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Showing 1 to 15 of 21 results Save | Export
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Guo, Hongwen; Liu, Jinghua; Dorans, Neil; Feigenbaum, Miriam – ETS Research Report Series, 2011
Maintaining score stability is crucial for an ongoing testing program that administers several tests per year over many years. One way to stall the drift of the score scale is to use an equating design with multiple links. In this study, we use the operational and experimental SAT® data collected from 44 administrations to investigate the effect…
Descriptors: Equated Scores, College Entrance Examinations, Reliability, Testing Programs
Liu, Jinghua; Sinharay, Sandip; Holland, Paul W.; Feigenbaum, Miriam; Curley, Edward – Educational Testing Service, 2009
This study explores the use of a different type of anchor, a "midi anchor", that has a smaller spread of item difficulties than the tests to be equated, and then contrasts its use with the use of a "mini anchor". The impact of different anchors on observed score equating were evaluated and compared with respect to systematic…
Descriptors: Equated Scores, Test Items, Difficulty Level, Error of Measurement
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Liu, Jinghua; Zhu, Xiaowen – ETS Research Report Series, 2008
The purpose of this paper is to explore methods to approximate population invariance without conducting multiple linkings for subpopulations. Under the single group or equivalent groups design, no linking needs to be performed for the parallel-linear system linking functions. The unequated raw score information can be used as an approximation. For…
Descriptors: Raw Scores, Test Format, Comparative Analysis, Test Construction
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Haberman, Shelby J.; Guo, Hongwen; Liu, Jinghua; Dorans, Neil J. – ETS Research Report Series, 2008
This study uses historical data to explore the consistency of SAT® I: Reasoning Test score conversions and to examine trends in scaled score means. During the period from April 1995 to December 2003, both Verbal (V) and Math (M) means display substantial seasonality, and a slight increasing trend for both is observed. SAT Math means increase more…
Descriptors: College Entrance Examinations, Thinking Skills, Logical Thinking, Scaling
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von Davier, Alina A., Ed.; Liu, Mei, Ed. – ETS Research Report Series, 2006
This report builds on and extends existent research on population invariance to new tests and issues. The authors lay the foundation for a deeper understanding of the use of population invariance measures in a wide variety of practical contexts. The invariance of linear, equipercentile and IRT equating methods are examined using data from five…
Descriptors: Equated Scores, Statistical Analysis, Data Collection, Test Format
Zhang, Yanling; Dorans, Neil J.; Matthews-López, Joy L. – College Board, 2005
Statistical procedures for detecting differential item functioning (DIF) are often used as an initial step to screen items for construct irrelevant variance. This research applies a DIF dissection method and a two-way classification scheme to SAT Reasoning Test™ verbal section data and explores the effects of deleting sizable DIF items on reported…
Descriptors: Test Bias, Test Items, Statistical Analysis, Classification
Liu, Jinghua; Feigenbaum, Miriam; Dorans, Neil J. – College Board, 2005
Score equity assessment was used to evaluate linkings of new SAT® to the current SAT Reasoning Test™. Population invariance across gender groups was studied on the linkage of a new SAT critical reading prototype to a current SAT verbal section, and on the linkage of a new SAT math prototype to a current SAT math section. The results indicated that…
Descriptors: Gender Differences, Research Reports, Cognitive Tests, College Entrance Examinations
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Dorans, Neil J.; Zeller, Karin – ETS Research Report Series, 2004
In an article published in the spring 2003 issue of "Harvard Educational Review", Roy Freedle stated that the SAT® is both culturally and statistically biased. Freedle proposed a solution to this bias, which involved using a half-test made up of the most difficult items culled from complete SAT examination. His claims, which garnered…
Descriptors: Scores, Scoring, Equated Scores, College Entrance Examinations
Lawrence, Ida M.; Schmidt, Amy Elizabeth – College Entrance Examination Board, 2001
The SAT® I: Reasoning Test is administered seven times a year. Primarily for security purposes, several different test forms are given at each administration. How is it possible to compare scores obtained from different test forms and from different test administrations? The purpose of this paper is to provide an overview of the statistical…
Descriptors: Scores, Comparative Analysis, Standardized Tests, College Entrance Examinations
Dorans, Neil J. – College Entrance Examination Board, 2000
Distinctions were made between three classes of statistical linkage: equivalence, concordance, and prediction. These distinctions were based on rational content considerations and empirical statistical relationships. A large database involving SAT I and ACT scores was used to determine which type of linkage was best suited for different scores and…
Descriptors: Statistical Analysis, Prediction, Scores, Standardized Tests
Livingston, Samuel A.; And Others – 1989
Combinations of five methods of equating test forms and two methods of selecting samples of students for equating were compared for accuracy. The two sampling methods were representative sampling from the population and matching samples on the anchor test score. The equating methods were: (1) the Tucker method; (2) the Levine method; (3) the…
Descriptors: Comparative Analysis, Data Collection, Equated Scores, High School Students
Petersen, Nancy S.; And Others – 1982
In January 1982, the College Board and Educational Testing Service implemented a technical change in the procedures used to equate scores on the Scholastic Aptitude Test (SAT). For previous editions of the SAT, a linear equating procedure was used to establish the comparability of scores on different editions. Beginning in January 1982, this…
Descriptors: College Entrance Examinations, Equated Scores, Latent Trait Theory, Research Methodology
Dorans, Neil J. – 1983
A formal analysis is presented of the effects of item deletion on equating/scaling functions and reported score distributions. The phrase "item deletion" refers to the process of changing the original key of a flawed item to either all options correct, including omits, or to no options correct, i.e., not scoring the flawed item. There…
Descriptors: College Entrance Examinations, Equated Scores, Item Analysis, Mathematical Models
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
Modu, Christopher C.; Stern, June – 1977
To assess the stability of the Scholastic Aptitude Test verbal score scale SAT--V, 1963 and 1973 forms of the SAT--V were administered in counterbalanced order to spaced samples of the same group. The 1973 scores were placed on the reporting scale used for the 1963 form. The experimentally derived scores on the 1963 scale were compared with their…
Descriptors: College Bound Students, College Entrance Examinations, Educational Problems, Educational Trends
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