Abstract
Bu çalı ş mada çok boyutlu veri için adapte edilen Stocking-Lord, ortlama/ortlama ve ortalama/sigma eşitleme yöntemlerinin performansları eşdeğer olmayan gruplarda ortak madde deseni göz önüne alınarak incelenmiştir. Bu üç eşitleme yöntemin performansları orneklem büyüklüğünün, yetenek dağılımının, boyutlar arasındaki korelasyon değerlerinin ve testteki ortak madde yüzdelerinin kombinasyonlari altinda araştırılmıştır. Madde parametre kestirimlerinin değerlendirilmesinde RMSE ve yanlılık değerleri kullanılmıştır. Bu çalışmada çoğu koşul icin hem madde ayırt edicilik parametre kestirimlerinde hem de madde güçlük parametre kestirimlerinde Stocking-Lord yönteminin diger iki yönteme gore daha kucuk RMSE ve yanlılık değerleri verdiği bulunmuştur.
Highlights
The main reason to administer tests under standardized conditions is to assess the abilities of examinees fairly and objectively
root mean square error (RMSE) and BIAS values of the first item discrimination parameter related to the first dimension estimates calculated for the three equating procedures across all conditions are given in Table 2 and Table 3, respectively
RMSE and BIAS values of the first item discrimination parameter estimates for the levels of the percentage of anchor items are shown in Figure 1 and Figure 2, respectively for each equating procedure
Summary
The main reason to administer tests under standardized conditions is to assess the abilities of examinees fairly and objectively. Scores obtained from the large-scale standardized achievement tests administered in the field of education are sometimes used in important decisions such as selecting students to place into educational programs or institutes based on their abilities. These tests are administered once or more than once within a year. Even though the forms are developed to measure the same construct, they may exhibit differences in their statistical characteristics such as item difficulties and reliabilities. Those differences may give advantage to examinees who take the easier and more reliable form of the test. When the different forms of a test are used, the scores obtained from one administration of the test need to be converted into the scores
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