Scale Stability of the NTE Core Battery Test of Professional Knowledge.

Autor/in	Anderson, David O.
Titel	Scale Stability of the NTE Core Battery Test of Professional Knowledge.
Quelle	(1991), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Comparative Testing; Education Majors; Elementary Secondary Education; Equated Scores; Estimation (Mathematics); Higher Education; Knowledge Level; Licensing Examinations (Professions); Maximum Likelihood Statistics; Professional Education; Scaling; Scoring; Teacher Certification; Test Reliability + Suchen Sie Ihr Suchwort? Estimation; Mathematics; Schätzung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Wissensbasis; Berufsausbildung; Scale construction; Skalenkonstruktion; Bewertung; Testreliabilität
Abstract	Various parallel forms of the NTE (National Teacher Examinations) Test of Professional Knowledge (NTETPK) have been administered to examinees aspiring to initial teacher certification since 1982. To confirm that recent reported scores are comparable to those from earlier forms, the stability of the score scale was studied using section pre-equating methodology (SPE). THE NTETPK consists of four 35-item sections with parallel content. Three sections are operational, and one section is non-operational. Three sections of a 1983 test form (Form F-4) were separately administered (non-operationally) in the fall of 1988 to randomly selected thirds of the testing population along with another entire operational form (Form K2I). Each of the three sections was given to approximately 7,500 examinees. Using SPE, maximum likelihood mean and standard deviation and variance/covariance estimates were generated for the "newly constituted" F4 form, which was then equated to Form K2I. Comparison of the "new" and old conversion tables revealed differences ranging from -0.04 to -0.21 points. For all practical purposes, these differences are not significant. Within the range scored by 90% of the examinees, differences of one point occurred at only 8 out of 56 possible scores. Based on these results, it appears that there has been virtually no drift in the NTETPK during the period 1983 through 1988. A 12-item list of references is included. There are five tables of statistical data and three figures illustrating the study. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC