000			05884nam a22005295i 4500
001			978-0-387-49771-6
003			DE-He213
005			20161121231123.0
007			cr nn 008mamaa
008			100301s2007 xxu| s |||| 0|eng d
020			_a9780387497716 _9978-0-387-49771-6
024	7		_a10.1007/978-0-387-49771-6 _2doi
050		4	_aQA276-280
072		7	_aJHBC _2bicssc
072		7	_aSOC027000 _2bisacsh
082	0	4	_a519.5 _223
245	1	0	_aLinking and Aligning Scores and Scales _h[electronic resource] / _cedited by Neil J. Dorans, Mary Pommerich, Paul W. Holland.
264		1	_aNew York, NY : _bSpringer New York, _c2007.
300			_aXX, 396 p. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
490	1		_aStatistics for Social and Behavioral Sciences
505	0		_aOverview -- Overview -- Foundations -- A Framework and History for Score Linking -- Data Collection Designs and Linking Procedures -- Equating -- Equating: Best Practices and Challenges to Best Practices -- Practical Problems in Equating Test Scores: A Practitioner’s Perspective -- Potential Solutions to Practical Equating Issues -- Tests in Transition -- Score Linking Issues Related to Test Content Changes -- Linking Scores Derived Under Different Modes of Test Administration -- Tests in Transition: Discussion and Synthesis -- Concordance -- Sizing Up Linkages -- Concordance: The Good, the Bad, and the Ugly -- Some Further Thoughts on Concordance -- Vertical Scaling -- Practical Issues in Vertical Scaling -- Methods and Models for Vertical Scaling -- Vertical Scaling and No Child Left Behind -- Assessments Linking Group Assessments to Individual -- Linking Assessments Based on Aggregate Reporting: Background and Issues -- An Enhanced Method for Mapping State Standards onto the NAEP Scale -- Using Aggregate-Level Linkages for Estimation and Validation: Comments on Thissen and Braun & Qian -- Postscript.
520			_aThe comparability of measurements made in differing circumstances by different methods and investigators is a fundamental pre-condition for all of science. Successful applications of technology require comparable measurements. While the applications herefocus on educational tests, score linking issues are directly applicable to medicine and many branches of behavioral science. Since the 1980s, the fields of educational and psychological measurement have enhanced and widely applied techniques for producing linked scores that are comparable. The interpretation attached to a linkage depends on how the conditions of the linkage differ from the ideal. In this book, experts in statistics and psychometrics describe classes of linkages, the history of score linkings, data collection designs, and methods used to achieve sound score linkages. They describe and critically discuss applications to a variety of domains including equating of achievement exams, linkages between computer-delivered exams and paper-and-pencil exams, concordances between the current version of the SAT® and its predecessor, concordances between the ACT® and the SAT®, vertical linkages of exams that span grade levels, and linkages of scales from high-stakes state assessments to the scales of the National Assessment of Educational Progress (NAEP). Dr. Neil J. Dorans is a Distinguished Presidential Appointee at Educational Testing Service. During his 27 years at ETS, he has had primary responsibility for the statistical work associated with the AP®, PSAT/NMSQT®, and SAT® exams. He was the architect for the recentered SAT scales. He has guest edited special issues on score linking for Applied Measurement in Education, Applied Psychological Measurement, and the Journal of Educational Measurement. Dr. Mary Pommerich is a psychometrician in the Personnel Testing Division of the Defense Manpower Data Center, where she works with the ASVAB (Armed Services Vocational Aptitude Battery) testing program. She guest edited a special issue on concordance for Applied Psychological Measurement. Her research is typically generated by practical testing problems and has focused on a wide variety of issues, including linking and concordance. Dr. Paul W. Holland is the Frederic M. Lord Chair in Measurement and Statistics at Educational Testing Service and before that professor in the School of Education and the department of Statistics at the University of California, Berkeley. His books include Discrete Multivariate Analysis, Differential Item Functioning, Perspectives on Social Network Research , and two books on test score equating. He is a fellow of the American Statistical Association and the Institute for Mathematical Statistics, was designated a National Associate of the National Academies, was awarded for his career contributions by the National Council on Measurement in Education, and was elected to the National Academy of Education.
650		0	_aStatistics.
650		0	_aAssessment.
650		0	_aPsychology _xMethodology.
650		0	_aPsychological measurement.
650		0	_aPsychometrics.
650	1	4	_aStatistics.
650	2	4	_aStatistics for Social Science, Behavorial Science, Education, Public Policy, and Law.
650	2	4	_aAssessment, Testing and Evaluation.
650	2	4	_aPsychological Methods/Evaluation.
650	2	4	_aPsychometrics.
700	1		_aDorans, Neil J. _eeditor.
700	1		_aPommerich, Mary. _eeditor.
700	1		_aHolland, Paul W. _eeditor.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9780387497709
830		0	_aStatistics for Social and Behavioral Sciences
856	4	0	_uhttp://dx.doi.org/10.1007/978-0-387-49771-6
912			_aZDB-2-SMA
950			_aMathematics and Statistics (Springer-11649)
999			_c508895 _d508895