Literaturnachweis - Detailanzeige
| Autor/inn/en | Hambleton, Ronald K.; Sireci, Stephen G.; Swaminathan, H.; Xing, Dehui; Rizavi, Saba |
|---|---|
| Institution | Law School Admission Council, Newtown, PA. |
| Titel | Anchor-Based Methods for Judgmentally Estimating Item Difficulty Parameters. LSAC Research Report Series. |
| Quelle | (2003), (48 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Adaptive Testing; College Entrance Examinations; Computer Assisted Testing; Difficulty Level; Estimation (Mathematics); Field Tests; Law School Admission Test |
| Abstract | The purposes of this research study were to develop and field test anchor-based judgmental methods for enabling test specialists to estimate item difficulty statistics. The study consisted of three related field tests. In each, researchers worked with six Law School Admission Test (LSAT) test specialists and one or more of the LSAT subtests. The three field tests produced a number of conclusions. A considerable amount was learned about the process of extracting test specialists' estimates of item difficulty. The ratings took considerably longer to obtain than had been expected. Training, initial ratings, and discussion took a considerable amount of time. Test specialists felt they could be trained to estimate item difficulty accurately and, to some extent, they demonstrated this. Average error in the estimates of item difficulty varied from about 11% to 13 %. Also the discussions were popular with the panelists, and almost always resulted in improved item difficulty estimates. By the end of the study, the two expected frameworks that developers thought they might provide test specialists, had merged to one. Test specialists seemed to benefit from the descriptions of items located at three levels of difficulty and from information about the item statistics of many items. Four appendixes describe tasks and contain the field test materials. (Contains 8 tables and 18 references.) (SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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