Test equating, scaling, and linking. Methods and practices. Third edition.

Autor/inn/en	Kolen, Michael J.; Brennan, Robert L.
Titel	Test equating, scaling, and linking. Methods and practices. Third edition.
Quelle	New York: Springer (2014), xxvi, 566 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Statistics for social and behavioral sciences
Beigaben	Illustrationen
Zusatzinformation	Titelbild
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	1-4939-5019-3; 978-1-4939-0316-0; 978-1-4939-0317-7; 978-1-4939-5019-5
DOI	10.1007/978-1-4939-0317-7
Schlagwörter	Skalierung; Strukturgleichungsmodell; Testkonstruktion; Item-Response-Theory; Psychometrie; Testanwendung; Testmethodik; Testtheorie; Gleichung (Math); Modell
Abstract	This book provides an introduction to test equating, scaling and linking, including those concepts and practical issues that are critical for developers and all other testing professionals. In addition to statistical procedures, successful equating, scaling and linking involves many aspects of testing, including procedures to develop tests, to administer and score tests and to interpret scores earned on tests. Test equating methods are used with many standardized tests in education and psychology to ensure that scores from multiple test forms can be used interchangeably. Test scaling is the process of developing score scales that are used when scores on standardized tests are reported. In test linking, scores from two or more tests are related to one another. Linking has received much recent attention, due largely to investigations of linking similarly named tests from different test publishers or tests constructed for different purposes. In recent years, researchers from the education, psychology and statistics communities have contributed to the rapidly growing statistical and psychometric methodologies used in test equating, scaling and linking. In addition to the literature covered in previous editions, this new edition presents coverage of significant recent research. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2017/2