effectiveness of circular equating as a criterion for evaluating equating

Cover of: effectiveness of circular equating as a criterion for evaluating equating | Tianyou Wang

Published by ACT in Iowa City, Iowa .

Written in English

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Subjects:

  • Examinations -- Evaluation -- Mathematical models

Edition Notes

Book details

StatementTianyou Wang, Bradley A. Hanson, Deborah J. Harris.
SeriesACT research report series -- 98-6.
ContributionsHanson, Bradley A., Harris, Deborah J.
The Physical Object
Paginationiii, 25 p. :
Number of Pages25
ID Numbers
Open LibraryOL17591593M
OCLC/WorldCa41302489

Download effectiveness of circular equating as a criterion for evaluating equating

A criterion for evaluating equating should be able to provide an accurate measure of one or both types of equating error and be able to indicate the amount of error present. Thus the effectiveness of the circular equating paradigm as a criterion for evaluating equating is determined by the extent to which it can meet these requirements.

Equating a test form to itself through a chain of equatings, commonly referred to as circular equating, has been widely used as a criterion to evaluate the adequacy of equating. This paper uses both analytical methods and simulation methods to show that this criterion is in general invalid in serving this by: 7.

Thus, the effectiveness of circular equating as a criterion for e valuating equating is determined by the extent to which it can meet these requirements.

The variance, or standard deviation (SD). Additional Physical Format: Online version: Wang, Tianyou. Effectiveness of circular equating as a criterion for evaluating equating. Iowa City, Iowa: ACT, The Effectiveness of Circular Equating as a Criterion for Evaluating Equating. Wang, Tianyou; Hanson, Bradley A.; Harris, Deborah J.

Applied Psychological Measurement, v24 n3 p Sep Cited by: 7. Circular equating—equating a test form to itself through a chain of equatings—has been widely used as a criterion to evaluate the adequacy of equating. In this paper, analytical methods and simulations showed that this criterion is generally invalid for evaluating the adequacy of equating.

Abstract. One important part of ensuring test quality over consecutive test administrations is to make sure that the equating procedure works as intended, especially when the composition of the test taker groups might change over the administrations.

The aim of this study was to examine the equating transformations obtained using one Author: Marie Wiberg. 10 equate When x is a effectiveness of circular equating as a criterion for evaluating equating book of scores and equating output is supplied for y, no other arguments are required.

Scores from x are converted directly to the scale indicated in y. If y is a composite equating, composite equated scores will be returned based on the weighted combination of equating functions included in Size: KB. results of this research will be helpful to the researchers, teachers and measurement and evaluation associations/centers carrying out large scale testing implementations for the selection of the suitable equating method in the equating of different test forms.

It is also believed that this study will also contribute to the theoretical. Circular equating—equating a test form to itself through a chain of equatings—has been widely used as a criterion to evaluate the adequacy of equating.

In. Post-equating, similarly, is to conduct equating after the operational testing. Both equating processes are widely used in K large-scale assessment programs. To conduct pre-equating, statistical procedures are applied typically to field test data. With post-equating, statistical adjustment of test difficulty is applied to operational test data.

Thus, linear equating can be regarded as a special case of equipercentile equating in the framework of the KE. KE methods in the NEAT design. In the NEAT design, a variety of equating methods is available. In this study, we are concerned with three general cases: (a) PSE, (b) CE, and (c) Levine linear Size: KB.

Whenever feasible, multiple forms of student outcomes should be used to assess the effectiveness of a curricular program. Measures should consider persistence in course taking, drop-out or failure rates, as well as multiple measures of a variety of the cognitive skills and concepts associated with mathematics learning.

Scale aligning and score equating are often confused because the statistical procedures used for scale alignment also can be used to equate tests. Equating. Equating is the strongest form of linking between the scores on two tests. Equating may be viewed as a form of scale aligning in which very strong requirements are.

Smoothing and equating methods applied to different types of test score distributions and evaluated with respect to multiple equating criteria. Princeton, NJ: Educational Testing Service. (Research Report 11–20) Google ScholarAuthor: Michael J.

Kolen, Robert L. Brennan. the degree to which a test accurately predicts success on a criterion measure B. the amount of information a test provides beyond what is known without using the test C.

the extent to which a test is valid for inferences involving success in employment settings D. Evidence that a test is a cost-effective tool to aid in decision-making. The goal of equating is to establish an effective equivalence between scores on two test forms such that the scores from each test form can be used as if they had come from the same test.

To achieve this goal of interchangeable scores, strong requirements must be put on the blueprints for the two tests and on the method used for linking by:   Test equating methods are used with many standardized tests in education and psychology to ensure that scores from multiple test forms can be used interchangeably.

In recent years, researchers from the education, psychology, and statistics communities have contributed to the rapidly growing statistical and psychometric methodologies used in test equating. This chapter presents a study to determine the adequacy of curvilinear score equating models.

In an ideal psychometric world, tests on which scores need to be equated would be parallel in all important respects: An anchor test, if used, would be parallel to the total tests and random samples on which to base the equating would always be by: An Investigation of the Feasibility of Applying Item Response Theory to Equate Achievement Tests1,2,3 Linda L.

Cook Daniel R. Eignor Educational Testing Service IAn earlier versioCited by: research comparing equating methods, and a review of research on population invariance.

The source of the data, methods used to simulate group differences, and methods used to evaluate population invariance, differences in equating relationships, and equating assumptions, are described in the Methods section.

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Reducing Bias in CAT Trait Estimation: A Comparison of Approaches Show all authors. Tianyou Wang. Tianyou Wang The Effectiveness of Circular Equating as a Criterion for Evaluating Equating Show details.

Development and Calibration of an Item Response Model That Incorporates Response Time Cited by: the equating method bias from dealing incorrectly with the missing data in the NEAT design. To directly evaluate the impact of the correctness of the loglinear presmoothing model across equating methods, the presmoothing model was varied while treating the equating methods’ assumptions about the unobservable test data as if they were true.

Test equating traditionally refers to the statistical process of determining comparable scores on different forms of an exam.

It can be accomplished using either classical test theory or item response theory. In item response theory, equating is the process of placing scores from two or more parallel test forms onto.

Test equating is a method of insuring that candidates are measured against the same criterion-referenced standard regardless of the test administration they challenge. An exam meant to test the same area may vary in difficulty from administration to administration.

Test equating accounts for these differences so that the same criterion. One Massachusetts Avenue, NW, Suite • Washington, DC Phone () • Fax () • Pete Goldschmidt, Ph.D.

The book covers traditional equating methods including, mean and linear equating, frequency estimation equating and chain equating, as well as modern equating methods such as kernel equating, local equating and combinations of these.

It also offers chapters on observed and true score item response theory equating Cited by: 9. Models of teaching: connecting student learning With standards. Request This. Author Dell'Olio, Jeanine M.

Title Models of teaching: connecting student learning With standards / Jeanine M. Dell'Olio, Tony Donk. Format Book The effectiveness of circular equating as a criterion for evaluating equating.

Wang, Tianyou. An evaluation intended to improve the object being assessed. Historical Research The systematic collection and objective evaluation of data related to past occurrences to examine causes, effects, or trends of those events that may help.

equating criteria to be satisfied. The issue of equating criteria is important for evaluating the use of smoothing methods with equipercentile equating. Traditionally, smoothing methods have been studied for relatively smooth test score distributions where irregularities in the sample.

Evaluating the Effect of Ability Differences between Groups and the Use of a Non-Representative Anchor on Equating in Cross-Lingual Circumstances Joel Rapp & Avi Allalouf National Institute for Testing and Evaluation (NITE) Abstrac Cross-lingual equating, in which a translated test is equated to its original.

Abstract. This investigation examined the practice of relying on field test item calibrations in advance of the operational administration of a large scale assessment for purposes of equating and scaling. Often termed “pre-equating,” the effectiveness of this method is explored for a statewide, high-stakes assessment in grades three, five, Cited by: 2.

Introduction to Problems, Perspectives, and Practical lssues in Equating Robert L. Brennan American College Testing Program Until a few years ago the subject of equating was largely ignored by most people in the mea- surement community except for those psychome- tricians who had specific responsibilities for equat- ing, especially in large testing companies.

for purposes of equating and scaling. Often termed “pre-equating,” the effectiveness of this method is explored for a statewide, high-stakes assessment in grades three, five, and seven for the content areas of language arts, mathematics, and social studies. Pre-equated scaling was based on item calibrations using the Rasch model.

One thousand bootstrap samples were used to estimate standard errors of equating. The parametric bootstrap method was found to estimate standard errors of equating more accurately than the nonparametric bootstrap method in most of the situations examined.

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1 Introduction. Competency‐based education (CBE) has already shifted dramatically across the landscape of higher education. As a result of the Department of Education's Experimental Sites Program announcement in (Baker, ), several universities and colleges were given the opportunity to allow students to achieve college credits through competency‐based by: The Medical Research Council guidelines on developing and evaluating complex interventions highlight the critical importance of feasibility work, which can evaluate recruitment potential for a trial and assist the refinement of recruitment methods.

In some cases up-scaling of recruitment from a small-scale to large-scale trial introduces Cited by: WHAT IS EVALUATION. A s promised in the preface,this book’s approach is to give you a “bare-bones,” nuts-and-bolts guide about how to do an evaluation.1 Although we will not be spending a huge amount of time on evaluation theory, it is certainly a goodFile Size: KB.

This book provides an introduction to test equating, scaling and linking, including those concepts and practical issues that are critical for developers and all other testing professionals.

In addition to statistical procedures, successful equating, scaling and linking involves many aspects of testing, including procedures to develop tests, to Author: Bernadette López-Fitzsimmons.A Study of Pre-Equating Based on Item Response Theory Isaac I.

Bejar and Marilyn S. Wingersky Educational Testing Service The study reports a feasibility study using item response theory (IRT) as a means of equating the Test of Standard Written English (TSWE).The study focused on the possibility of pre-equating, that is, deriving the equating transformation prior.

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