ERIC Number: EJ727359
Record Type: Journal
Publication Date: 2004
Reference Count: N/A
Concordance between ACT and ITED Scores from Different Populations
Yin, Ping; Brennan, Robert L.; Kolen, Michael J.
Applied Psychological Measurement, v28 n4 p274-289 2004
The use of educational tests in practical situations often requires that tests that are built to different content and/or statistical specifications be statistically linked. When equating methods are applied to tests that differ in content, difficulty, and/or reliability, the resulting scores cannot be used interchangeably. This study examined group invariance under concordance conditions between ACT and the Iowa Tests of Educational Development (ITED) scores. Linear, parallel-linear, and equipercentile methods were used to transform scores on ITED tests to the scale of scores on similarly named ACT tests. Results indicated that when content specifications and statistical properties between the two forms were similar, transformed scores obtained from subgroups and the entire population were similar using the linear or parallel-linear method; otherwise, the linking relationships were group dependent, with the results for the equipercentile method being less group dependent than those for the linear method.
Descriptors: Indexes, Equated Scores, Standardized Tests, Achievement Tests, Evaluation Methods, Measurement Techniques
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Iowa Tests of Educational Development