Investigation of Multidimensional Scale Transformation Methods Applied to Multidimensional Tests According to Various Conditions
Abstract
Keywords
Kaynakça
- Ackerman, T. A., Gierl, M. J., & Walker, C. M. (2003). Using multidimensional item response theory to evaluate educational and psychological tests. Educational Measurement: Issues and Practice, 22(3), 37-51.
- Angoff, W. H. (1984). Scales,norms and equivalent scores. New Jersey: Educational Testing Service.
- Atar, B. ve Yeşiltaş, G. (2017). Investigation of the Performance of Multidimensional Equating Procedures for Common-Item Nonequivalent Groups Design. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi, 8(4), 421-434.
- Baker, F. B. & Al-Karni, A. (1991). A comparison of two procedures for computing IRT equating coefficients. Journal of Educational Measurement, 28(2), 147–162.
- Braun, H. I and Holland, P. W. (1982). Observed-score test equating: A mathematical analysis of some ETS equating procedures. In P. W. Holland and D.B. Rubin (Ed.), Test equating (s. 9-49). New York: Academic Press.
- Beguin, A. A., & Hanson, B. A. (2001). Effect of noncompensatory multidimensionality on separate and concurrent estimation in IRT observed score equating. Paper presented at the The Annual Meeting of the National Council on Measurement in Education, Seattle, WA.
- Bökeoğlu, Ö., Uçar, A. ve Balta, E. (2022). Investigation of Scale Transformation Methods in True Score Equating Based on Item Response Theory. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi. 55(1), 1-36.
- Brossman, B. G. (2010). Observed score and true score equating procedures for multidimensional item response theory (Doctoral dissertation). University of Iowa, Iowa.
Ayrıntılar
Birincil Dil
İngilizce
Konular
-
Bölüm
Araştırma Makalesi
Yazarlar
Yayımlanma Tarihi
28 Haziran 2023
Gönderilme Tarihi
19 Ocak 2023
Kabul Tarihi
26 Haziran 2023
Yayımlandığı Sayı
Yıl 2023 Cilt: 13 Sayı: 1
Cited By
RANDOM GRUP DESENİ ALTINDA TAM MIRT EŞİTLEMEDE ÖRNEKLEM BÜYÜKLÜĞÜNÜN ETKİSİ
Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi
https://doi.org/10.21764/maeuefd.1361350
