Computation and Accuracy Evaluation of Comparable Scores on Culturally Responsive Assessments

IF 1.4 4区 心理学 Q3 PSYCHOLOGY, APPLIED
Sandip Sinharay, Matthew S. Johnson
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引用次数: 0

Abstract

Culturally responsive assessments have been proposed as potential tools to ensure equity and fairness for examinees from all backgrounds including those from traditionally underserved or minoritized groups. However, these assessments are relatively new and, with few exceptions, are yet to be implemented in large scale. Consequently, there is a lack of guidance on how one can compute comparable scores on various versions of these assessments. In this paper, the multigroup multidimensional Rasch model is repurposed for modeling data originating from various versions of a culturally responsive assessment and for analyzing such data to compute comparable scores. Two simulation studies are performed to evaluate the performance of the model for data simulated from hypothetical culturally responsive assessments and to find the conditions under which the computed scores are accurate. Recommendations are made for measurement practitioners interested in culturally responsive assessments.

文化反应性评估可比分数的计算与准确性评价
文化响应性评估被提议作为潜在的工具,以确保来自所有背景的考生,包括那些来自传统上服务不足或少数群体的考生的公平和公平。然而,这些评估是比较新的,除了少数例外,尚未大规模执行。因此,缺乏关于如何在这些评估的不同版本中计算可比较分数的数据的指导。在本文中,多组多维Rasch模型被重新用于建模源自不同版本的文化响应性评估的数据,并用于分析这些数据以计算可比分数。进行了两项模拟研究,以评估从假设的文化反应性评估中模拟的数据模型的性能,并找到计算分数准确的条件。为对文化反应性评估感兴趣的测量从业人员提出了建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
2.30
自引率
7.70%
发文量
46
期刊介绍: The Journal of Educational Measurement (JEM) publishes original measurement research, provides reviews of measurement publications, and reports on innovative measurement applications. The topics addressed will interest those concerned with the practice of measurement in field settings, as well as be of interest to measurement theorists. In addition to presenting new contributions to measurement theory and practice, JEM also serves as a vehicle for improving educational measurement applications in a variety of settings.
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