Research Reports: 1996–1999

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1999

Measurement Comparability of Paper-and-Pencil and Multimedia Vocational Assessments, Jane G. Staples & Darrell Anthony Luzzo.


Accuracy of Course Placement Validity Statistics Under Various Soft Truncation Conditions, Jeff L. Schiel & Jason E. King.


A Comprehensive Review of Research Evaluating the Effectiveness of DISCOVER in Promoting Career Development, Brian J. Taber & Darrell Anthony Luzzo.


Relationships Between the Noncognitive Characteristics, High School Course Work and Grades, and Test Scores of ACT-Tested Students, Julie Noble, Mark Davenport, Jeff Schiel & Mary Pommerich.


Exploring the Relationship Between Item Exposure Rate and Test Overlap Rate in Computerized Adaptive Testing, Shu-Ying Chen, Robert D. Ankenmann & Judith A. Spray.


High School Academic and Noncognitive Variables Related to the ACT Scores of Racial/Ethnic and Gender GroupsJulie Noble, Mark Davenport, Jeff Schiel & Mary Pommerich.


The Relationship Between the Bock-Aitkin Procedure and the EM Algorithm for IRT Model EstimationYaowen Hsu, Terry A. Ackerman & Meichu Fan.


Separate Versus Concurrent Estimation of IRT Item Parameters in the Common Item Equating DesignBradley A. Hanson & Anton A. Beguin.


1998

Interpreting Differences Between Mean ACT Assessment ScoresJeff Schiel.


Estimating Conditional Probabilities of Success and Other Course Placement Validity Statistics Under Soft TruncationJeff Schiel.


A Comparative Study of Item Exposure Control Methods in Computerized Adaptive TestingShun-Wen Chang & Bor-Yaun Twu.


Academic Benefits in High School of an Intensive Summer Program for Academically Talented Seventh GradersJeff Schiel.


Estimating Average Domain ScoresMary Pommerich & W. Alan Nicewander.


The Effectiveness of Circular Equating as a Criterion for Evaluating EquatingTianyou Wang, Bradley A. Hanson, & Deborah J. Harris.


Score Gains on Retesting With the ACT AssessmentKevin M. Andrews & Robert L. Ziomek.


ACT Assessment Score Gains of Special-Tested Students Who Tested at Least TwiceRobert L. Ziomek & Kevin M. Andrews.


Basic Structure of Work-Relevant Abilities, Dale J. Prediger.


Simulating Nonmodel-Fitting Responses in a CAT EnvironmentQing Yi & Michael L. Nering.


1997

Application of a Polynomial Loglinear Model to Assessing Differential Item Functioning for Common Items in the Common-Item Equating DesignBradley A. Hanson & Zachary S. Feinstein.


Grade Equivalent and IRT Representations of GrowthE. Matthew Schulz & W. Alan Nicewander.


Reliability Issues With Performance Assessments: A Collection of PapersDeborah J. Harris, et al.


Realistic Simulation of Item Response DataTim Davey, Michael L. Nering, & Tony Thompson.


Unidimensional Approximations for a Computerized Test When the Item Pool and Latent Space are MultidimensionalJudith A. Spray, Abdel-fattah A. Abdel-fattah, Chi-Yu Huang, & C. Allen Lau.


Empirical Bayes Estimates of Parameters from the Logistic Regression ModelWalter M. Houston & David J. Woodruff.


A Study of Modified-Guttman and IRT-Based Level Scoring Procedures for Work Keys AssessmentsE. Matthew Schulz, Michael J. Kolen, & W. Alan Nicewander.


Trends in Advanced Mathematics and Science Course Taking and Achievement Among ACT-Tested High School Students: 1987–1996 Gail T. McLure, Anji Sun, & Michael J. Valiga.


1996

Sampling Variability and Generalizability of Work Keys Listening and Writing ScoresXiaohong Gao.


An IRT Scale Transformation Method for Parameters Calibrated From Multiple Samples of SubjectsLingjia Zeng.


Linking Occupational Attribute Preferences to OccupationsDale J. Prediger & Jane G. Staples.


An Empirical Investigation of the Accuracy of a Step-Up Method for Estimating Test Score Conditional VariancesImelda C. Go & David J. Woodruff.


Factors Associated With Longitudinal Educational Achievement, as Measured by PLAN and ACT Assessment ScoresJeff Schiel, Mary Pommerich, & Julie Noble.


Estimation of Item Response Models Using the EM Algorithm for Finite MixturesDavid J. Woodruff & Bradley A. Hanson.


Predicting the College Grade Point Averages of Special-Tested Students from Their ACT Assessment Scores and High School GradesRobert L. Ziomek & Kevin M. Andrews.


Differential Prediction/Impact in Course Placement for Ethnic and Gender GroupsJulie Noble, Jill Crouse, & Matt Schulz.


Student Effort and Performance on a Measure of Postsecondary Educational DevelopmentJeff Schiel.