ERIC Number: EJ602234
Record Type: Journal
Publication Date: 1999
Reference Count: N/A
Does Complex Analysis (IRT) Pay Any Dividends in Achievement Testing?
Anderson, John O.
Alberta Journal of Educational Research, v45 n4 p344-52 Win 1999
Explores the consequences of using complex test-and-item analysis in a large-scale testing situation that historically has used simple number-right scoring. When the two types of scoring were used with high school graduation exams in British Columbia, results were similar in terms of mean, standard deviation, error of estimation, and correlation to other achievement indicators. (Author/SV)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Canada