The Effect of Changing Content on IRT Scaling Methods

Autor/inn/en	Keller, Lisa A.; Keller, Robert R.
Titel	The Effect of Changing Content on IRT Scaling Methods
Quelle	In: Applied Measurement in Education, 28 (2015) 2, S.99-114 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-7347
DOI	10.1080/08957347.2014.1002922
Schlagwörter	Item Response Theory; Rating Scales; Standardized Tests; Scoring Rubrics; Academic Ability; Test Format; Test Items; Item Analysis; Evaluation Criteria; Test Bias; Error Patterns; Weighted Scores; Test Content; Test Construction; Factor Analysis + Suchen Sie Ihr Suchwort? Item-Response-Theorie; Rating-Skala; Standadised tests; Standardisierter Test; Scoring formulas; Auswertungsbogen; Testentwicklung; Test content; Testaufgabe; Itemanalyse; Testkritik; Fehlertyp; Testaufbau; Faktorenanalyse
Abstract	Equating test forms is an essential activity in standardized testing, with increased importance with the accountability systems in existence through the mandate of Adequate Yearly Progress. It is through equating that scores from different test forms become comparable, which allows for the tracking of changes in the performance of students from one year to the next. This study compares three different item response theory scaling methods (fixed common item parameter, Stocking & Lord, and Concurrent Calibration) with respect to examinee classification into performance categories, and estimation of the ability parameter, when the content of the test form changes slightly from year to year, and the examinee ability distribution changes. The results indicate that calibration methods, especially concurrent calibration, produced more stable results than the transformation method. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01