Test Equating, Scaling, and Linking

By M. J. Kolen, Robert L. Brennan. 2004

902 citations recorded by the source corpus.

Subfields: Control and Systems Engineering

View Paper: https://www.semanticscholar.org/paper/2a51ae19c55b2582a39a985aabf7cfb89ac0099b

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In Control and Systems Engineering

Citations in the corpus

Measuring Growth With Vertical Scales (2013, methodology): “Their respective commercial test batteries, the TerraNova and the Stanford Achievement Test, were created using nationally representative samples of American students and a common item nonequivalent groups linking design (Briggs & Weeks, 2009; Kolen & Brennan, 2004).”
Investigation of IRT-Based Equating Methods in the Presence of Outlier Common Items (2008, methodology): “The sample size for each subtest form was controlled at 2,000, which is large enough to produce stable parameter estimates (e.g., Kolen & Brennan, 2004; Zeng, 1991).”
The Problem With “Proficiency”: Limitations of Statistics and Policy Under No Child Left Behind (2008, background): “Cut-score-invariant alternatives like average gain scores are appealing but require development and dissemination of vertical scales—a unique challenge (Kolen & Brennan, 2004).”
Assessing critical thinking in higher education: the HEIghten™ approach and preliminary validity evidence (2016, methodology): “We used the linear linking method, which sets the standardised deviation scores (i.e. z-scores) on two test forms to be equal (Kolen and Brennan 2004, 31–36).”
A closer look at the construct validity of C-tests (2006, methodology): “That is, C-test texts were to function as external common items in common-item equating to a Rasch-calibrated item pool (Kolen and Brennan, 2004).”
Contrasting OLS and Quantile Regression Approaches to Student “Growth” Percentiles (2013, neutral): “Multivariate normality is a convenient choice for modeling joint distributions of consecutive grade-level test scores, as test scales are often chosen so that each grade-level score distribution is roughly normal (Kolen & Brennan, 2004).”
Preservice Biology Teachers’ Professional Knowledge: Structure and Learning Opportunities (2015, methodology): “To ensure that test results could be compared, a linking between booklets was established (Frey, Hartig, & Rupp, 2009; Kolen & Brennan, 2004); this is called a common-item nonequivalent groups design (Kolen & Brennan, 2004).”