Evaluating Scoring Procedures for Context-Dependent Item Sets1.
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| Title: | Evaluating Scoring Procedures for Context-Dependent Item Sets1. |
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| Authors: | Keller, Lisa A., Swaminathan, Hariharan, Sireci, Stephen G. |
| Source: | Applied Measurement in Education. 2003, Vol. 16 Issue 3, p207-222. 16p. |
| Subjects: | Test scoring, Educational tests & measurements, Simulation methods & models, Pass-fail grading system, Ability testing, Achievement tests |
| Abstract: | Context-dependent item sets are common on many educational tests. However, they invariably introduce local item dependence, which can lead to improper estimates of examinee scores and test and item statistics. In this article, we evaluate 2 strategies for scoring context-dependent items: ignoring the dependence and scoring dichotomously, or modeling the dependence through polytomous scoring. The results suggest that although dichotomous scoring may overestimate test information, polytomous scoring may underestimate test information and lead to improper examinee classifications when pass/fail decisions are made. The implications of these findings for future research in this area are discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of Applied Measurement in Education is the property of Taylor & Francis Ltd 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: | Psychology and Behavioral Sciences Collection |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 10512015 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Evaluating Scoring Procedures for Context-Dependent Item Sets1. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Keller%2C+Lisa+A%2E%22">Keller, Lisa A.</searchLink><br /><searchLink fieldCode="AR" term="%22Swaminathan%2C+Hariharan%22">Swaminathan, Hariharan</searchLink><br /><searchLink fieldCode="AR" term="%22Sireci%2C+Stephen+G%2E%22">Sireci, Stephen G.</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Applied+Measurement+in+Education%22">Applied Measurement in Education</searchLink>. 2003, Vol. 16 Issue 3, p207-222. 16p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Test+scoring%22">Test scoring</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+tests+%26+measurements%22">Educational tests & measurements</searchLink><br /><searchLink fieldCode="DE" term="%22Simulation+methods+%26+models%22">Simulation methods & models</searchLink><br /><searchLink fieldCode="DE" term="%22Pass-fail+grading+system%22">Pass-fail grading system</searchLink><br /><searchLink fieldCode="DE" term="%22Ability+testing%22">Ability testing</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+tests%22">Achievement tests</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Context-dependent item sets are common on many educational tests. However, they invariably introduce local item dependence, which can lead to improper estimates of examinee scores and test and item statistics. In this article, we evaluate 2 strategies for scoring context-dependent items: ignoring the dependence and scoring dichotomously, or modeling the dependence through polytomous scoring. The results suggest that although dichotomous scoring may overestimate test information, polytomous scoring may underestimate test information and lead to improper examinee classifications when pass/fail decisions are made. The implications of these findings for future research in this area are discussed. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Applied Measurement in Education is the property of Taylor & Francis Ltd 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.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=10512015 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1207/S15324818AME1603_3 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 207 Subjects: – SubjectFull: Test scoring Type: general – SubjectFull: Educational tests & measurements Type: general – SubjectFull: Simulation methods & models Type: general – SubjectFull: Pass-fail grading system Type: general – SubjectFull: Ability testing Type: general – SubjectFull: Achievement tests Type: general Titles: – TitleFull: Evaluating Scoring Procedures for Context-Dependent Item Sets1. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Keller, Lisa A. – PersonEntity: Name: NameFull: Swaminathan, Hariharan – PersonEntity: Name: NameFull: Sireci, Stephen G. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: 2003 Type: published Y: 2003 Identifiers: – Type: issn-print Value: 08957347 Numbering: – Type: volume Value: 16 – Type: issue Value: 3 Titles: – TitleFull: Applied Measurement in Education Type: main |
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