共查询到20条相似文献，搜索用时 31 毫秒
1.
Sandip Sinharay 《Journal of Educational Measurement》2014,51(2):212-222
Brennan noted that users of test scores often want (indeed, demand) that subscores be reported, along with total test scores, for diagnostic purposes. Haberman suggested a method based on classical test theory (CTT) to determine if subscores have added value over the total score. One way to interpret the method is that a subscore has added value only if it has a better agreement than the total score with the corresponding subscore on a parallel form. The focus of this article is on classification of the examinees into “pass” and “fail” (or master and nonmaster) categories based on subscores. A new CTT‐based method is suggested to assess whether classification based on a subscore is in better agreement, than classification based on the total score, with classification based on the corresponding subscore on a parallel form. The method can be considered as an assessment of the added value of subscores with respect to classification. The suggested method is applied to data from several operational tests. The added value of subscores with respect to classification is found to be very similar, except at extreme cutscores, to their added value from a value‐added analysis of Haberman. 相似文献
2.
Sandip Sinharay 《Educational Measurement》2013,32(4):38-42
Brennan ( 2012 ) noted that users of test scores often want (indeed, demand) that subscores be reported, along with total test scores, for diagnostic purposes. Haberman ( 2008 ) suggested a method based on classical test theory (CTT) to determine if subscores have added value over the total score. According to this method, a subscore has added value if the corresponding true subscore is predicted better by the subscore than by the total score. In this note, parallel‐forms scores are considered. It is proved that another way to interpret the method of Haberman is that a subscore has added value if it is in better agreement than the total score with the corresponding subscore on a parallel form. The suggested interpretation promises to make the method of Haberman more accessible because several practitioners find the concept of parallel forms more acceptable or easier to understand than that of a true score. Results are shown for data from two operational tests. 相似文献
3.
Recently, there has been an increasing level of interest in subscores for their potential diagnostic value. Haberman (2008b) suggested reporting an augmented subscore that is a linear combination of a subscore and the total score. Sinharay and Haberman (2008) and Sinharay (2010) showed that augmented subscores often lead to more accurate diagnostic information than subscores. In order to report augmented subscores operationally, they should be comparable across the different forms of a test. One way to achieve comparability is to equate them. We suggest several methods for equating augmented subscores. Results from several operational and simulated data sets show that the error in the equating of augmented subscores appears to be small in most practical situations. 相似文献
4.
Sandip Sinharay 《Journal of Educational Measurement》2010,47(2):150-174
Recently, there has been an increasing level of interest in subscores for their potential diagnostic value. Haberman suggested a method based on classical test theory to determine whether subscores have added value over total scores. In this article I first provide a rich collection of results regarding when subscores were found to have added value for several operational data sets. Following that I provide results from a detailed simulation study that examines what properties subscores should possess in order to have added value. The results indicate that subscores have to satisfy strict standards of reliability and correlation to have added value. A weighted average of the subscore and the total score was found to have added value more often. 相似文献
5.
Will subscores provide additional information than what is provided by the total score? Is there a method that can estimate more trustworthy subscores than observed subscores? To answer the first question, this study evaluated whether the true subscore was more accurately predicted by the observed subscore or total score. To answer the second question, three subscore estimation methods (i.e., subscore estimated from the observed subscore, total score, or a combination of both the subscore and total score) were compared. Analyses were conducted using data from six licensure tests. Results indicated that reporting subscores at the examinee level may not be necessary as they did not provide much additional information over what is provided by the total score. However, at the institutional level (for institution size ≥ 30), reporting subscores may not be harmful, although they may be redundant because the subscores were predicted equally well by the observed subscores or total scores. Finally, results indicated that estimating the subscore using a combination of observed subscore and total score resulted in the highest reliability. 相似文献
6.
7.
Recent research has proposed a criterion to evaluate the reportability of subscores. This criterion is a value‐added ratio (VAR), where values greater than 1 suggest that the true subscore is better approximated by the observed subscore than by the total score. This research extends the existing literature by quantifying statistical significance and effect size for using VAR to provide practical guidelines for subscore interpretation and reporting. Findings indicate that subscores with VAR ≥ 1.1 are a minimum requirement for a meaningful contribution to a user's score interpretation; subscores with .9 < VAR < 1.1 are redundant with the total score and subscores with VAR ≤ .9 would be misleading to report. Additionally, we discuss what to do when subscores do not add value, yet must be reported, as well as when VAR ≥ 1.1 may be undesirable. 相似文献
8.
There is an increasing interest in reporting subscores, both at examinee level and at aggregate levels. However, it is important to ensure reasonable subscore performance in terms of high reliability and validity to minimize incorrect instructional and remediation decisions. This article employs a statistical measure based on classical test theory that is conceptually similar to the test reliability measure and can be used to determine when subscores have any added value over total scores. The usefulness of subscores is examined both at the level of the examinees and at the level of the institutions that the examinees belong to. The suggested approach is applied to two data sets from a basic skills test. The results provide little support in favor of reporting subscores for either examinees or institutions for the tests studied here. 相似文献
9.
Mark L. Davison Ernest C. Davenport Jr. Yu‐Feng Chang Kory Vue Shiyang Su 《Journal of Educational Measurement》2015,52(3):263-279
Criterion‐related profile analysis (CPA) can be used to assess whether subscores of a test or test battery account for more criterion variance than does a single total score. Application of CPA to subscore evaluation is described, compared to alternative procedures, and illustrated using SAT data. Considerations other than validity and reliability are discussed, including broad societal goals (e.g., affirmative action), fairness, and ties in expected criterion predictions. In simulation data, CPA results were sensitive to subscore correlations, sample size, and the proportion of criterion‐related variance accounted for by the subscores. CPA can be a useful component in a thorough subscore evaluation encompassing subscore reliability, validity, distinctiveness, fairness, and broader societal goals. 相似文献
10.
Subscores can be of diagnostic value for tests that cover multiple underlying traits. Some items require knowledge or ability that spans more than a single trait. It is thus natural for such items to be included on more than a single subscore. Subscores only have value if they are reliable enough to justify conclusions drawn from them and if they contain information about the examinee that is distinct from what is in the total test score. In this study we show, for a broad range of conditions of item overlap on subscores, that the value of the subscore is always improved through the removal of such items. 相似文献
11.
Recently, interest in test subscore reporting for diagnosis purposes has been growing rapidly. The two simulation studies here examined factors (sample size, number of subscales, correlation between subscales, and three factors affecting subscore reliability: number of items per subscale, item parameter distribution, and data generating model) that affected the value of reporting subscores within the classical test theory framework. Results showed that a higher proportion of subscores of added value was related to lower correlation between subscales, more items per subscale, no guessing in responses, smaller variability in difficulty parameters, and matched average item difficulty and average examinee ability. 相似文献
12.
This study investigates the relationships among factor correlations, inter-item correlations, and the reliability estimates of subscores, providing a guideline with respect to psychometric properties of useful subscores. In addition, it compares subscore estimation methods with respect to reliability and distinctness. The subscore estimation methods explored in the current study include augmentation based on classical test theory and multidimensional item response theory (MIRT). The study shows that there is no estimation method that is optimal according to both criteria. Augmented subscores show the most improvement in reliability compared to observed subscores but are the least distinct. 相似文献
13.
In common-item equating the anchor block is generally built to represent a miniature form of the total test in terms of content and statistical specifications. The statistical properties frequently reflect equal mean and spread of item difficulty. Sinharay and Holland (2007) suggested that the requirement for equal spread of difficulty may be too restrictive. They suggested that an anchor test with representative content coverage and equal mean item difficulty but a smaller spread of item difficulty (miditest) may provide the same or better results for equating while decreasing the pressure to find very hard and very easy items to include in the anchor. Analyses to date have concentrated on the results of equating the scores from one form to another with findings that are supportive of the Sinharay and Holland concept (Sinharay &; Holland, 2006a, 2006b, 2007; Liu, Sinharay, Holland, Feigenbaum, &; Curley, 2009). These studies do not address longer chains of equating. It is important to monitor the possibility of scale drift over forms. The current research begins to address this issue. 相似文献
14.
Subscore added value analyses assume invariance across test taking populations; however, this assumption may be untenable in practice as differential subdomain relationships may be present among subgroups. The purpose of this simulation study was to understand the conditions associated with subscore added value noninvariance when manipulating: (a) subdomain test length, (b) differences in subgroup mean ability, and (c) subgroup differences in intersubdomain correlations. Results demonstrated that subscore added value was noninvariant for 24–100% of replications (depending on subdomain test length) when the subgroup difference in intersubdomain correlation was equal to .30. To examine if this condition was met in practice, applied invariance analyses of three operational testing programs were conducted. Across these datasets, noninvariant subscore added value was present for some subdomains across sex and ethnic subgroups. Overall, these results indicate that subscore added value noninvariance is largely driven by differential intersubdomain correlations among subgroups, which may be present in some operational testing programs. 相似文献
15.
Subscores are often used to indicate test‐takers' relative strengths and weaknesses and so help focus remediation. But a subscore is not worth reporting if it is too unreliable to believe or if it contains no information that is not already contained in the total score. It is possible, through the use of a simple linear equation provided in this note, to determine if a particular subscore adds enough value to be worth reporting. 相似文献
16.
Sandip Sinharay 《Educational Measurement》2018,37(2):64-69
The choice of anchor tests is crucial in applications of the nonequivalent groups with anchor test design of equating. Sinharay and Holland (2006, 2007) suggested “miditests,” which are anchor tests that are content‐representative and have the same mean item difficulty as the total test but have a smaller spread of item difficulties. Sinharay and Holland (2006, 2007), Cho, Wall, Lee, and Harris (2010), Fitzpatrick and Skorupski (2016), Liu, Sinharay, Holland, Curley, and Feigenbaum (2011a), Liu, Sinharay, Holland, Feigenbaum, and Curley (2011b), and Yi (2009) found the miditests to lead to better equating than minitests, which are representative of the total test with respect to content and difficulty. However, these findings recently came into question as Trierweiler, Lewis, and Smith (2016) concluded, based on a comparison of correlation coefficients of miditests and minitests with the total test, that making an anchor test a miditest does not generally increase the anchor to total score correlation and recommended the continuation of the practice of using minitests over miditests. Their recommendation raises the question, “Should miditests continue to be considered in practice?” This note defends the miditests by citing literature that favors miditests and then by showing that miditests perform as well as the minitests in most realistic situations considered in Trierweiler et al. (2016), which implies that miditests should continue to be seriously considered by equating practitioners. 相似文献
17.
This study analyzes gains in cognitive components of learning competence with respect to cohorts based on ability tracking in a Czech longitudinal study. Propensity score matching is used to form parallelized samples of academic and non-academic track students and to eliminate the effect of selective school intake. We applied regression models on the total scores to test for the overall track effect. Furthermore, we analyze scores and gains on the subscores and check for differential item functioning in Grade 6 and in change to Grade 9. While after 3 years, no significant difference between the two tracks was apparent in the total learning competence score, we did, however, find significant differences in some subscores and in the functioning of some items. We argue that item-level analysis is important for deeper understanding of the tracking implications and may provide the basis for more precise evidence-based decisions regarding the tracking policy. 相似文献
18.
目的:探讨有精神病性症状的躁狂发作患者父母的心理健康状况及人格特征.方法:使用90项症状清单(SCL-90)和明尼苏达多相个性调查问卷(MMPI)评定有精神病性症状躁狂发作患者的父母46例,并将评定结果与中国常模比较.结果:1.患者父母SCL-90的总分、总均分、阳性项目数、阳性均分、人际关系敏感、焦虑、敌对、偏执因子分与常模比较有高度显著性差异或显著性差异(P＜0.01或P＜0.05),低于常模;患者父母的强迫症状因子分显著高于常模(P＜0.05).2.在MMPI测验中,父亲组的轻躁狂(Ma)、诈病(F)、癔病(Hy)量表分显著高于常模,而抑郁(D)、社会内向(Si)量表分则显著低于常模(P＜0.05);母亲组轻躁狂(Ma)、癔病(Hy)量表分显著高于常模(P＜0.05).结论:1.双相障碍患者父母的强迫症状评分偏高可能反映了患者父母的固有素质特征;2.双相障碍患者的父母存在与躁狂发作患者的临床表现方向一致的个性特征,但在程度上存在着明显的差异. 相似文献
19.
David Woodruff 《Journal of Educational Measurement》1990,27(3):191-208
Previous methods for estimating the conditional standard error of measurement (CSEM) at specific score or ability levels are critically discussed, and a brief summary of prior empirical results is given. A new method is developed that avoids theoretical problems inherent in some prior methods, is easy to implement, and estimates not only a quantity analogous to the CSEM at each score but also the conditional standard error of prediction (CSEP) at each score and the conditional true score standard deviation (CTSSD) at each score, The new method differs from previous methods in that previous methods have concentrated on attempting to estimate error variance conditional on a fixed value of true score, whereas the new method considers the variance of observed scores conditional on a fixed value of an observed parallel measurement and decomposes these conditional observed score variances into true and error parts. The new method and several older methods are applied to a variety of tests, and representative results are graphically displayed. The CSEM-Iike estimates produced by the new method are called conditional standard error of measurement in prediction (CSEMP) estimates and are similar to those produced by older methods, but the CSEP estimates produced by the new method offer an alternative interpretation of the accuracy of a test at different scores. Finally, evidence is presented that shows that previous methods can produce dissimilar results and that the shape of the score distribution may influence the way in which the CSEM varies across the score scale. 相似文献
20.
The study examined two approaches for equating subscores. They are (1) equating subscores using internal common items as the anchor to conduct the equating, and (2) equating subscores using equated and scaled total scores as the anchor to conduct the equating. Since equated total scores are comparable across the new and old forms, they can be used as an anchor to equate the subscores. Both chained linear and chained equipercentile methods were used. Data from two tests were used to conduct the study and results showed that when more internal common items were available (i.e., 10–12 items), then using common items to equate the subscores is preferable. However, when the number of common items is very small (i.e., five to six items), then using total scaled scores to equate the subscores is preferable. For both tests, not equating (i.e., using raw subscores) is not reasonable as it resulted in a considerable amount of bias. 相似文献