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ERIC Number: EJ875220
Record Type: Journal
Publication Date: 2010
Pages: 24
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: ISSN-0895-7347
Providing Subscale Scores for Diagnostic Information: A Case Study when the Test Is Essentially Unidimensional
Stone, Clement A.; Ye, Feifei; Zhu, Xiaowen; Lane, Suzanne
Applied Measurement in Education, v23 n1 p63-86 2010
Although reliability of subscale scores may be suspect, subscale scores are the most common type of diagnostic information included in student score reports. This research compared methods for augmenting the reliability of subscale scores for an 8th-grade mathematics assessment. Yen's Objective Performance Index, Wainer et al.'s augmented scores, and scores based on multidimensional item response theory (IRT) models were compared and found to improve the precision of the subscale scores. However, the augmented subscale scores were found to be more highly correlated and less variable than unaugmented scores. The meaningfulness of reporting such augmented scores as well as the implications for validity and test development are discussed. (Contains 6 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A