International Journal of Testing最新文献_第10页

Investigating How Test-Takers Change Their Strategies to Handle Difficulty in Taking a Reading Comprehension Test: Implications for Score Validation 调查应试者如何改变策略来应对阅读理解测试中的困难：对分数验证的启示

IF 1.7

International Journal of Testing Pub Date : 2018-07-03 DOI: 10.1080/15305058.2017.1396464

Amery Wu, Michelle Y. Chen, J. Stone

引用次数: 9

Incongruence Between Native and Test Administration Languages: Towards Equal Opportunity in International Literacy Assessment 母语与考试管理语言的不一致:迈向国际读写能力评估的机会均等

IF 1.7

International Journal of Testing Pub Date : 2018-07-03 DOI: 10.1080/15305058.2017.1407767

Patriann Smith, P. Frazier, Jaehoon Lee, R. Chang

{"title":"Incongruence Between Native and Test Administration Languages: Towards Equal Opportunity in International Literacy Assessment","authors":"Patriann Smith, P. Frazier, Jaehoon Lee, R. Chang","doi":"10.1080/15305058.2017.1407767","DOIUrl":"https://doi.org/10.1080/15305058.2017.1407767","url":null,"abstract":"Previous research has primarily addressed the effects of language on the Program for International Student Assessment (PISA) mathematics and science assessments. More recent research has focused on the effects of language on PISA reading comprehension and literacy assessments on student populations in specific Organization for Economic Cooperation and Development (OECD) and non-OECD countries. Recognizing calls to highlight the impact of language on student PISA reading performance across countries, the purpose of this study was to examine the effect of home languages versus test languages on PISA reading literacy across OECD and non-OECD economies, while considering other factors. The results of Ordinary Least Squares regression showed that about half of the economies demonstrated a positive and significant effect of students' language status on their reading performance. This finding is consistent with observations in the parallel analysis of PISA 2009 data, suggesting that students' performance on reading literacy assessment was higher when they were tested in their home language. Our findings highlight the importance of the role of context, the need for new approaches to test translation, and the potential similarities in language status for youth from OECD and non-OECD countries that have implications for interpreting their PISA reading literacy assessments.","PeriodicalId":46615,"journal":{"name":"International Journal of Testing","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15305058.2017.1407767","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41346188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

ITC Guidelines for Translating and Adapting Tests (Second Edition) ITC翻译和改编测试指南（第二版）

IF 1.7

International Journal of Testing Pub Date : 2018-04-03 DOI: 10.1080/15305058.2017.1398166

引用次数: 403

Detecting Curvilinear Relationships: A Comparison of Scoring Approaches Based on Different Item Response Models 检测曲线关系：基于不同项目反应模型的评分方法比较

IF 1.7

International Journal of Testing Pub Date : 2018-04-03 DOI: 10.1080/15305058.2017.1345913

Mengyang Cao, Q. Song, L. Tay

{"title":"Detecting Curvilinear Relationships: A Comparison of Scoring Approaches Based on Different Item Response Models","authors":"Mengyang Cao, Q. Song, L. Tay","doi":"10.1080/15305058.2017.1345913","DOIUrl":"https://doi.org/10.1080/15305058.2017.1345913","url":null,"abstract":"There is a growing use of noncognitive assessments around the world, and recent research has posited an ideal point response process underlying such measures. A critical issue is whether the typical use of dominance approaches (e.g., average scores, factor analysis, and the Samejima's graded response model) in scoring such measures is adequate. This study examined the performance of an ideal point scoring approach (e.g., the generalized graded unfolding model) as compared to the typical dominance scoring approaches in detecting curvilinear relationships between scored trait and external variable. Simulation results showed that when data followed the ideal point model, the ideal point approach generally exhibited more power and provided more accurate estimates of curvilinear effects than the dominance approaches. No substantial difference was found between ideal point and dominance scoring approaches in terms of Type I error rate and bias across different sample sizes and scale lengths, although skewness in the distribution of trait and external variable can potentially reduce statistical power. For dominance data, the ideal point scoring approach exhibited convergence problems in most conditions and failed to perform as well as the dominance scoring approaches. Practical implications for scoring responses to Likert-type surveys to examine curvilinear effects are discussed.","PeriodicalId":46615,"journal":{"name":"International Journal of Testing","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2018-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15305058.2017.1345913","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49612645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Response Time Based Nonparametric Kullback-Leibler Divergence Measure for Detecting Aberrant Test-Taking Behavior 基于响应时间的非参数Kullback-Leibler散度测度检测异常应试行为

IF 1.7

International Journal of Testing Pub Date : 2018-02-28 DOI: 10.1080/15305058.2018.1429446

K. Man, Jeffery R. Harring, Yunbo Ouyang, Sarah L. Thomas

引用次数: 19

FIPC Linking Across Multidimensional Test Forms: Effects of Confounding Difficulty within Dimensions 跨多维测试形式的FIPC连接:维度内混淆难度的影响

IF 1.7

International Journal of Testing Pub Date : 2018-02-27 DOI: 10.1080/15305058.2018.1428980

S. Kim, Ki Cole, M. Mwavita

{"title":"FIPC Linking Across Multidimensional Test Forms: Effects of Confounding Difficulty within Dimensions","authors":"S. Kim, Ki Cole, M. Mwavita","doi":"10.1080/15305058.2018.1428980","DOIUrl":"https://doi.org/10.1080/15305058.2018.1428980","url":null,"abstract":"This study investigated the effects of linking potentially multidimensional test forms using the fixed item parameter calibration. Forms had equal or unequal total test difficulty with and without confounding difficulty. The mean square errors and bias of estimated item and ability parameters were compared across the various confounding tests. The estimated discrimination parameters were influenced by the levels of correlation between dimensions. The mean square errors (MSEs) of the average of the true discrimination parameters with the estimated value were smallest when the correlation equaled 0; however, the MSEs of the multidimensional discrimination parameter were smallest when the correlation was larger than 0. The estimated difficulty parameters were highly affected by different amount of confounding difficulty within dimensions. Furthermore, the MSEs of the average of the true ability parameters on the first and second dimensions with the estimated ability were smaller than those from the ability parameter on each dimension for all conditions. The pattern varied according to the number of common items, and the measures of MSE and squared bias were relatively consistent across forms at the same level of correlation, except for the condition where the correlation was 0 and the number of common items was 8.","PeriodicalId":46615,"journal":{"name":"International Journal of Testing","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2018-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15305058.2018.1428980","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59952903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Effects of Situational Judgment Test Format on Reliability and Validity 情境判断测试格式对信度和有效性的影响

IF 1.7

International Journal of Testing Pub Date : 2018-02-23 DOI: 10.1080/15305058.2018.1428981

Michelle P. Martín‐Raugh, Cristina Anguiano-Carrsaco, Teresa Jackson, Meghan W. Brenneman, Lauren M. Carney, Patrick V. Barnwell, Jonathan F. Kochert

引用次数: 1

Adding Value to Second-Language Listening and Reading Subscores: Using a Score Augmentation Approach 增加第二语言听力和阅读分数的价值:使用分数增加法

IF 1.7

International Journal of Testing Pub Date : 2018-01-04 DOI: 10.1080/15305058.2017.1407766

S. Papageorgiou, Ikkyu Choi

{"title":"Adding Value to Second-Language Listening and Reading Subscores: Using a Score Augmentation Approach","authors":"S. Papageorgiou, Ikkyu Choi","doi":"10.1080/15305058.2017.1407766","DOIUrl":"https://doi.org/10.1080/15305058.2017.1407766","url":null,"abstract":"This study examined whether reporting subscores for groups of items within a test section assessing a second-language modality (specifically reading or listening comprehension) added value from a measurement perspective to the information already provided by the section scores. We analyzed the responses of 116,489 test takers to reading and listening items from operational administrations of two large-scale international tests of English as a foreign language. To “strengthen” the reliability of the subscores, and thus improve their added value, we applied a score augmentation method (Haberman, 2008). In doing so, our aim was to examine whether reporting augmented subscores for specific groups of reading and listening items could improve the added value of these subscores and consequently justify providing more fine-grained information about test taker performance. Our analysis indicated that in general, there was lack of support for reporting subscores from a psychometric perspective, and that score augmentation marginally improved the added value of the subscores. We discuss several implications of our findings for test developers wishing to report more fine-grained information about test performance. We conclude by arguing that research on how to best report such refined feedback should remain the focus of future efforts related to second-language proficiency tests.","PeriodicalId":46615,"journal":{"name":"International Journal of Testing","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2018-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15305058.2017.1407766","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43463605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Exploring a Source of Uneven Score Equity across the Test Score Range 探索考试成绩不均衡的根源

IF 1.7

International Journal of Testing Pub Date : 2018-01-02 DOI: 10.1080/15305058.2017.1396463

A. Huggins-Manley, Yuxi Qiu, Randall D. Penfield

引用次数: 1

Spurious Latent Class Problem in the Mixed Rasch Model: A Comparison of Three Maximum Likelihood Estimation Methods under Different Ability Distributions 混合Rasch模型中的伪潜在类问题：不同能力分布下三种最大似然估计方法的比较

IF 1.7

International Journal of Testing Pub Date : 2018-01-02 DOI: 10.1080/15305058.2017.1312408

S. Şen

引用次数: 6