Abstract
The aim of this study is to investigate the group invariance condition according to Tucker and Levine observed score equating among linear equating methods. In the study, the 4 th and 6 th booklets of the PISA 2012 Mathematics subtest were used. Booklets were equated according to group and gender sub-variables, and then group invariance of each condition and WMSE values were calculated. Within this scope, REMSD and RMSD (x) group invariance indexes were employed. The results of the study indicated that, when WMSE values, obtained according to equating methods, were compared, Tucker observed score equating method with regard to whole-group and gender sub-groups produced the lowest error. When RMSD and REMSD values obtained according to gender sub-groups were examined by linear equating methods, it was found that group invariance value is smaller than criterion value for Tucker equating method, while it was greater than criterion value for Levine equating method. Eventually, group invariance condition was met for Tucker observed score equating, but not for Levine observed score equating .
Highlights
PISA (Programme for International Student Assessment), that enables countries to compare their educational indicators, was administered by OECD in every three years since 2000
In this study, equating errors of the scores obtained according to Tucker and Levine observed score equating methods were compared by equating with the 6th and 4th booklets of PISA 2012 Mathematics subtest and in order to assess the equitability of the scores, whether or not group invariance is was investigated according to RMSD (x) for each score and REMSD coefficients for total score
When the scores obtained via linear equating are examined, it was seen that the scores obtained according to Tucker and Levine observed score equating take values out of raw score range
Summary
PISA (Programme for International Student Assessment), that enables countries to compare their educational indicators, was administered by OECD in every three years since 2000. PISA application assesses to the extent which students at the age group of 15 are equipped with the basic mathematics, science and reading knowledge and skills in order to help them be a part of the modern society. PISA application aims to determine the extent students’ ability to utilize knowledge and skills to use them in real life, understand the new situations, resolve problems, make guesses about what they are unfamiliar with and make judgments. In PISA application, students are required to take the all test item sets that consist of science, mathematics and reading skills. The items sets are incorporated in 13. Gör., Hacettepe Üniversitesi, Eğitim Fakültesi, Eğitim Bilimleri Bölümü, Ankara-Türkiye, e-posta: Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi, Cilt 8, Sayı 1, İlkbahar 2017, 128-145
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