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Title: A Study of Equating in NAEP
Description: The authors detail a computer-simulation study they conducted to investigate the amount of uncertainty added to NAEP estimates by equating error, under three different equating methods, and while varying a number of factors that might affect accuracy of equating. Data from past NAEP administrations were used to guide the simulations, and error due to equating was estimated empirically. It is the authors’ conclusion that the merits of less biased measurements may outweigh the problems caused by slight adjustments to previously reported scores. They recommend that long-term trend lines be periodically reanalyzed using methods such as multiple-group IRT that can minimize such biases.
Online Availability:
Cover Date: April 2003
Web Release: May 20, 2003
Print Release:
Publication #: NCES 200313
General Ordering Information
Center/Program: NCES
Type of Product: Working Paper
  Working Papers provide preliminary analysis of substantive, technical, and methodological issues. They are works in progress that are presented to promote the sharing of valuable work experience and knowledge. These papers have not undergone a rigorous review for consistency with NCES standards.
Survey/Program Areas: National Assessment of Educational Progress (NAEP)
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