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Direct linkHuynh, Huynh; Meyer, Patrick – Practical Assessment, Research & Evaluation, 2010
The first part of this paper describes the use of the robust z[subscript R] statistic to link test forms using the Rasch (or one-parameter logistic) model. The procedure is then extended to the two-parameter and three-parameter logistic and two-parameter partial credit (2PPC) models. A real set of data was used to illustrate the extension. The…
Descriptors: Item Response Theory, Statistics, Educational Assessment, Test Items
Peer reviewedLissitz, Robert W.; Huynh, Huynh – Practical Assessment, Research & Evaluation, 2003
Describes the concept of "adequate yearly progress" as defined by the No Child Left Behind Act and discusses some of the psychometric issues it raises. Examines scaling as a means to equate tests when assessing educational gains and recommends vertically moderated standards over vertical equating of state assessments. (SLD)
Descriptors: Accountability, Achievement Gains, Equated Scores, Psychometrics
