Accuracy of a Classical Test Theory-Based Procedure for Estimating the Reliability of a Multistage Test. Research Report. ETS RR-17-02

Autor/inn/en	Kim, Sooyeon; Livingston, Samuel A.
Titel	Accuracy of a Classical Test Theory-Based Procedure for Estimating the Reliability of a Multistage Test. Research Report. ETS RR-17-02
Quelle	In: ETS Research Report Series, (2017), (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2330-8516
Schlagwörter	Accuracy; Test Theory; Test Reliability; Adaptive Testing; Scoring; Raw Scores; Simulation; Error of Measurement; Item Response Theory; Statistical Analysis + Suchen Sie Ihr Suchwort? Testtheorie; Testreliabilität; Bewertung; Simulation program; Simulationsprogramm; Messfehler; Item-Response-Theorie; Statistische Analyse
Abstract	The purpose of this simulation study was to assess the accuracy of a classical test theory (CTT)-based procedure for estimating the alternate-forms reliability of scores on a multistage test (MST) having 3 stages. We generated item difficulty and discrimination parameters for 10 parallel, nonoverlapping forms of the complete 3-stage test and ability parameters for a population of 30,000 simulated test takers. Using these parameters to generate item responses, we ran each of the 30,000 simulated test takers through each of the 10 simulated forms of the 3-stage test and computed the correlation of the scores on each pair of simulated test forms. We then computed the CTT estimate of the reliability, in the full population of 30,000 simulated test takers, of the total scaled scores resulting from the multistage testing procedure. We computed the estimate separately from the simulated responses to each of the 10 simulated forms of the 3-stage test. The reliability estimates from each simulated form of the MST differed by less than 0.005 from the average of the correlations between scores on that form and on the other 9 simulated forms of the MST. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01