Multidimensionality and the Equating of a Mixed-Format Math Examination.

Autor/inn/en	Sykes, Robert C.; Hou, Liling; Hanson, Brad; Wang, Zhen
Titel	Multidimensionality and the Equating of a Mixed-Format Math Examination.
Quelle	(2002), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary School Students; Equated Scores; Error of Measurement; Intermediate Grades; Item Response Theory; Mathematics Tests; Test Construction; Test Format + Suchen Sie Ihr Suchwort? Messfehler; Mittelstufe; Item-Response-Theorie; Testaufbau; Testentwicklung
Abstract	This study investigated the effect on student scores of using anchor sets that differed in dimensionality in item response theory (IRT) scaled tests. Real data from a mathematics achievement test that had been documented to have dimensions aligned with item format were used. Item responses were available from a representative sample of approximately 2,600 fifth graders taking a mathematics test from a large state assessment. The use of anchor set items that differed in the degree their items loaded on each of the two salient factors resulted in varying amounts of equating effort. The equatings using anchors that contained items loading more heavily on the first or the second dimension had standard errors (square root of total error) of 6.46 and 3.44, representing 13% and 7% respectively of the approximate 50 scale score standard deviation. The standard error of equating anchors with items that were balanced in terms of their loadings on the two dimensions was 2.72, 5%, of a standard deviation. Bias constituted a substantial portion of the total error of the equatings using the unbalanced F1 and F2 anchor sets. (Contains 7 tables, 6 figures, and 17 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC