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Conference Paper: Practical Consequences of Model Misfit in Assessing Academic Growth
| Title | Practical Consequences of Model Misfit in Assessing Academic Growth |
|---|---|
| Authors | |
| Issue Date | 2010 |
| Publisher | The American Educational Research Association (AERA). |
| Citation | The Annual Meeting of the American Educational Research Association (AERA), Denver, Colorado, USA, 30 April-4 May, 2010 How to Cite? |
| Abstract | The study was to investigate the practical consequences of IRT model misfit in assessing achievement scores, academic growth, and pass rates in a typical state-wide assessment program. This study was designed to reflect common equating practices, and the major variable was model misfit. Results indicated that the typical level of model misfit would result in about 3% of the examinees being placed into different performance categories. The differences due to the choice of a non-fitting model are of major, practical consequence. The key messages from the study are that practical ways are available to study model fit, and, model fit or misfit can have practical consequences that should be considered when choosing an IRT model for a state testing program. |
| Description | Conference Theme: Understanding Complex Ecologies in a Changing World Session: Expanded Applications of Item Response Theory |
| Persistent Identifier | http://hdl.handle.net/10722/187348 |
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Zhao, Y | en_US |
| dc.contributor.author | Hambleton, R K | en_US |
| dc.date.accessioned | 2013-08-20T12:38:31Z | - |
| dc.date.available | 2013-08-20T12:38:31Z | - |
| dc.date.issued | 2010 | en_US |
| dc.identifier.citation | The Annual Meeting of the American Educational Research Association (AERA), Denver, Colorado, USA, 30 April-4 May, 2010 | en_US |
| dc.identifier.uri | http://hdl.handle.net/10722/187348 | - |
| dc.description | Conference Theme: Understanding Complex Ecologies in a Changing World | - |
| dc.description | Session: Expanded Applications of Item Response Theory | - |
| dc.description.abstract | The study was to investigate the practical consequences of IRT model misfit in assessing achievement scores, academic growth, and pass rates in a typical state-wide assessment program. This study was designed to reflect common equating practices, and the major variable was model misfit. Results indicated that the typical level of model misfit would result in about 3% of the examinees being placed into different performance categories. The differences due to the choice of a non-fitting model are of major, practical consequence. The key messages from the study are that practical ways are available to study model fit, and, model fit or misfit can have practical consequences that should be considered when choosing an IRT model for a state testing program. | - |
| dc.language | eng | en_US |
| dc.publisher | The American Educational Research Association (AERA). | - |
| dc.relation.ispartof | Annual Meeting of the American Educational Research Association (AERA) | en_US |
| dc.title | Practical Consequences of Model Misfit in Assessing Academic Growth | en_US |
| dc.type | Conference_Paper | en_US |
| dc.identifier.hkuros | 216691 | en_US |
| dc.publisher.place | United States | - |