Effects of Misbehaving Common Items on Aggregate Scores and an Application of the Mantel-Haenszel Statistic in Test Equating

Author(s):  
Michalis P. Michaelides
Keyword(s):  
2012 ◽  
Author(s):  
Xin Liu ◽  
Xiaobin Zhou ◽  
Jianjun Zhu ◽  
Jing-Jen Wang

2021 ◽  
Vol 11 (5) ◽  
pp. 201
Author(s):  
Clelia Cascella ◽  
Chiara Giberti ◽  
Giorgio Bolondi

This study is aimed at exploring how different formulations of the same mathematical item may influence students’ answers, and whether or not boys and girls are equally affected by differences in presentation. An experimental design was employed: the same stem-items (i.e., items with the same mathematical content and question intent) were formulated differently and administered to a probability sample of 1647 students (grade 8). All the achievement tests were anchored via a set of common items. Students’ answers, equated and then analysed using the Rasch model, confirmed that different formulations affect students’ performances and thus the psychometric functionality of items, with discernible differences according to gender. In particular, we explored students’ sensitivity to the effect of a typical misconception about multiplication with decimal numbers (often called “multiplication makes bigger”) and tested the hypothesis that girls are more prone than boys to be negatively affected by misconception.


2021 ◽  
Vol 104 (3) ◽  
pp. 003685042110283
Author(s):  
Meltem Yurtcu ◽  
Hülya Kelecioglu ◽  
Edward L Boone

Bayesian Nonparametric (BNP) modelling can be used to obtain more detailed information in test equating studies and to increase the accuracy of equating by accounting for covariates. In this study, two covariates are included in the equating under the Bayes nonparametric model, one is continuous, and the other is discrete. Scores equated with this model were obtained for a single group design for a small group in the study. The equated scores obtained with the model were compared with the mean and linear equating methods in the Classical Test Theory. Considering the equated scores obtained from three different methods, it was found that the equated scores obtained with the BNP model produced a distribution closer to the target test. Even the classical methods will give a good result with the smallest error when using a small sample, making equating studies valuable. The inclusion of the covariates in the model in the classical test equating process is based on some assumptions and cannot be achieved especially using small groups. The BNP model will be more beneficial than using frequentist methods, regardless of this limitation. Information about booklets and variables can be obtained from the distributors and equated scores that obtained with the BNP model. In this case, it makes it possible to compare sub-categories. This can be expressed as indicating the presence of differential item functioning (DIF). Therefore, the BNP model can be used actively in test equating studies, and it provides an opportunity to examine the characteristics of the individual participants at the same time. Thus, it allows test equating even in a small sample and offers the opportunity to reach a value closer to the scores in the target test.


2006 ◽  
Vol 2006 (2) ◽  
pp. i-197
Author(s):  
Alina A. von Davier ◽  
Mei Liu ◽  
Xiaohong Gao ◽  
Deborah Harris ◽  
Nancy Petersen ◽  
...  

1965 ◽  
Vol 20 (2) ◽  
pp. 537-546 ◽  
Author(s):  
Thomas M. Nelson ◽  
Paul C. Vasold

The importance of characteristics of edge and surface to object recognition was investigated. Recognition times of 42 male Ss were established for samples of positive and negative prints made from photographs of 20 common items. Results show that identification depends upon the extent to which photic zones and gradients defining the surface maintain their inter-relationships. Dependence upon surface increases with the difficulty of identification.


PEDIATRICS ◽  
1959 ◽  
Vol 24 (4) ◽  
pp. 686-686
Author(s):  
ALEXANDER N. DRESCHER

The education of parents to the danger of accidental poisoning is an important aspect of office and clinic pediatrics. Since this preventive instruction can be time-consuming and incomplete in the usual medical interview, attention is called to the simple device of a display cabinet in the waiting room. In the display used in our clinic, the upper shelf shows common items actually ingested by our patients; the middle shelf contains those responsible for fatalities; the lower shelf demonstrates some of the discomforting elements of treatment. The effectiveness of this exhibit has been attested to by a decreased incidence of poisonings and continued parental interest in the information presented.


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