Effects of Item Order and Context on Estimation of NAEP Reading Proficiency.

Zwick, Rebecca

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Peer reviewed

ERIC Number: EJ436856

Record Type: Journal

Publication Date: 1991

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0731-1745

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Effects of Item Order and Context on Estimation of NAEP Reading Proficiency.

Zwick, Rebecca

Educational Measurement: Issues and Practice, v10 n3 p10-16 Fall 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. (SLD)

Descriptors: Achievement Tests, Context Effect, Equated Scores, Estimation (Mathematics), Graphs, Item Response Theory, National Programs, Reading Achievement, Scores, Test Format, Test Interpretation, Test Results, Testing Problems, Testing Programs

Publication Type: Journal Articles; Reports - Evaluative

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Assessments and Surveys: National Assessment of Educational Progress

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