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Using Kernel Equating to Assess Item Order Effects on Test Scores
Author(s) -
Moses Tim,
Yang WenLing,
Wilson Christine
Publication year - 2007
Publication title -
journal of educational measurement
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.917
H-Index - 47
eISSN - 1745-3984
pISSN - 0022-0655
DOI - 10.1111/j.1745-3984.2007.00032.x
Subject(s) - equating , item response theory , statistics , test (biology) , kernel (algebra) , short forms , item analysis , mathematics , test score , econometrics , psychometrics , psychology , standardized test , clinical psychology , rasch model , paleontology , combinatorics , biology
This study explored the use of kernel equating for integrating and extending two procedures proposed for assessing item order effects in test forms that have been administered to randomly equivalent groups. When these procedures are used together, they can provide complementary information about the extent to which item order effects impact test scores, in overall score distributions and also at specific test scores. In addition to detecting item order effects, the integrated procedures also suggest the equating function that most adequately adjusts the scores to mitigate the effects. To demonstrate, the statistical equivalences of alternate versions of two large‐volume advanced placement exams were assessed.