NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED523928
Record Type: Non-Journal
Publication Date: 2010-Apr
Pages: 25
Abstractor: As Provided
Reference Count: 9
ISBN: N/A
ISSN: N/A
Single- versus Double-Scoring of Trend Responses in Trend Score Equating with Constructed-Response Tests. Research Report. ETS RR-10-12
Tan, Xuan; Ricker, Kathryn L.; Puhan, Gautam
Educational Testing Service
This study examines the differences in equating outcomes between two trend score equating designs resulting from two different scoring strategies for trend scoring when operational constructed-response (CR) items are double-scored--the single group (SG) design, where each trend CR item is double-scored, and the nonequivalent groups with anchor test (NEAT) design, where each trend CR item is single-scored during trend score equating--for varying sample sizes (n =150, 200, 250, 300, 400). Overall results suggest larger equating errors with smaller sample sizes, though errors were small regardless of sample size. The NEAT design performed about as well as the SG design with respect to conditional and summative standard errors of equating, though it did tend to produce larger bias and root mean-squared differences (RMSDs). When accounting for the total number of trend scores required to do analyses, the NEAT design performed as well or better than the SG design (e.g., when the NEAT n =150 and the SG n = 300). This result might be partially attributable to a larger operational sample size (n = 792) and a good correlation between anchor and total score for the trend sample (r = 0.73). These results suggest that under these testing conditions, the NEAT design performed about as well as the SG design, but further research is required to assess the generalizability of the results. (Contains 2 tables, 11 figures and 4 notes.)
Educational Testing Service. Rosedale Road Mailstop 19R, Princeton, NJ 08541-0001. Tel: 609-921-9000; Fax: 609-734-5410; Web site: http://www.ets.org
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Educational Testing Service