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Sinharay, Sandip; Haberman, Shelby J. – Educational Measurement: Issues and Practice, 2014
Standard 3.9 of the Standards for Educational and Psychological Testing ([, 1999]) demands evidence of model fit when item response theory (IRT) models are employed to data from tests. Hambleton and Han ([Hambleton, R. K., 2005]) and Sinharay ([Sinharay, S., 2005]) recommended the assessment of practical significance of misfit of IRT models, but…
Descriptors: Item Response Theory, Goodness of Fit, Models, Tests
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Sinharay, Sandip – Educational Measurement: Issues and Practice, 2014
Brennan (Brennan, R. L., 2012) noted that users of test scores often want (indeed, demand) that subscores be reported, along with total test scores, for diagnostic purposes. Haberman (Haberman, S. J., 2008) suggested a method based on classical test theory (CTT) to determine if subscores have added value over the total score. According to this…
Descriptors: Scores, Test Theory, Test Interpretation
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Sinharay, Sandip; Haberman, Shelby; Puhan, Gautam – Educational Measurement: Issues and Practice, 2007
There is an increasing interest in reporting subscores, both at examinee level and at aggregate levels. However, it is important to ensure reasonable subscore performance in terms of high reliability and validity to minimize incorrect instructional and remediation decisions. This article employs a statistical measure based on classical test theory…
Descriptors: Test Reliability, Test Theory, Test Validity, Statistical Analysis