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Linking and Aligning Scores and Scales (Statistics for Social and Behavioral Sciences)From Springer
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In this book, experts in statistics and psychometrics describe classes of linkages, the history of score linkings, data collection designs, and methods used to achieve sound score linkages. They describe and critically discuss applications to a variety of domains. They define what linking is, to distinguish among the varieties of linking and to describe different procedure for linking. Furthermore, they convey the complexity and diversity of linking by covering different areas of linking and providing diverse perspectives.
- Sales Rank: #2769538 in Books
- Published on: 2007-06-15
- Original language: English
- Number of items: 1
- Dimensions: 9.21" h x .94" w x 6.14" l, 1.55 pounds
- Binding: Hardcover
- 396 pages
Review
From the reviews:
"Linking and Aligning Scores and Scales is about-making scores from revised tests, different tests, and evolving tests as similar as possible. … Overall, this is an impressive and important volume. … It is essential for those who work in the area of educational testing and should be read by those who produce and publish psychological tests. It would be wonderful if members of the media and state superintendents of schools would read it." (Jay C. Thomas, PsycCRITIQUES, Vol. 52 (52), 2007)
"This edited volume gathers some of the finest thinking on the complex topic of score linking. The contributing authors are among the best in the field of psychometrics, and the papers are well written and easy to read. … Therefore, it offers a great deal of knowledge, insight, and wisdom to researchers and practitioners … . this is an excellent book and well worth the read for advanced graduate students, researchers, and practitioners with an interest in the field of test score linking and equating." (Lisa A. Keller, Journal of the American Statistical Association, Vol. 103 (484), December, 2008)
"The authors discuss different kinds of linking scenarios in a systematic way. Each topic is addressed by practitioners who have had years of experience in dealing with the practical issues presented in the book. … This book would serve as a nice textbook for students interested in psychometrics and is a handy reference book for practitioners. I highly recommend anybody who is interested in linking to read the book and keep it as a reference." (Qing Yi, Psychometrika, Vol. 74 (1), March, 2009)
Dorans, N.J., Pommerich, M., & Holland, P.W. (2007). Linking and Aligning Scores and Scales.
“ …I recommend the book to anyone who is involved, even remotely, in test development and design. …I had the good fortune of attending most of the conference on which this book is based. There was a palpable sense of excitement in the air, and rightly so since some of the most prominent psychometricians were in attendance, summarizing and exchanging views about what was one of the shining accomplishments of psychometrics in the 20th century, namely the development of equating methodology. At the same time, there was a discussion about the immediate challenges raised by current educational tests of the 21st century. The editors and the authors deserve credit for transferring that sense of excitement to the book, a rare accomplishment for edited technical books. The book is a must-read for practicing and academic psychometricians.” (Journal of Educational Measurement , Summer 2010, Vol. 47, No 2, pp. 255-260)
From the Back Cover
The comparability of measurements made in differing circumstances by different methods and investigators is a fundamental pre-condition for all of science. Successful applications of technology require comparable measurements. While the applications herefocus on educational tests, score linking issues are directly applicable to medicine and many branches of behavioral science.
Since the 1980s, the fields of educational and psychological measurement have enhanced and widely applied techniques for producing linked scores that are comparable. The interpretation attached to a linkage depends on how the conditions of the linkage differ from the ideal. In this book, experts in statistics and psychometrics describe classes of linkages, the history of score linkings, data collection designs, and methods used to achieve sound score linkages. They describe and critically discuss applications to a variety of domains including equating of achievement exams, linkages between computer-delivered exams and paper-and-pencil exams, concordances between the current version of the SAT® and its predecessor, concordances between the ACT® and the SAT®, vertical linkages of exams that span grade levels, and linkages of scales from high-stakes state assessments to the scales of the National Assessment of Educational Progress (NAEP).
Dr. Neil J. Dorans is a Distinguished Presidential Appointee at Educational Testing Service. During his 27 years at ETS, he has had primary responsibility for the statistical work associated with the AP®, PSAT/NMSQT®, and SAT® exams. He was the architect for the recentered SAT scales. He has guest edited special issues on score linking for Applied Measurement in Education, Applied Psychological Measurement, and the Journal of Educational Measurement.
Dr. Mary Pommerich is a psychometrician in the Personnel Testing Division of the Defense Manpower Data Center, where she works with the ASVAB (Armed Services Vocational Aptitude Battery) testing program. She guest edited a special issue on concordance for Applied Psychological Measurement. Her research is typically generated by practical testing problems and has focused on a wide variety of issues, including linking and concordance.
Dr. Paul W. Holland is the Frederic M. Lord Chair in Measurement and Statistics at Educational Testing Service and before that professor in the School of Education and the department of Statistics at the University of California, Berkeley. His books include Discrete Multivariate Analysis, Differential Item Functioning, Perspectives on Social Network Research , and two books on test score equating. He is a fellow of the American Statistical Association and the Institute for Mathematical Statistics, was designated a National Associate of the National Academies, was awarded for his career contributions by the National Council on Measurement in Education, and was elected to the National Academy of Education.
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