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Peer reviewedBecker, Douglas F.; Forsyth, Robert A. – Journal of Educational Measurement, 1992
Measurement scales developed using Thurstone and item-response theory (IRT) methods of scaling achievement tests for the same single-level data were compared for approximately 4,000 high school students taking the Iowa Tests of Educational Development in 1975. Results of both approaches indicate that variability increases as grade level increases.…
Descriptors: Achievement Tests, Age Differences, High School Students, High Schools
