An Empirical Investigation of Population Invariance in the Value of Subscores

Autor/inn/en	Sinharay, Sandip; Haberman, Shelby J.
Titel	An Empirical Investigation of Population Invariance in the Value of Subscores
Quelle	In: International Journal of Testing, 14 (2014) 1, S.22-48 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1530-5058
DOI	10.1080/15305058.2013.822712
Schlagwörter	Scores; Achievement Tests; Language Tests; English (Second Language); Licensing Examinations (Professions); Correlation; Robustness (Statistics); Comparative Analysis; Population Groups; Sex; Ethnicity; Test Theory + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Language test; Sprachtest; English as second language; English; Second Language; Englisch als Zweitsprache; Korrelation; Widerstandsfähigkeit; Geschlecht; Geschlechtsverkehr; Ethnizität; Testtheorie
Abstract	Recently there has been an increasing level of interest in subtest scores, or subscores, for their potential diagnostic value. Haberman (2008) suggested a method to determine if a subscore has added value over the total score. Researchers have often been interested in the performance of subgroups--for example, those based on gender or ethnicity--on subtests. Several researchers found that the difference in performance between the gender-based subgroups varied over the different subtests. In this article, we examine whether the added values of the subscores vary between subgroups using data from several operational tests, including an international English proficiency test. For these data sets, the added values of the subscores occasionally vary over the subgroups, but the added values of the augmented subscores are invariant over the subgroups. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10