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Rutkowski, David; Rutkowski, Leslie; Liaw, Yuan-Ling – Educational Measurement: Issues and Practice, 2018
Participation in international large-scale assessments has grown over time with the largest, the Programme for International Student Assessment (PISA), including more than 70 education systems that are economically and educationally diverse. To help accommodate for large achievement differences among participants, in 2009 PISA offered…
Descriptors: Educational Assessment, Foreign Countries, Achievement Tests, Secondary School Students
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Vijver, Fons J. R. – Educational Measurement: Issues and Practice, 2018
A conceptual framework of measurement bias in cross-cultural comparisons, distinguishing between construct, method, and item bias (differential item functioning), is used to describe a methodological framework addressing assessment of noncognitive variables in international large-scale studies. It is argued that the treatment of bias, coming from…
Descriptors: Educational Assessment, Achievement Tests, Foreign Countries, International Assessment
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Castellano, Katherine E.; McCaffrey, Daniel F. – Educational Measurement: Issues and Practice, 2017
Mean or median student growth percentiles (MGPs) are a popular measure of educator performance, but they lack rigorous evaluation. This study investigates the error in MGP due to test score measurement error (ME). Using analytic derivations, we find that errors in the commonly used MGP are correlated with average prior latent achievement: Teachers…
Descriptors: Teacher Evaluation, Teacher Effectiveness, Value Added Models, Achievement Gains
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Wyse, Adam E. – Educational Measurement: Issues and Practice, 2017
This article illustrates five different methods for estimating Angoff cut scores using item response theory (IRT) models. These include maximum likelihood (ML), expected a priori (EAP), modal a priori (MAP), and weighted maximum likelihood (WML) estimators, as well as the most commonly used approach based on translating ratings through the test…
Descriptors: Cutting Scores, Item Response Theory, Bayesian Statistics, Maximum Likelihood Statistics
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Cho, Sun-Joo; Suh, Youngsuk; Lee, Woo-yeol – Educational Measurement: Issues and Practice, 2016
The purpose of this ITEMS module is to provide an introduction to differential item functioning (DIF) analysis using mixture item response models. The mixture item response models for DIF analysis involve comparing item profiles across latent groups, instead of manifest groups. First, an overview of DIF analysis based on latent groups, called…
Descriptors: Test Bias, Research Methodology, Evaluation Methods, Models
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Banks, Kathleen – Educational Measurement: Issues and Practice, 2013
The purpose of this article was to present a synthesis of the peer-reviewed differential bundle functioning (DBF) research that has been conducted to date. A total of 16 studies were synthesized according to the following characteristics: tests used and learner groups, organizing principles used for developing bundles, DBF detection methods used,…
Descriptors: Test Bias, Research, Tests, Student Characteristics
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Huggins, Anne C.; Penfield, Randall D. – Educational Measurement: Issues and Practice, 2012
A goal for any linking or equating of two or more tests is that the linking function be invariant to the population used in conducting the linking or equating. Violations of population invariance in linking and equating jeopardize the fairness and validity of test scores, and pose particular problems for test-based accountability programs that…
Descriptors: Equated Scores, Tests, Test Bias, Validity
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Wolfe, Edward W.; McVay, Aaron – Educational Measurement: Issues and Practice, 2012
Historically, research focusing on rater characteristics and rating contexts that enable the assignment of accurate ratings and research focusing on statistical indicators of accurate ratings has been conducted by separate communities of researchers. This study demonstrates how existing latent trait modeling procedures can identify groups of…
Descriptors: Researchers, Research, Correlation, Test Bias
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Pommerich, Mary – Educational Measurement: Issues and Practice, 2012
Neil Dorans has made a career of advocating for the examinee. He continues to do so in his NCME career award address, providing a thought-provoking commentary on some current trends in educational measurement that could potentially affect the integrity of test scores. Concerns expressed in the address call attention to a conundrum that faces…
Descriptors: Testing, Scores, Measurement, Test Construction
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Randall, Jennifer; Sireci, Stephen; Li, Xueming; Kaira, Leah – Educational Measurement: Issues and Practice, 2012
As access and reliance on technology continue to increase, so does the use of computerized testing for admissions, licensure/certification, and accountability exams. Nonetheless, full computer-based test (CBT) implementation can be difficult due to limited resources. As a result, some testing programs offer both CBT and paper-based test (PBT)…
Descriptors: Science Tests, Computer Assisted Testing, Scores, Test Bias
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Mislevy, Robert J. – Educational Measurement: Issues and Practice, 2012
This article presents the author's observations on Neil Dorans's NCME Career Award Address: "The Contestant Perspective on Taking Tests: Emanations from the Statue within." He calls attention to some points that Dr. Dorans made in his address, and offers his thoughts in response.
Descriptors: Testing, Test Reliability, Psychometrics, Scores
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Dorans, Neil J. – Educational Measurement: Issues and Practice, 2012
Views on testing--its purpose and uses and how its data are analyzed--are related to one's perspective on test takers. Test takers can be viewed as learners, examinees, or contestants. I briefly discuss the perspective of test takers as learners. I maintain that much of psychometrics views test takers as examinees. I discuss test takers as a…
Descriptors: Testing, Test Theory, Item Response Theory, Test Reliability
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Sinharay, Sandip; Dorans, Neil J.; Liang, Longjuan – Educational Measurement: Issues and Practice, 2011
Over the past few decades, those who take tests in the United States have exhibited increasing diversity with respect to native language. Standard psychometric procedures for ensuring item and test fairness that have existed for some time were developed when test-taking groups were predominantly native English speakers. A better understanding of…
Descriptors: Test Bias, Testing Programs, Psychometrics, Language Proficiency
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Wicherts, Jelte M.; Dolan, Conor V. – Educational Measurement: Issues and Practice, 2010
Measurement invariance with respect to groups is an essential aspect of the fair use of scores of intelligence tests and other psychological measurements. It is widely believed that equal factor loadings are sufficient to establish measurement invariance in confirmatory factor analysis. Here, it is shown why establishing measurement invariance…
Descriptors: Factor Structure, Intelligence Tests, Intelligence Quotient, Factor Analysis
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Ercikan, Kadriye; Arim, Rubab; Law, Danielle; Domene, Jose; Gagnon, France; Lacroix, Serge – Educational Measurement: Issues and Practice, 2010
This paper demonstrates and discusses the use of think aloud protocols (TAPs) as an approach for examining and confirming sources of differential item functioning (DIF). The TAPs are used to investigate to what extent surface characteristics of the items that are identified by expert reviews as sources of DIF are supported by empirical evidence…
Descriptors: Test Bias, Protocol Analysis, Cognitive Processes, Expertise
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