Effects of Item Order and Context on Estimation of NAEP Reading Proficiency
- 1 September 1991
- journal article
- Published by Wiley in Educational Measurement: Issues and Practice
- Vol. 10 (3) , 10-16
- https://doi.org/10.1111/j.1745-3992.1991.tb00198.x
Abstract
What can be learned about the effects of item order and context on invariance of item parameter estimates? Are common‐item equating methods appropriate when measuring trends in educational growth?This publication has 4 references indexed in Scilit:
- Implications for Altering the Context in Which Test Items Appear: A Historical Perspective on an Immediate ConcernReview of Educational Research, 1985
- Estimating Latent DistributionsPsychometrika, 1984
- Developing a Common Metric in Item Response TheoryApplied Psychological Measurement, 1983
- Dimensionality, bias, independence and measurement scale problems in latent trait test score modelsBritish Journal of Mathematical and Statistical Psychology, 1980