There has been much research and discussion on the principles of standards-based grading, and there is a growing consensus of best practice. Even so, the actual process of implementing standards-based grading at a school or district level can be a significant challenge. There are very practical questions that remain unclear, such as how the grades…

This module describes and extends X-to-Y regression measures that have been proposed for use in the assessment of X-to-Y scaling and equating results. Measures are developed that are similar to those based on prediction error in regression analyses but that are directly suited to interests in scaling and equating evaluations. The regression and…

The purpose of this research was to develop observed score and true score equating procedures to be used in conjunction with the multidimensional item response theory (MIRT) framework. Three equating procedures--two observed score procedures and one true score procedure--were created and described in detail. One observed score procedure was…

The equity properties can be used to assess the quality of an equating. The degree to which expected scores conditional on ability are similar between test forms is referred to as first-order equity. Second-order equity is the degree to which conditional standard errors of measurement are similar between test forms after equating. The purpose of…

This report introduces a short, hands-on activity that addresses a key challenge in teaching quantitative methods to students who lack confidence or experience with statistical analysis. Used near the beginning of the course, this activity helps students develop an intuitive insight regarding a number of abstract concepts which are key to…

Subscores are reported for several operational assessments. Haberman (2008) suggested a method based on classical test theory to determine if the true subscore is predicted better by the corresponding subscore or the total score. Researchers are often interested in learning how different subgroups perform on subtests. Stricker (1993) and…

The purpose of this research was to develop observed score and true score equating procedures to be used in conjunction with the Multidimensional Item Response Theory (MIRT) framework. Currently, MIRT scale linking procedures exist to place item parameter estimates and ability estimates on the same scale after separate calibrations are conducted.…

Mixed-format tests containing both multiple-choice and constructed-response items are widely used on educational tests. Such tests combine the broad content coverage and efficient scoring of multiple-choice items with the assessment of higher-order thinking skills thought to be provided by constructed-response items. However, the combination of…

When test forms are administered to examinee groups that differ in proficiency, equating procedures are used to disentangle group differences from form differences. This dissertation investigates the extent to which equating results are population invariant, the impact of group differences on equating results, the impact of group differences on…

Leaders in schools, districts, and states, along with policymakers in Washington, D.C., are focusing new energy on closing long-standing gaps in performance that separate low-income students and students of color from others. It's critically important that their efforts succeed--for students, their families, their communities, and for their…

This report proposes an empirical Bayes approach to the problem of equating scores on test forms taken by very small numbers of test takers. The equated score is estimated separately at each score point, making it unnecessary to model either the score distribution or the equating transformation. Prior information comes from equatings of other…

In this paper, we develop a new chained equipercentile equating procedure for the nonequivalent groups with anchor test (NEAT) design under the assumptions of the classical test theory model. This new equating is named chained true score equipercentile equating. We also apply the kernel equating framework to this equating design, resulting in a…

This study compared college student reported grade point averages (GPA) with actual GPA as recorded at the Registrar's Office to determine the accuracy of student reported GPA. Results indicated that, on average, students reported slightly higher GPA than their actual GPA. Additionally, females were virtually as accurate as males and students with…

In this report, an alternative item response theory (IRT) observed score equating method was newly developed. The proposed equating method was illustrated with two real data sets and the equating results were compared to those of traditional IRT true score and IRT observed score equating methods. Using three loss indices, the new method appeared…

Building on previous works by Lord and Ogasawara for dichotomous items, this article proposes an approach to derive the asymptotic standard errors of item response theory true score equating involving polytomous items, for equivalent and nonequivalent groups of examinees. This analytical approach could be used in place of empirical methods like…