Using Automated Essay Scores as an Anchor When Equating Constructed Response Writing Tests

Autor/in	Almond, Russell G.
Titel	Using Automated Essay Scores as an Anchor When Equating Constructed Response Writing Tests
Quelle	In: International Journal of Testing, 14 (2014) 1, S.73-91 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1530-5058
DOI	10.1080/15305058.2013.816309
Schlagwörter	Automation; Equated Scores; Writing Tests; Essay Tests; Scoring; College Entrance Examinations; Graduate Record Examinations + Suchen Sie Ihr Suchwort? Writing test; Schreibtest; Schriftlicher Sprachgebrauch; Bewertung; Aufnahmeprüfung
Abstract	Assessments consisting of only a few extended constructed response items (essays) are not typically equated using anchor test designs as there are typically too few essay prompts in each form to allow for meaningful equating. This article explores the idea that output from an automated scoring program designed to measure writing fluency (a common objective of many writing prompts) can be used in place of a more traditional anchor. The linear-logistic equating method used in this article is a variant of the Tucker linear equating method appropriate for the limited score range typical of essays. The procedure is applied to historical data. Although the procedure only results in small improvements over identity equating (not equating prompts), it does produce a viable alternative, and a mechanism for checking that the identity equating is appropriate. This may be particularly useful for measuring rater drift or equating mixed format tests. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10