A Two-Stage Scoring Method to Enhance Accuracy of Performance Level Classification

Autor/inn/en	Finkelman, Matthew; Darby, Mark; Nering, Michael
Titel	A Two-Stage Scoring Method to Enhance Accuracy of Performance Level Classification
Quelle	In: Educational and Psychological Measurement, 69 (2009) 1, S.5-17 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1644
DOI	10.1177/0013164408322025
Schlagwörter	Classification; Scoring; Multiple Choice Tests; Responses; Interrater Reliability; Item Response Theory; Performance; Language Tests; Mathematics Tests; Grade 4; Psychometrics + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Bewertung; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Interrater-Reliabilität; Item-Response-Theorie; Achievement; Leistung; Language test; Sprachtest; School year 04; 4. Schuljahr; Schuljahr 04; Psychometry; Psychometrie
Abstract	Many tests classify each examinee into one of multiple performance levels on the basis of a combination of multiple-choice (MC) and constructed-response (CR) items. This study introduces a two-stage scoring method that identifies examinees whose MC scores place them near a cut point, advising scorers on which examinees will be most affected by score discrepancies. The idea that additional attention be given to such examinees' CR responses is explored from both psychometric and practical perspectives. Because more precision is achieved for examinees near the cut points, the method has potential to enhance the percentage of examinees classified correctly. In an empirical investigation of two operational assessments, the two-stage scoring approach successfully predicted which examinees would ultimately attain scores near the border between two performance levels. (Contains 3 tables.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10