Evaluating Scoring Procedures for Context-Dependent Item Sets

Evaluated two strategies for scoring context-dependent test items: ignoring the depending and scoring dichotomously or modeling the dependence through polytomous scoring. Results for data from 38,965 examinees taking a professional examination show that dichotomous scoring may overestimate test info...

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Published in:Applied measurement in education 2003, Vol.16 (3), p.207
Main Authors: Keller, Lisa A, Swaminathan, Hariharan, Sireci, Stephen G
Format: Article
Language:English
Subjects:
Adults
Context Dependence
Dichotomous Scoring
Licensing Examinations (Professions)
Polytomous Scoring
Scoring
Test Items
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container_title Applied measurement in education
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creator Keller, Lisa A
Swaminathan, Hariharan
Sireci, Stephen G
description Evaluated two strategies for scoring context-dependent test items: ignoring the depending and scoring dichotomously or modeling the dependence through polytomous scoring. Results for data from 38,965 examinees taking a professional examination show that dichotomous scoring may overestimate test information, but polytomous scoring may underestimate test information. (SLD)
doi_str_mv 10.1207/S15324818AME1603_3
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source ERIC; Taylor and Francis Social Sciences and Humanities Collection
subjects Adults
Context Dependence
Dichotomous Scoring
Licensing Examinations (Professions)
Polytomous Scoring
Scoring
Test Items
title Evaluating Scoring Procedures for Context-Dependent Item Sets
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