Advancing Methodologies to Support Both Summative and by Ying Cheng, Hua-Hua Chang

By Ying Cheng, Hua-Hua Chang

A quantity within the chinese language American academic learn and improvement organization e-book sequence sequence Editor Jinfa Cai, college of Delaware over the last thirty years, scholar overview has develop into an more and more vital portion of public schooling. quite a few methodologies in trying out were built to procure and interpret the wealth of evaluation results. As review ambitions have become more and more multifaceted, new checking out methodologies are referred to as for to supply extra obtainable and trustworthy info on extra complicated constructs or methods, reminiscent of scholars' criticalthinking and problem-solving talents. checking out methodologies are had to extract details from tests on such complex abilities, to be able to suggest academics approximately definite components of scholars that want intervention. it truly is even a much bigger problem, and an essential undertaking of modern large-scale checks, to realize such info from checking out info in a good demeanour. for instance PARCC and Smarter Balanced tests consortia are either striving to provide formative tests via individualized, adapted trying out. The ebook offers cutting-edge insurance on new methodologies to help tradit ional summative overview, and extra importantly, for rising formative exams.

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Introduction to stochastic programming. New York: Springer-Verlag. Boekkooi-Timminga, E. (1990). The construction of parallel tests from IRT-based item banks. Journal of Educational Statistics, 15(2), 129–145. , & Veldkamp, B. P. (2005). Automated simultaneous assembly for multi-stage testing. International Journal of Testing, 5, 319–330. Brusco, M. , & Steinley, D. (2013). Exact and approximate methods for a one-dimensional minimax bin-packing problem. Annals of Operations Research, 206, 611–626.

Hambleton, R. K. , Hare, D. R. , Armstrong R. D. Keng, L. -Y. , Sun, L. 1-3 1-6, 1-7, 1-8 1-3, 1-3-5, 1-3-3 1-3, 1-3-3, 1-5, 1-5-5 1-3-3-3 1-2 1-3-4-4 1-1-2-3-3-4 1-2-3 1-3-3 1-3-3 1-3-3, 1-3 1-2-2 1-1-2-3 1-3-3 1-2, 1-3, 1-4, 1-2-2, 1-2-3, 1-2-4, 1-3-3, 1-3-4 1-3-3, 1-2-3-3 in high-stake assessments, stakeholders may not be comfortable using a twostage test due to the perception that some examinees will be unable to recover if they are mistakenly routed to a low-difficulty module. The first stage has only one level in all of the 17 studies, functioning as the routing stage.

The counterbalance has been empirically proven in studies: Both Patsula (1999) and Chen (2011) found that different allocation designs have little impact on measurement accuracy. A similar dilemma exists when deciding whether to use more discriminating items in the routing stage or later stages. Pathways For those two-stage models and models with no more than two difficulty levels in each stage, all possible pathways should be allowed. But for more complex models with more than two stages and more than two difficulty levels in any stage, not all possible pathways have to be allowed.

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