Evaluation of the Impact of Equating Approach on the Parameter and Student Score Stability Using Pre- and Post-Equated Designs in the Post-Pandemic Environment

Autor/inn/en	Tomkowicz, Joanna; Kim, Dong-In; Wan, Ping
Titel	Evaluation of the Impact of Equating Approach on the Parameter and Student Score Stability Using Pre- and Post-Equated Designs in the Post-Pandemic Environment
Quelle	(2022), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Equated Scores; Test Items; Evaluation Methods; Pandemics; English Instruction; Language Arts; Mathematics Education; Elementary School Students; Middle School Students; Multiple Choice Tests; Student Evaluation; Scoring; Language Tests; Mathematics Tests + Suchen Sie Ihr Suchwort? Test content; Testaufgabe; English langauage lessons; Englischunterricht; Sprachkultur; Mathematische Bildung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Schulnote; Studentische Bewertung; Bewertung; Language test; Sprachtest
Abstract	In this study we evaluated the stability of item parameters and student scores, using the pre-equated (pre-pandemic) parameters from Spring 2019 and post-equated (post-pandemic) parameters from Spring 2021 in two calibration and equating designs related to item parameter treatment: re-estimating all anchor parameters (Design 1) and holding the c-parameter fixed for all multiple-choice items (Design 2). The Spring 2021 English Language Arts and Mathematics grades 3 through 8 operational test data from a large-scale testing program were used for this study. It was found that re-estimating item parameters in both Design 1 and Design 2 had little effect on the calibration and equating results, indicating acceptable stability of item parameters re-estimated in the post-pandemic environment. There was little or no difference in the mean scale scores and percentages of students classified in the different performance levels when students were scored using the pre-equated versus post-equated item parameters in Spring 2021. These differences in performance were even smaller when scores obtained in post-equated Design 1 and post-equated Design 2 were compared. When Spring 2021 student performance was compared to the Spring 2019 student performance, a decrease in performance was observed in each grade and content area that could be attributed to the effect of the pandemic and disrupted learning in the 2020-21 school year. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01