When Does Scale Anchoring Work? A Case Study

Autor/inn/en	Sinharay, Sandip; Haberman, Shelby J.; Lee, Yi-Hsuan
Titel	When Does Scale Anchoring Work? A Case Study
Quelle	In: Journal of Educational Measurement, 48 (2011) 1, S.61-80 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0655
DOI	10.1111/j.1745-3984.2011.00131.x
Schlagwörter	Scores; Test Items; Statistical Analysis; Licensing Examinations (Professions) + Suchen Sie Ihr Suchwort? Test content; Testaufgabe; Statistische Analyse
Abstract	Providing information to test takers and test score users about the abilities of test takers at different score levels has been a persistent problem in educational and psychological measurement. Scale anchoring, a technique which describes what students at different points on a score scale know and can do, is a tool to provide such information. Scale anchoring for a test involves a substantial amount of work, both by the statistical analysts and test developers involved with the test. In addition, scale anchoring involves considerable use of subjective judgment, so its conclusions may be questionable. We describe statistical procedures that can be used to determine if scale anchoring is likely to be successful for a test. If these procedures indicate that scale anchoring is unlikely to be successful, then there is little reason to perform a detailed scale anchoring study. The procedures are applied to several data sets from a teachers' licensing test. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10