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Kulick, Edward; Dorans, Neil J. – 1984
A new approach to assessing unexpected differential item performance (item bias or item fairness) is introduced and applied to the item responses of different subpopulations of Scholastic Aptitude Test (SAT) takers. The essential features of the standardization approach are described. The primary goal of the standardization approach is to control…
Descriptors: College Entrance Examinations, Individual Differences, Mathematical Models, Performance Factors
Marco, Gary L.; And Others – 1985
Three item response models were evaluated for estimating item parameters and equating test scores. The models, which approximated the traditional three-parameter model, included: (1) the Rasch one-parameter model, operationalized in the BICAL computer program; (2) an approximate three-parameter logistic model based on coarse group data divided…
Descriptors: College Entrance Examinations, Comparative Analysis, Computer Software, Equated Scores
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Dynarski, Mark – Economics of Education Review, 1987
To examine the reasons for declining Scholastic Aptitude Test scores during the past two decades, this paper proposes an empirical achievement model incorporating students' demographic characteristics and an expanding test-taking population. While test scores and participation rates are positively correlated, participation changes over time mask…
Descriptors: Academic Achievement, Academic Aptitude, Models, School Demography
Steelman, Lala Carr; Powell, Brian – Phi Delta Kappan, 1985
Differences in the corrected state rankings on Scholastic Aptitude Test (SAT) scores are explained by the percentage of students taking the test and by student composition by sex, race, and average family income. Higher state per capita educational expenditures are significantly related to higher average SAT scores. Policy implications are…
Descriptors: College Bound Students, Comparative Analysis, Educational Policy, Educational Quality