How Does the Knowledge of Subgroup Membership of Examinees Affect the Prediction of True Subscores? Research Report. ETS RR-11-43

Autor/inn/en	Haberman, Shelby J.; Sinharay, Sandip
Institution	Educational Testing Service
Titel	How Does the Knowledge of Subgroup Membership of Examinees Affect the Prediction of True Subscores? Research Report. ETS RR-11-43
Quelle	(2011), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	True Scores; Test Theory; Prediction; Group Membership; Accuracy; Language Tests; Achievement Tests; Licensing Examinations (Professions); Reliability; Correlation + Suchen Sie Ihr Suchwort? Testtheorie; Vorhersage; Gruppenzugehörigkeit; Language test; Sprachtest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Reliabilität; Korrelation
Abstract	Subscores are reported for several operational assessments. Haberman (2008) suggested a method based on classical test theory to determine if the true subscore is predicted better by the corresponding subscore or the total score. Researchers are often interested in learning how different subgroups perform on subtests. Stricker (1993) and Livingston and Rupp (2004) found that the mean difference between the subgroups was not the same for the different subscores. We suggest new methods to investigate whether the quality of prediction of the true subscore improves if the investigator knows about the subgroup membership. We applied our suggested method to data from 4 operational testing programs. We found that the quality of prediction of the true subscore does not improve if the investigator knows the subgroup membership. We also found that whether the subscores have value added does not depend on the subgroups. (Contains 7 tables, 10 figures and 3 notes.) (As Provided).
Anmerkungen	Educational Testing Service. Rosedale Road Mailstop 19R, Princeton, NJ 08541-0001. Tel: 609-921-9000; Fax: 609-734-5410; Web site: http://www.ets.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10