Providing Subscale Scores for Diagnostic Information: A Case Study when the Test Is Essentially Unidimensional

Autor/inn/en	Stone, Clement A.; Ye, Feifei; Zhu, Xiaowen; Lane, Suzanne
Titel	Providing Subscale Scores for Diagnostic Information: A Case Study when the Test Is Essentially Unidimensional
Quelle	In: Applied Measurement in Education, 23 (2010) 1, S.63-86 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-7347
Schlagwörter	Item Response Theory; Case Studies; Reliability; Scores; Student Evaluation; Comparative Analysis; Mathematics Tests; Correlation; Validity; Test Construction + Suchen Sie Ihr Suchwort? Item-Response-Theorie; Case study; Fallstudie; Case Study; Reliabilität; Schulnote; Studentische Bewertung; Korrelation; Gültigkeit; Testaufbau
Abstract	Although reliability of subscale scores may be suspect, subscale scores are the most common type of diagnostic information included in student score reports. This research compared methods for augmenting the reliability of subscale scores for an 8th-grade mathematics assessment. Yen's Objective Performance Index, Wainer et al.'s augmented scores, and scores based on multidimensional item response theory (IRT) models were compared and found to improve the precision of the subscale scores. However, the augmented subscale scores were found to be more highly correlated and less variable than unaugmented scores. The meaningfulness of reporting such augmented scores as well as the implications for validity and test development are discussed. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10