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Liu, Jinghua; Dorans, Neil J. – Educational Measurement: Issues and Practice, 2013
We make a distinction between two types of test changes: inevitable deviations from specifications versus planned modifications of specifications. We describe how score equity assessment (SEA) can be used as a tool to assess a critical aspect of construct continuity, the equivalence of scores, whenever planned changes are introduced to testing…
Descriptors: Tests, Test Construction, Test Format, Change
Eignor, Daniel R. – Educational Measurement: Issues and Practice, 2008
This article discusses a particular type of concordance table and the potential for test score misuse that may result from employing such a table. The concordance that is discussed is typically created between scores on different, nonequatable versions of a test that share the same or close to the same test title. These concordance tables often…
Descriptors: Scores, Tables (Data), Comparative Analysis, Equated Scores

Wainer, Howard – Educational Measurement: Issues and Practice, 1999
Discusses the comparison of groups of individuals who were administered different forms of a test. Focuses on the situation in which there is little overlap in content between the test forms. Reviews equating problems in national tests in Canada and Israel. (SLD)
Descriptors: Comparative Analysis, Equated Scores, Foreign Countries, National Competency Tests

Green, Bert F. – Educational Measurement: Issues and Practice, 1995
If annual performance assessments are to yield results that can be compared from year to year, many technical problems must be addressed. It is essential that tests to be equated measure the same construct. Methods of equating performance assessment scores, ways of equating system assessments, and standard setting are discussed. (SLD)
Descriptors: Comparative Analysis, Educational Assessment, Educational Change, Equated Scores

Zwick, Rebecca – Educational Measurement: Issues and Practice, 1991
Item parameter estimates derived through item response theory methods have been considered relatively robust to changes in item position and context, but the anomaly in reading scores from the 1986 National Assessment of Educational Progress (NAEP) illustrates problems with common population equating procedures when there are test form changes.…
Descriptors: Achievement Tests, Context Effect, Equated Scores, Estimation (Mathematics)