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Peer reviewedKlinger, Don A.; Rogers, W. Todd – Alberta Journal of Educational Research, 2003
The estimation accuracy of procedures based on classical test score theory and item response theory (generalized partial credit model) were compared for examinations consisting of multiple-choice and extended-response items. Analysis of British Columbia Scholarship Examination results found an error rate of about 10 percent for both methods, with…
Descriptors: Academic Achievement, Educational Testing, Foreign Countries, High Stakes Tests
