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ERIC Number: ED223644
Record Type: RIE
Publication Date: 1982
Pages: 65
Abstractor: N/A
Reference Count: 0
Using Item Response Theory to Equate Scholastic Aptitude Test Scores.
Petersen, Nancy S.; And Others
In January 1982, the College Board and Educational Testing Service implemented a technical change in the procedures used to equate scores on the Scholastic Aptitude Test (SAT). For previous editions of the SAT, a linear equating procedure was used to establish the comparability of scores on different editions. Beginning in January 1982, this equating procedure was replaced by an equating procedure based on item response theory (IRT, also known as item characteristic curve theory and latent trait theory). This change in equating procedures was preceded by a series of research studies, which indicated that the change was technically feasible and would result in improved maintenance of the score scale. Described is the long-range research and development program that has resulted in the change in equating procedures and promises further changes in the future. The results of this extensive research and development effort show that the new equating procedure will improve the comparability of scores on different editions of the SAT and the extent to which the SAT score scale maintains a constant meaning over time. Current directions of research on IRT equating of the SAT are also discussed. (Author/PN)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Linear Equating Method; Scholastic Aptitude Test
Note: Small print contained in many tables. Paper presented at the Annual Meeting of the American Psychological Association (Washington, DC, 1982).