Exploring Alternative Test Form Linking Designs with Modified Equating Sample Size and Anchor Test Length. Research Report. ETS RR-13-02

Autor/inn/en	Wang, Lin; Qian, Jiahe; Lee, Yi-Hsuan
Titel	Exploring Alternative Test Form Linking Designs with Modified Equating Sample Size and Anchor Test Length. Research Report. ETS RR-13-02
Quelle	In: ETS Research Report Series, (2013), (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2330-8516
Schlagwörter	Test Construction; Item Response Theory; Testing Programs; Simulation; Sample Size; Equated Scores; Error of Measurement; Comparative Analysis; Test Format; Test Items; Statistical Analysis + Suchen Sie Ihr Suchwort? Testaufbau; Item-Response-Theorie; Simulation program; Simulationsprogramm; Messfehler; Testentwicklung; Test content; Testaufgabe; Statistische Analyse
Abstract	The purpose of this study was to evaluate the combined effects of reduced equating sample size and shortened anchor test length on item response theory (IRT)-based linking and equating results. Data from two independent operational forms of a large-scale testing program were used to establish the baseline results for evaluating the results from two alternative designs. Under the two alternative designs, two simulated conditions were created from the original data. Under one condition, we reduced the equating sample size (from about 2,000 to about 1,000) per anchor item and shortened the anchor test length (by half) per equating sample. Under the other condition, we reduced the sample size (from about 2,000 to about 1,000) per anchor item only. A complete grouped jackknife replication method was used to estimate the standard errors of the linking and equating procedures from 100 jackknife replicate samples; the complete procedures included IRT calibrations, item parameter scaling, and IRT true score equating. The findings from a comparison of the results from the two simulated conditions and the baseline results showed that neither alternative design had any practical impact on the linking and equating results for either test form. [This paper was presented at the 2011 annual meeting of National Council on Measurement in Education (NCME) on April 10, 2011, New Orleans, Louisiana.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01