Evaluating Common Item Block Options When Faced with Practical Constraints

Autor/inn/en	Wolkowitz, Amanda; Davis-Becker, Susan
Titel	Evaluating Common Item Block Options When Faced with Practical Constraints
Quelle	In: Practical Assessment, Research & Evaluation, 20 (2015) 19, (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1531-7714
Schlagwörter	Test Items; Equated Scores; Licensing Examinations (Professions); Test Content; Difficulty Level; Item Response Theory; Test Theory; Correlation + Suchen Sie Ihr Suchwort? Test content; Testaufgabe; Schwierigkeitsgrad; Item-Response-Theorie; Testtheorie; Korrelation
Abstract	This study evaluates the impact of common item characteristics on the outcome of equating in credentialing examinations when traditionally recommended representation is not possible. This research used real data sets from several credentialing exams to test the impact of content representation, item statistics, and number of common items on equating results. The results of this research suggests that it may not be necessary to have a common item block that is strictly proportional in content or difficulty to the entire exam if the exam is unidimensional. The results also suggest that it may be beneficial to use all common items between two forms for equating instead of focusing on a smaller anchor block. (As Provided).
Anmerkungen	Dr. Lawrence M. Rudner. e-mail: editor@pareonline.net; Web site: http://pareonline.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01