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Peer reviewedSlinde, Jeffrey A.; Linn, Robert L. – Journal of Educational Measurement, 1979
The Rasch model was used to equate reading comprehension tests of widely different difficulty for three groups of fifth grade students of widely different ability. Under these extreme circumstances, the Rasch model equating was unsatisfactory. (Author/CTM)
Descriptors: Academic Ability, Bias, Difficulty Level, Equated Scores
Peer reviewedLinn, Robert L.; Slinde, Jeffrey A. – Applied Psychological Measurement, 1979
This study investigated the adequacy of the Rasch model in equating existing standardized tests with groups of examinees not widely separated in ability. With the exception of one test pair and one grade level, the Rasch model using the anchor test procedure provided a reasonably satisfactory means of equating. (Author/CTM)
Descriptors: Equated Scores, Goodness of Fit, Intermediate Grades, Item Analysis
Download full textLinn, Robert L. – 1978
The three RMC models endorsed by the U.S. Office of Education for the evaluation of Elementary and Secondary Education Act Title I programs are based on narrowly conceived approaches to evaluation--the measurement of cognitive achievement gains. Each model requires the comparison of observed student performance with an estimate of what level of…
Descriptors: Academic Achievement, Achievement Gains, Compensatory Education, Control Groups
