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ERIC Number: ED453279
Record Type: Non-Journal
Publication Date: 2000-Apr
Pages: 22
Abstractor: N/A
Reference Count: N/A
An Analysis of Rater Impact on Composite Scores Using the Multifaceted Rasch Model.
Taherbhai, Husein; Young, Michael James
This empirical study used data from the Reading: Basic Understanding section of the New Standards English Language Arts Examination. Data were collected for 3,200 high school students randomly selected from those who took the examination. The resulting sample had 16 raters who scored 200 students each, with each student rated by only 1 rater. The data were manipulated to form different weighted composite scores, which were then analyzed for rater effects, using the multifaceted Rasch model. Results indicate that main and interactive effects of raters and weighted composite scores can have varied effects on student ability estimates. Care in using weighted scores is suggested, and the use of simulated data is recommended to replicate empirical results with both the one-parameter and the two-parameter item response theory models. (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A