ERIC Number: ED211595
Record Type: Non-Journal
Publication Date: 1981
Reference Count: N/A
An Application of Item Response Theory to Equating the Test of Standard Written English.
Bejar, Isaac I.; Wingersky, Marilyn S.
The study reports a feasibility study for using Item Response Theory (IRT) as a means of equating the Test of Standard Written English (TSWE). The study focused on the possibility of pre-equating, that is, deriving the equating transformation prior to the final administration of the test. The three-parameter logistic model was postulated as the response model and its fit assessed at the item, subscore, and total score level. Minor problems were found at each of these levels but, on the whole, the three-parameter model was found to portray the data well. The adequacy of the equating provided by IRT procedures was investigated in two TSWE forms. It was concluded that pre-equating does not appear to present problems beyond those inherent to IRT-equating. (Author)
Descriptors: College Entrance Examinations, Equated Scores, Goodness of Fit, Higher Education, Latent Trait Theory, Mathematical Models, Testing Problems
College Board Publication Orders, Box 2815, Princeton, NJ 08541 ($4.00).
Publication Type: Reports - Research; Reports - Evaluative
Education Level: N/A
Sponsor: College Entrance Examination Board, New York, NY.
Authoring Institution: Educational Testing Service, Princeton, NJ.
Identifiers - Assessments and Surveys: Test of Standard Written English