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Linking in developmental scales.

Langer, Michelle M.

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Linking in developmental scales.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Linking in developmental scales./
Author:	Langer, Michelle M.
Description:	90 p.
Notes:	Adviser: David Thissen.
Contained By:	Masters Abstracts International44-06.
Subject:	Education, Tests and Measurements. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1435018
ISBN:	9780542690044

Linking in developmental scales.
Langer, Michelle M.

Linking in developmental scales. - 90 p.

Adviser: David Thissen.

Thesis (M.A.)--The University of North Carolina at Chapel Hill, 2006.

Developmental test score scales have attracted more interest with recent legislation on educational measurement, yet there remain a surprising number of unanswered methodological questions about score scales. This research examined the effects of the number and difficulty level of linking items, the inclusion of noncommon items, the size of the mean difference between groups, and the sample size in accurately linking a score scale across groups. Data were simulated for binary items based on parameters from the 1998 National Assessment of Educational Progress Reading Assessment. Item response theory concurrent linking was used for 1,000 replications each under more than 100 conditions. These results were evaluated in terms of bias and random variance of the recovered group mean differences and standard deviations. The results indicated that linking is generally reliable, regardless of other factors, when group means are 2 standard deviations apart or less.

ISBN: 9780542690044Subjects--Topical Terms:

1017589
Education, Tests and Measurements.

Linking in developmental scales.
LDR:01800nam 2200277 a 45 001 968588
005 20110915
008 110915s2006 eng d
020 $a 9780542690044
035 $a (UMI)AAI1435018
035 $a AAI1435018
040 $a UMI $c UMI
100 1 $a Langer, Michelle M. $3 1292439
245 1 0 $a Linking in developmental scales.
300 $a 90 p.
500 $a Adviser: David Thissen.
500 $a Source: Masters Abstracts International, Volume: 44-06, page: 3014.
502 $a Thesis (M.A.)--The University of North Carolina at Chapel Hill, 2006.
520 $a Developmental test score scales have attracted more interest with recent legislation on educational measurement, yet there remain a surprising number of unanswered methodological questions about score scales. This research examined the effects of the number and difficulty level of linking items, the inclusion of noncommon items, the size of the mean difference between groups, and the sample size in accurately linking a score scale across groups. Data were simulated for binary items based on parameters from the 1998 National Assessment of Educational Progress Reading Assessment. Item response theory concurrent linking was used for 1,000 replications each under more than 100 conditions. These results were evaluated in terms of bias and random variance of the recovered group mean differences and standard deviations. The results indicated that linking is generally reliable, regardless of other factors, when group means are 2 standard deviations apart or less.
590 $a School code: 0153.
650 4 $a Education, Tests and Measurements. $3 1017589
650 4 $a Psychology, Psychometrics. $3 1017742
690 $a 0288
690 $a 0632
710 2 0 $a The University of North Carolina at Chapel Hill. $3 1017449
773 0 $t Masters Abstracts International $g 44-06.
790 $a 0153
790 1 0 $a Thissen, David, $e advisor
791 $a M.A.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1435018