Repeated Covariate Equating to Provide Comparable Scores from Matura Exam in Case of Non-Equivalent Groups

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F67985807%3A_____%2F22%3A00570052" target="_blank" >RIV/67985807:_____/22:00570052 - isvavai.cz</a>

Výsledek na webu

<a href="https://eera-ecer.de/ecer-programmes/conference/27/contribution/53048/" target="_blank" >https://eera-ecer.de/ecer-programmes/conference/27/contribution/53048/</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Repeated Covariate Equating to Provide Comparable Scores from Matura Exam in Case of Non-Equivalent Groups

Popis výsledku v původním jazyce

ZÁKLADNÍ ÚDAJE: ECER 2022 Abstracts. Yerevan: EERA - European Educational Research Association, 2022. KONFERENCE: ECER 2022: European Conference on Educational Research. 23.08.2022-25.08.2022, Yerevan. ABSTRAKT: In large-scale assessments that involve multiple test forms, individual student test scores are expected to be comparable regardless of which form the students take (DePacale & Gong, 2020). Test scores are considered comparable if the same interpretations can be made, with the same level of confidence, from variations of the same test (Winter et al., 2010). In relation to high-stakes testing programmes, a more stringent claim for “interchangeability” has been raised (Dorans & Walker, 2007, Holland, 2007). According to the Standards of for Educational and Psychological Testing (AERA, APA, & NCME, 2014), appropriate statistical methodology should be applied to ensure that test scores from alternate test forms can be used interchangeably, which often involves score equating (DePacale & Gong, 2020, Holland, 2007).

Název v anglickém jazyce

Repeated Covariate Equating to Provide Comparable Scores from Matura Exam in Case of Non-Equivalent Groups

Popis výsledku anglicky

ZÁKLADNÍ ÚDAJE: ECER 2022 Abstracts. Yerevan: EERA - European Educational Research Association, 2022. KONFERENCE: ECER 2022: European Conference on Educational Research. 23.08.2022-25.08.2022, Yerevan. ABSTRAKT: In large-scale assessments that involve multiple test forms, individual student test scores are expected to be comparable regardless of which form the students take (DePacale & Gong, 2020). Test scores are considered comparable if the same interpretations can be made, with the same level of confidence, from variations of the same test (Winter et al., 2010). In relation to high-stakes testing programmes, a more stringent claim for “interchangeability” has been raised (Dorans & Walker, 2007, Holland, 2007). According to the Standards of for Educational and Psychological Testing (AERA, APA, & NCME, 2014), appropriate statistical methodology should be applied to ensure that test scores from alternate test forms can be used interchangeably, which often involves score equating (DePacale & Gong, 2020, Holland, 2007).

Druh

O - Ostatní výsledky

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

<a href="/cs/project/TL05000008" target="_blank" >TL05000008: Výzvy pro hodnocení znalostí: Analytická podpora tvorby znalostních testů</a><br>

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2022

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů