one of eight widely used standardized reading tests for Grades 4, 5, and 6 to a corresponding score of any of the other seven tests, as well as furnishing new nationally representative norms for each of the eight tests. In addition, the Study presents new estimates of…

The purpose of this study was to establish score equivalencies between the College Board Scholastic Aptitude Test (SAT) and its Spanish language equivalent, the College Board Prueba de Aptitud Academica (PAA). For the first phase, two sets of items, one originally appearing in Spanish and the other in English, were chosen; and each set was…

This study examines the Average System, an alternate procedure to the Rasch Model, for equating test scores. This technique does not require computers and can be easily employed by classroom teachers. A validation experiment using 23 sets of 10-item arithmetic tests constructed from a 230-item bank is described. (BS)

An equating design in which two groups of examinees from slightly different populations are administered a different test form with a subset of common items is widely used. This paper presents standard errors and a simulation that verifies the equation for large samples for an equipercentile equating procedure for this design. (Author/BS)

This paper develops and illustrates a latent trait approach to constructing an item bank when responses are scored in several ordered categories. This approach is an extension of the methodology developed by Choppin, Wright and Stone, and Wright and Bell for the construction and maintenance of banks of dichotomously scored items. (Author/PN)

This study investigated the effect on student scores of using anchor sets that differed in dimensionality in item response theory (IRT) scaled tests. Real data from a mathematics achievement test that had been documented to have dimensions aligned with item format were used. Item responses were available from a representative sample of…

Procedures used to establish the comparability of scores derived from the College Board Admissions Testing Program (ATP) computer adaptive Scholastic Aptitude Test (SAT) prototype and the paper-and-pencil SAT are described in this report. Both the prototype, which is made up of Verbal and Mathematics computer adaptive tests (CATs), and a form of…

This study compared the performance of the LOGIST and BILOG computer programs on item response theory (IRT) based scaling and equating for the Test of English as a Foreign Language (TOEFL) using real and simulated data and two calibration structures. Applications of IRT for the TOEFL program are based on the three-parameter logistic (3PL) model.…