Equating Achievement Tests Using Samples Matched on Ability. College Board Report No. 90-2 [electronic resource] / Linda L. Cook and Others.
The equating of reasonably parallel forms of College Board Achievement Tests in biology, chemistry, mathematics level II, American history and social studies, and French is discussed. Results of the following five equating methods are compared: (1) Tucker; (2) Levine equally reliable; (3) Levine une...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1990.
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| Subjects: |
MARC
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| 100 | 1 | |a Cook, Linda L. | |
| 245 | 1 | 0 | |a Equating Achievement Tests Using Samples Matched on Ability. College Board Report No. 90-2 |h [electronic resource] / |c Linda L. Cook and Others. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1990. | ||
| 300 | |a 66 p. | ||
| 500 | |a ERIC Document Number: ED342777. | ||
| 500 | |a Availability: College Board Publications, Box 886, New York, NY 10101 ($7.00). |5 ericd. | ||
| 500 | |a ERIC Note: A previous version of this paper was presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, March 27-31, 1989). |5 ericd. | ||
| 500 | |a Educational level discussed: Higher Education. | ||
| 520 | |a The equating of reasonably parallel forms of College Board Achievement Tests in biology, chemistry, mathematics level II, American history and social studies, and French is discussed. Results of the following five equating methods are compared: (1) Tucker; (2) Levine equally reliable; (3) Levine unequally reliable; (4) frequency estimation equipercentile; and (5) chained equipercentile. These methods are used with an internal common-item anchor-test data collection design and three sampling strategies (random samples from populations similar in ability level, random samples from populations of dissimilar ability, and samples from dissimilar populations constructed to be similar by matching on the basis of a covariate such as the distribution of scores on a set of common items). Results indicate that it may be difficult, and in some cases impossible, to equate achievement tests using new-form and old-form samples from populations differing in ability level. All these equating methods appear to be affected by group differences in ability, with the Tucker and frequency estimation equipercentile methods the most affected, and the chained equipercentile and the two Levine procedures the most robust. Matching cannot be recommended for rectifying sample ability-level differences. There are 17 tables of study data, 33 figures, and a list of 16 references. (Author/SLD) | ||
| 650 | 1 | 7 | |a Academic Ability. |2 ericd. |
| 650 | 1 | 7 | |a Achievement Tests. |2 ericd. |
| 650 | 0 | 7 | |a Biology. |2 ericd. |
| 650 | 0 | 7 | |a Chemistry. |2 ericd. |
| 650 | 1 | 7 | |a College Entrance Examinations. |2 ericd. |
| 650 | 0 | 7 | |a Comparative Testing. |2 ericd. |
| 650 | 0 | 7 | |a Data Collection. |2 ericd. |
| 650 | 1 | 7 | |a Equated Scores. |2 ericd. |
| 650 | 0 | 7 | |a French. |2 ericd. |
| 650 | 0 | 7 | |a Higher Education. |2 ericd. |
| 650 | 0 | 7 | |a Language Tests. |2 ericd. |
| 650 | 0 | 7 | |a Mathematics Tests. |2 ericd. |
| 650 | 0 | 7 | |a Robustness (Statistics) |2 ericd. |
| 650 | 1 | 7 | |a Sampling. |2 ericd. |
| 650 | 0 | 7 | |a Science Tests. |2 ericd. |
| 650 | 0 | 7 | |a Social Studies. |2 ericd. |
| 650 | 0 | 7 | |a Test Items. |2 ericd. |
| 650 | 0 | 7 | |a United States History. |2 ericd. |
| 710 | 2 | |a College Entrance Examination Board. | |
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