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Digital Module 07: Subscores: Evaluation and Reporting https://ncme.elevate.commpartners.com
Author(s) -
Sinharay Sandip
Publication year - 2019
Publication title -
educational measurement: issues and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.158
H-Index - 52
eISSN - 1745-3992
pISSN - 0731-1745
DOI - 10.1111/emip.12288
Subject(s) - computer science , remedial education , glossary , quality (philosophy) , test (biology) , acceptance testing , status quo , medical physics , psychology , software engineering , medicine , mathematics education , paleontology , linguistics , philosophy , epistemology , economics , market economy , biology
Test score users often demand the reporting of subscores due to their potential diagnostic, remedial, and instructional benefits. Therefore, there is substantial pressure on testing programs to report subscores. However, professional standards require that subscores have to satisfy minimum quality standards before they can be reported. In this digital ITEMS module, Dr. Sandip Sinharay reviews the status quo on the reporting of subscores. Specifically, he first provides examples of operationally reported subscores, discusses why subscores are in high demand, and discusses professional quality standards that subscores have to satisfy. He then describes various statistical methods that can be used to evaluate whether subscores satisfy professional standards, which include descriptive statistics, DIMTEST/DETECT, factor analysis, multidimensional item response theory, and the Haberman method. He provides guidance for how to implement these methods on real data using the R package “subscores.” The digital module includes video illustrations using real data, quiz questions with diagnostic feedback, data‐based activities with video solutions, curated resources, and a glossary.