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Linking in developmental scales.

Langer, Michelle M.

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Linking in developmental scales.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Linking in developmental scales./
作者:	Langer, Michelle M.
面頁冊數:	90 p.
附註:	Adviser: David Thissen.
Contained By:	Masters Abstracts International44-06.
標題:	Education, Tests and Measurements. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1435018
ISBN:	9780542690044

Linking in developmental scales.
Langer, Michelle M.

Linking in developmental scales. - 90 p.

Adviser: David Thissen.

Thesis (M.A.)--The University of North Carolina at Chapel Hill, 2006.

Developmental test score scales have attracted more interest with recent legislation on educational measurement, yet there remain a surprising number of unanswered methodological questions about score scales. This research examined the effects of the number and difficulty level of linking items, the inclusion of noncommon items, the size of the mean difference between groups, and the sample size in accurately linking a score scale across groups. Data were simulated for binary items based on parameters from the 1998 National Assessment of Educational Progress Reading Assessment. Item response theory concurrent linking was used for 1,000 replications each under more than 100 conditions. These results were evaluated in terms of bias and random variance of the recovered group mean differences and standard deviations. The results indicated that linking is generally reliable, regardless of other factors, when group means are 2 standard deviations apart or less.

ISBN: 9780542690044Subjects--Topical Terms:

1017589
Education, Tests and Measurements.

Linking in developmental scales.
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520 $a Developmental test score scales have attracted more interest with recent legislation on educational measurement, yet there remain a surprising number of unanswered methodological questions about score scales. This research examined the effects of the number and difficulty level of linking items, the inclusion of noncommon items, the size of the mean difference between groups, and the sample size in accurately linking a score scale across groups. Data were simulated for binary items based on parameters from the 1998 National Assessment of Educational Progress Reading Assessment. Item response theory concurrent linking was used for 1,000 replications each under more than 100 conditions. These results were evaluated in terms of bias and random variance of the recovered group mean differences and standard deviations. The results indicated that linking is generally reliable, regardless of other factors, when group means are 2 standard deviations apart or less.
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