Abstract
A method for banking test items scored in several ordered response categories is described. Each item is seen as an ordered sequence of steps, and test forms are equated using the estimated difficulties of the steps in their shared items. Procedures for analyzing the internal consistency of individual links and for analyzing the coherence of an entire linking structure are described. The methodology is used to link six forms of a mathematics problem solving test.
| Original language | English |
|---|---|
| Journal | Journal of Educational Measurement |
| Volume | 21 |
| Issue number | 1 |
| Publication status | Published - 1984 |
Keywords
- Educational testing
- Internal consistency
- Item analysis
- Item bank
- Item banks
- Item response theory
- Item sampling
- Mathematical models
- Mathematics problem solving test
- Partial credit scoring
- Problem sets
- Scoring
- Test items
Disciplines
- Educational Assessment, Evaluation, and Research