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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Showing 1 to 15 of 251 results
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Wiberg, Marie; van der Linden, Wim J.; von Davier, Alina A. – Journal of Educational Measurement, 2014
Three local observed-score kernel equating methods that integrate methods from the local equating and kernel equating frameworks are proposed. The new methods were compared with their earlier counterparts with respect to such measures as bias--as defined by Lord's criterion of equity--and percent relative error. The local kernel item response…
Descriptors: Measurement Techniques, Evaluation Methods, Item Response Theory, Equated Scores
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Shu, Lianghua; Schwarz, Richard D. – Journal of Educational Measurement, 2014
As a global measure of precision, item response theory (IRT) estimated reliability is derived for four coefficients (Cronbach's a, Feldt-Raju, stratified a, and marginal reliability). Models with different underlying assumptions concerning test-part similarity are discussed. A detailed computational example is presented for the targeted…
Descriptors: Item Response Theory, Reliability, Models, Computation
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Häggström, Jenny; Wiberg, Marie – Journal of Educational Measurement, 2014
The selection of bandwidth in kernel equating is important because it has a direct impact on the equated test scores. The aim of this article is to examine the use of double smoothing when selecting bandwidths in kernel equating and to compare double smoothing with the commonly used penalty method. This comparison was made using both an equivalent…
Descriptors: Equated Scores, Data Analysis, Comparative Analysis, Simulation
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Sinharay, Sandip – Journal of Educational Measurement, 2014
Brennan noted that users of test scores often want (indeed, demand) that subscores be reported, along with total test scores, for diagnostic purposes. Haberman suggested a method based on classical test theory (CTT) to determine if subscores have added value over the total score. One way to interpret the method is that a subscore has added value…
Descriptors: Scores, Test Theory, Classification, Cutting Scores
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Zu, Jiyun; Puhan, Gautam – Journal of Educational Measurement, 2014
Preequating is in demand because it reduces score reporting time. In this article, we evaluated an observed-score preequating method: the empirical item characteristic curve (EICC) method, which makes preequating without item response theory (IRT) possible. EICC preequating results were compared with a criterion equating and with IRT true-score…
Descriptors: Item Response Theory, Equated Scores, Item Analysis, Item Sampling
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Lathrop, Quinn N.; Cheng, Ying – Journal of Educational Measurement, 2014
When cut scores for classifications occur on the total score scale, popular methods for estimating classification accuracy (CA) and classification consistency (CC) require assumptions about a parametric form of the test scores or about a parametric response model, such as item response theory (IRT). This article develops an approach to estimate CA…
Descriptors: Cutting Scores, Classification, Computation, Nonparametric Statistics
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Andersson, Björn; von Davier, Alina A. – Journal of Educational Measurement, 2014
We investigate the current bandwidth selection methods in kernel equating and propose a method based on Silverman's rule of thumb for selecting the bandwidth parameters. In kernel equating, the bandwidth parameters have previously been obtained by minimizing a penalty function. This minimization process has been criticized by practitioners…
Descriptors: Internet, Information Transfer, Synchronous Communication, Error of Measurement
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von Davier, Matthias; González B., Jorge; von Davier, Alina A. – Journal of Educational Measurement, 2013
Local equating (LE) is based on Lord's criterion of equity. It defines a family of true transformations that aim at the ideal of equitable equating. van der Linden (this issue) offers a detailed discussion of common issues in observed-score equating relative to this local approach. By assuming an underlying item response theory model, one of…
Descriptors: Equated Scores, Transformations (Mathematics), Item Response Theory, Raw Scores
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Dorans, Neil J. – Journal of Educational Measurement, 2013
van der Linden (this issue) uses words differently than Holland and Dorans. This difference in language usage is a source of some confusion in van der Linden's critique of what he calls equipercentile equating. I address these differences in language. van der Linden maintains that there are only two requirements for score equating. I maintain…
Descriptors: Equated Scores, Language Usage, Statistical Distributions
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González, B. Jorge; von Davier, Matthias – Journal of Educational Measurement, 2013
Based on Lord's criterion of equity of equating, van der Linden (this issue) revisits the so-called local equating method and offers alternative as well as new thoughts on several topics including the types of transformations, symmetry, reliability, and population invariance appropriate for equating. A remarkable aspect is to define equating…
Descriptors: Equated Scores, Statistical Analysis, Models, Statistical Inference
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van der Linden, Wim J. – Journal of Educational Measurement, 2013
In spite of all of the technical progress in observed-score equating, several of the more conceptual aspects of the process still are not well understood. As a result, the equating literature struggles with rather complex criteria of equating, lack of a test-theoretic foundation, confusing terminology, and ad hoc analyses. A return to Lord's…
Descriptors: Equated Scores, Statistical Analysis, Computation, Data Collection
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van der Linden, Wim J. – Journal of Educational Measurement, 2013
This article is a response to the commentaries on the position paper on observed-score equating by van der Linden (this issue). The response focuses on the more general issues in these commentaries, such as the nature of the observed scores that are equated, the importance of test-theory assumptions in equating, the necessity to use multiple…
Descriptors: Equated Scores, Test Theory, Transformations (Mathematics)
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de la Torre, Jimmy; Lee, Young-Sun – Journal of Educational Measurement, 2013
This article used the Wald test to evaluate the item-level fit of a saturated cognitive diagnosis model (CDM) relative to the fits of the reduced models it subsumes. A simulation study was carried out to examine the Type I error and power of the Wald test in the context of the G-DINA model. Results show that when the sample size is small and a…
Descriptors: Statistical Analysis, Test Items, Goodness of Fit, Error of Measurement
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Puhan, Gautam – Journal of Educational Measurement, 2013
When a constructed-response test form is reused, raw scores from the two administrations of the form may not be comparable. The solution to this problem requires a rescoring, at the current administration, of examinee responses from the previous administration. The scores from this "rescoring" can be used as an anchor for equating. In…
Descriptors: Scoring, Equated Scores, Testing, Correlation
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Briggs, Derek C. – Journal of Educational Measurement, 2013
A vertical score scale is needed to measure growth across multiple tests in terms of absolute changes in magnitude. Since the warrant for subsequent growth interpretations depends upon the assumption that the scale has interval properties, the validation of a vertical scale would seem to require methods for distinguishing interval scales from…
Descriptors: Measurement, Scaling, Validity, Test Interpretation
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