Literaturnachweis - Detailanzeige
| Autor/inn/en | Kim, Dong-In; Julian, Marc; Hermann, Pam |
|---|---|
| Titel | COVID-19 Impact on Group Invariance Property of Equating |
| Quelle | (2022), (24 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | COVID-19; Pandemics; Test Format; Equated Scores; Test Items; Scoring; Evaluation Methods; Item Response Theory; Grade 6; Grade 8; Language Arts; Mathematics; Evaluation Criteria |
| Abstract | In test equating, one critical equating property is the group invariance property which indicates that the equating function used to convert performance on each alternate form to the reporting scale should be the same for various subgroups. To mitigate the impact of disrupted learning on the item parameters during the COVID-19 pandemic, a pre-equated approach was frequently implemented for student scoring in the spring 2021 administration of large-scale assessments. This study examines how much the group invariance property was satisfied for various subgroups when pre-equating was applied to large-scale assessments in spring 2021. While most studies for invariance property have been for post-equating, this study investigated the invariance property with pre-equating. Due to the potential impact on live calibration and equating, many large-scale assessment programs have opted to reuse previously administered forms and applied pre-equating rather than developing new forms and post-equating in 2021. This study included grades 6 and 8 ELA and Math from a spring 2021 large-scale assessment program and examined the invariance property for four subgroups: gender, SES, ethnicity, and LEP. Three different scoring methods were studied: unrounded equated scores, rounded equated scores, and MLE as IRT pattern scoring. As evaluation criteria, RMSD and REMSD indices were included (Dorans & Holland, 2000). The effect size was also used for evaluating the equating function differences between each subgroup's categories and the population. Invariance property is often studied when post-equating is performed with alternate forms under common (i.e., anchor) item design. In this case, the quality and number of anchor items between alternate forms influence the equating results and invariance property. In general, if anchors are close to a minimal test version, equating results can be better with many anchor items. Pre-equating design fully satisfies the requirement of the maximum number of anchor items because all items can be used as anchor items. Therefore invariance property can be better achieved than post-equating with some common items under the same condition. RMSD and REMSD values for ELA, where students' performances were not much impacted by the pandemic, showed the same results. However, there were some deviations in the invariance property for Math where students' performances appeared to be impacted. (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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