An Empirical Investigation of Thurstone and IRT Methods of Scaling Achievement Tests
- 1 December 1992
- journal article
- Published by Wiley in Journal of Educational Measurement
- Vol. 29 (4), 341-354
- https://doi.org/10.1111/j.1745-3984.1992.tb00382.x
Abstract
No abstract availableKeywords
This publication has 7 references indexed in Scilit:
- Has Item Response Theory Increased the Validity of Achievement Test Scores?Applied Measurement in Education, 1990
- THE CHOICE OF SCALE FOR EDUCATIONAL MEASUREMENT: AN IRT PERSPECTIVEJournal of Educational Measurement, 1986
- IRT Test Equating: Relevant Issues and a Review of Recent ResearchReview of Educational Research, 1986
- The Most Appropriate Scores for Measuring Educational Development in the Elementary Schools: GE'sEducational Measurement: Issues and Practice, 1984
- Rejoinder to BurketEducational Measurement: Issues and Practice, 1984
- Response to HooverEducational Measurement: Issues and Practice, 1984
- COMPARISON OF TRADITIONAL AND ITEM RESPONSE THEORY METHODS FOR EQUATING TESTSJournal of Educational Measurement, 1981