Classification Accuracy and Consistency of Compensatory Composite Test Scores

Autor/inn/en	Setzer, J. Carl; Cheng, Ying; Liu, Cheng
Titel	Classification Accuracy and Consistency of Compensatory Composite Test Scores
Quelle	In: Journal of Educational Measurement, 60 (2023) 3, S.501-519 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Setzer, J. Carl)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0655
DOI	10.1111/jedm.12357
Schlagwörter	Classification; Accuracy; Psychometrics; Scores; Licensing Examinations (Professions); Decision Making; Compensatory Education; High Stakes Tests + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Psychometry; Psychometrie; Decision-making; Entscheidungsfindung; Kompensatorischer Unterricht
Abstract	Test scores are often used to make decisions about examinees, such as in licensure and certification testing, as well as in many educational contexts. In some cases, these decisions are based upon compensatory scores, such as those from multiple sections or components of an exam. Classification accuracy and classification consistency are two psychometric characteristics of test scores that are often reported when decisions are based on those scores, and several techniques currently exist for estimating both accuracy and consistency. However, research on classification accuracy and consistency on compensatory test scores is scarce. This study demonstrates two techniques that can be used to estimate classification accuracy and consistency when test scores are used in a compensatory manner. First, a simulation study demonstrates that both methods provide very similar results under the studied conditions. Second, we demonstrate how the two methods could be used with a high-stakes licensure exam. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01