A Comparison of Angoff's Design I and Design II for Vertical Equating Using Traditional and IRT Methodology.

Harris, Deborah J.

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ435192

Record Type: Journal

Publication Date: 1991

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-0655

EISSN: N/A

Available Date: N/A

A Comparison of Angoff's Design I and Design II for Vertical Equating Using Traditional and IRT Methodology.

Harris, Deborah J.

Journal of Educational Measurement, v28 n3 p221-35 Fall 1991

Two data collection designs, counterbalanced and spiraling (Angoff's Design I and Angoff's Design II) were compared using item response theory and equipercentile equating methodology in the vertical equating of 2 mathematics achievement tests using 1,000 eleventh graders and 1,000 twelfth graders. The greater stability of Design II is discussed. (SLD)

Descriptors: Achievement Tests, College Entrance Examinations, Comparative Analysis, Data Collection, Equated Scores, Grade 11, Grade 12, High School Students, High Schools, Item Response Theory, Mathematics Achievement, Mathematics Tests, Sample Size, Test Theory, True Scores

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A