A comparison of calibration methods and proficiency estimators for creating IRT vertical scales

Jungnam, Kim

doi:10.17077/etd.vg7okxxc

Cited by 6 publications

(32 citation statements)

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“…But pairwise calibration was found to be inferior to separate calibration in a study completed by Karkee et al (2003). Kim (2007) compared the fixed, concurrent, and separate calibration methods. The calibration methods showed some differences for two content areas but trivial differences for another two content areas.…”

Section: Multidimensional Modelmentioning

confidence: 99%

“…In reviewing IRT vertical scaling research Kolen andBrennan (2004), Harris (2007), and Tong and Kolen (2010) noted the unpredictability of IRT vertical scaling results. Estimated grade-to-grade growth has been seen to fluctuate (Becker & Forsyth, 1992;Topczewski, 2012) or decelerate (Andrews, 1995;Kim, 2007;Tong, 2005;Tong & Kolen, 2007;William et al, 1998). Estimated within-grade variability has been seen to increase (Becker & Forsyth, 1992;Topczewski, 2012;Yen, 1986), decrease (Andrews, 1995;Hover 1984;Omar 1996;1997;Topczewski, 2012;Yen 1986), remain stable (Bock, 1983), or fluctuate (Camille et al, 1993;Seltzer, Frank, & Bryk, 1994;Williams et al, 1998;Yen & Burket, 1997).…”

Section: Proficiency (Ability) Estimatorsmentioning

confidence: 99%

“…The distributions' characteristics (mean and standard deviation) need further definition. Six real test sources were used to define the distributions' characteristics (CDOE, 2007;CDOE, 2008;Kim, 2007;Tong, 2005;Topczewski, 2012;Wainer et al, 2007). Tong (2005) and Kim (2007) used ITBS tests in their research and reported estimated grade-tograde growth.…”

Section: Characteristics Of Item and Ability Parametersmentioning

confidence: 99%

“…Six real test sources were used to define the distributions' characteristics (CDOE, 2007;CDOE, 2008;Kim, 2007;Tong, 2005;Topczewski, 2012;Wainer et al, 2007). Tong (2005) and Kim (2007) used ITBS tests in their research and reported estimated grade-tograde growth. The estimated grade-to-grade growth for the vocabulary, reading comprehension (RC), and mathematics (Math) tests in Tong (2005) and Kim (2007) studies' are shown in Figure 5.…”

Section: Characteristics Of Item and Ability Parametersmentioning

confidence: 99%

“…Tong (2005) and Kim (2007) used ITBS tests in their research and reported estimated grade-tograde growth. The estimated grade-to-grade growth for the vocabulary, reading comprehension (RC), and mathematics (Math) tests in Tong (2005) and Kim (2007) studies' are shown in Figure 5. 3 rd grade was used as the base grade and thus 3 rd grade was defined to have an ability distribution with mean 0 and standard deviation of 1.…”

Section: Characteristics Of Item and Ability Parametersmentioning

confidence: 99%

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Effect of Violating Unidimensional Item Response Theory Vertical Scaling Assumptions on Developmental Score Scales

Topczewski¹

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To my little butterfly, Chantel Without whom I never would have had the strength to get this far iii ACKNOWLEDGEMENTS This dissertation is what it is today because of the many individuals who supported me during this journey. I first need to thank my husband, Joe. You laughed with me in the good times, and you struggled with me in the bad times. You lived with me, and you brought out the best in me always. You comforted me when I was downhearted, and you shared in all of my accomplishments. And for you I am the most that I can. You, Chantel, and Hailey were with me the entire time and words cannot describe how thankful I am to the three of you.

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Section: Multidimensional Modelmentioning

confidence: 99%

Section: Proficiency (Ability) Estimatorsmentioning

confidence: 99%

Section: Characteristics Of Item and Ability Parametersmentioning

confidence: 99%

Section: Characteristics Of Item and Ability Parametersmentioning

confidence: 99%

Section: Characteristics Of Item and Ability Parametersmentioning

confidence: 99%

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Effect of Violating Unidimensional Item Response Theory Vertical Scaling Assumptions on Developmental Score Scales

Topczewski¹

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Linking across forms in vertical scaling under the common-item nonequvalent groups design

Wang¹

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The purposes of this dissertation are to compare how different the resulting proficiency estimates are by using two scale maintenance approaches, the horizontal and vertical approaches, in supporting scale stability across grade within form, within grade across forms, and across grades and across forms, and to thus investigate under which conditions of within-grade variability patterns and examinee sample characteristics one approach is preferable to the other. Since there is no universally accepted growth model in the literature, three different distribution sets were specified and generated with regard to within-grade variability patterns in the simulation data: constant across grades, decreasing variability as grade increases, and increasing variability as grade increases. In addition, two sets of examinee sample characteristics were also specified in the simulation data: small examinee group difference and large examinee group difference. Thus six proficiency distribution conditions were used to generate data in this dissertation. Under the six conditions of proficiency distributions, the performances of the two scale maintenance approaches on the resulting proficiency estimates across multiple forms were the foci in this dissertation. One major implication of this study is that the accuracy in recovering the true examinee proficiencies on the new form across multiple linking appeared to be an interaction among the number of forms or years involved in the linking process, the within-grade variability patterns, and the examinee group differences, but they did not appear to be a function of the maintenance approach implemented. his endurance, care, and indulgence in letting me pursue my own dreams. I would not have been where I am today if it were not for his continued love and support.

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Investigating the effects of missing data treatments on item response theory vertical scaling

Shin¹

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years in graduate school. Thanks to Dr. Deidre Egan in the writing center for reading and editing a number of pages and helping me to improve the language in this work. I would also like to thank my Smiling Puppy team members and other colleagues in DC for celebrating my defense. I enjoy working with them and I have learned a lot from them about educational testing. I would also like to thank my parents, YoungJune Shin and EunSoo Lee, and parents inlaw, GunSeop Chang and SeokYoung Hong, for their prayers, sacrifice, and endless love. I feel blessed that I have such spiritual and loving parents. I also thank my lovely sisters, SunAe and JeeWon, who are best friends I can trust and rely on. Also thank to my wonderful sisters in-law, SooJung and KeeSook, for their prayers and encouragement. My little one, Yoon, has motivated me greatly to finish this process. His smile and snuggle make me feel so happy every moment. He has given me an enormous gift that I would never have understood without him. I promise we will spend more time together from now on. I also express my most heartfelt gratitude to my husband Kee. I would never have finished this work without his unending support, love and care. The second part of my life has been blessed and happy because of him, and I am excited to continue our lives together. Lastly, I would like to thank God, who accompanies me and provides me with the best that I could ever imagine. Whenever I felt frustrated during this process, he encouraged me to stand again by making me to look what is beyond and to acknowledge the true fulfillment I should pursue in my life.

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A comparison of calibration methods and proficiency estimators for creating IRT vertical scales

Cited by 6 publications

References 0 publications

Effect of Violating Unidimensional Item Response Theory Vertical Scaling Assumptions on Developmental Score Scales

Effect of Violating Unidimensional Item Response Theory Vertical Scaling Assumptions on Developmental Score Scales

Linking across forms in vertical scaling under the common-item nonequvalent groups design

Investigating the effects of missing data treatments on item response theory vertical scaling

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