Proposes formulas for expected true-score measures and reliability of binary items as a function of their Rasch difficulty when the trait (ability) distribution is normal or logistic. Provides an illustrative example for using the proposed formulas. (SLD)

Compared the observation of children's growth in reading using grade equivalents with that using the Rasch simultaneous vertical equating procedure. Results from equating 25 reading tests show that grade equivalents differ more between two different test forms than do ability measures obtained from the Rasch simultaneous vertical equating. (SLD)

Studied item calibration stability in relation to response time and the levels of item difficulty between different response groups on a sample of 389 examinees responding to 6 subtest items of the Perceptual Ability Test of the Dental Admission Test. Results show that scores were equally useful for all groups, and different sources of item…

Describes an extension to the Rasch model for fundamental measurement in which there is parameterization not only for examinee ability and item difficulty but also for judge severity. Discusses variants of this model and judging plans, and explains its use in an empirical testing situation. (SLD)

Compared holistic and analytic scoring methods to explore how the alternative scorings can make differences for performance assessment using the many-faceted Rasch model. Results based on social studies responses of 43 students show that scoring rubrics could be improved by investigating rating scale categories. Discusses implications of scoring…