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Test Score Equating Using a Mini-Version Anchor and a Midi Anchor: A Case Study Using SAT® Data.

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Title: Test Score Equating Using a Mini-Version Anchor and a Midi Anchor: A Case Study Using SAT® Data.
Authors: Liu, Jinghua1, Sinharay, Sandip1, Holland, Paul W.1, Curley, Edward1, Feigenbaum, Miriam1
Source: Journal of Educational Measurement. Dec2011, Vol. 48 Issue 4, p361-379. 19p. 6 Charts, 7 Graphs.
Subject Terms: *Case studies, *Test scoring, *SAT (Educational test), *Educational tests & measurements, *Test interpretation
Abstract: This study explores an anchor that is different from the traditional miniature anchor in test score equating. In contrast to a traditional 'mini' anchor that has the same spread of item difficulties as the tests to be equated, the studied anchor, referred to as a 'midi' anchor (Sinharay & Holland), has a smaller spread of item difficulties than the tests to be equated. Both anchors were administered in an operational SAT administration and the impact of anchor type on equating was evaluated with respect to systematic error or equating bias. Contradicting the popular belief that the mini anchor is best, the results showed that the mini anchor does not always produce more accurate equating functions than the midi anchor; the midi anchor was found to perform as well as or even better than the mini anchor. Because testing programs usually have more middle difficulty items and few very hard or very easy items, midi external anchors are operationally easier to build. Therefore, the results of our study provide evidence in favor of the midi anchor, the use of which will lead to cost saving with no reduction in equating quality. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Educational Measurement is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+Measurement%22">Journal of Educational Measurement</searchLink>. Dec2011, Vol. 48 Issue 4, p361-379. 19p. 6 Charts, 7 Graphs.
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  Data: This study explores an anchor that is different from the traditional miniature anchor in test score equating. In contrast to a traditional 'mini' anchor that has the same spread of item difficulties as the tests to be equated, the studied anchor, referred to as a 'midi' anchor (Sinharay & Holland), has a smaller spread of item difficulties than the tests to be equated. Both anchors were administered in an operational SAT administration and the impact of anchor type on equating was evaluated with respect to systematic error or equating bias. Contradicting the popular belief that the mini anchor is best, the results showed that the mini anchor does not always produce more accurate equating functions than the midi anchor; the midi anchor was found to perform as well as or even better than the mini anchor. Because testing programs usually have more middle difficulty items and few very hard or very easy items, midi external anchors are operationally easier to build. Therefore, the results of our study provide evidence in favor of the midi anchor, the use of which will lead to cost saving with no reduction in equating quality. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Educational Measurement is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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