Literaturnachweis - Detailanzeige
Autor/in | Zwick, Rebecca |
---|---|
Titel | Effects of Item Order and Context on Estimation of NAEP Reading Proficiency. |
Quelle | In: Educational Measurement: Issues and Practice, 10 (1991) 3, S.10-16Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0731-1745 |
Schlagwörter | Achievement Tests; Context Effect; Equated Scores; Estimation (Mathematics); Graphs; Item Response Theory; National Programs; Reading Achievement; Test Format; Test Interpretation; Test Results; Testing Problems; Testing Programs; National Assessment of Educational Progress |
Abstract | Item parameter estimates derived through item response theory methods have been considered relatively robust to changes in item position and context, but the anomaly in reading scores from the 1986 National Assessment of Educational Progress (NAEP) illustrates problems with common population equating procedures when there are test form changes. (SLD) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |