Subscore Equating and Profile Reporting

Autor/inn/en	Lim, Euijin; Lee, Won-Chan
Titel	Subscore Equating and Profile Reporting
Quelle	In: Applied Measurement in Education, 33 (2020) 2, S.95-112 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lim, Euijin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-7347
DOI	10.1080/08957347.2020.1732381
Schlagwörter	Equated Scores; Test Length; Test Format; Difficulty Level; Sample Size; Profiles; Statistical Analysis; Item Response Theory + Suchen Sie Ihr Suchwort? Testentwicklung; Schwierigkeitsgrad; Charakterisierung; Profilanalyse; Statistische Analyse; Item-Response-Theorie
Abstract	The purpose of this study is to address the necessity of subscore equating and to evaluate the performance of various equating methods for subtests. Assuming the random groups design and number-correct scoring, this paper analyzed real data and simulated data with four study factors including test dimensionality, subtest length, form difference in difficulty, and sample size. The results indicated that reporting subscores without equating provides misleading information in terms of score profiles and that reporting subscores without a pre-specified test specification brings practical issues such as constructing alternate subtest forms with comparable difficulty, conducting equating between forms with different lengths, and deciding an appropriate score scale to be reported. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01