The importance of test equating and its methods in Foreigh language education: test equating as a part of validity study

在当前研究进行的测试环境中，测试项目在每个测试表格的管理后立即向考生披露。本研究显示了一种方法，相等不同的测试形式后，项目披露，使用拉希测量模型。此外，本研究还考察了测试中的局部项目依赖，即基于特定刺激（如阅读文章）的一组测试项目和适当的评分方法。在等量测试形式之前，在具有匹配回答格式的排序项目之间观察到局部项目依赖（LID）。先前的研究表明，管理LID的一种方法是将依赖项作为子测试进行评分。然而，本研究的结果表明，评分依赖项目作为一个子测试或测试，即计分多，并不一定工作在相关的测序项目。开发了一种特殊的程序，对备选题和锚题中的排序题进行评分，以降低LID。比较精确和成对计分方法，本研究的结果表明成对计分将减少一组测序项目中的LID数量。关于等值的替代形式的测试，本研究考察了不同的锚项目将如何影响测试等值的结果，当一个测试由小测试组成：具体而言，本研究考察了以下两个方面：(1)如何通过长度将影响相等的结果；(2)问题类型如何影响等号结果。创建了五个锚点测试：包含所有项目的基础锚点测试和四个锚点测试。本文的研究结果如下：1。4个锚测试，锚测试2-5，显示与基础锚测试高度相关。在通道长度方面，长通道锚杆试验3与基础锚杆试验的相关性略高于短通道锚杆试验2。此外，基于锚测试2和3的人的能力大致相同。从秩序差的角度比较等式的准确性，结果表明，锚检验2的等式会导致结果比锚检验3.2更稳定。本研究的发现表明，问题的类型会与考生的能力相互作用。当锚点测试只包含询问主要思想或对文本的一般理解的项目时，本研究的结果表明，等值/连接的准确性似乎降低了，等值/连接的结果需要检查，特别是对于处于能力连续体中间范围的考生。少

In the testing context where the current study took place, test items are disclosed to test takers immediately after the administration of each test form. The present study shows one way to equate different test forms after the items are disclosed, using Rasch measurement models. Further, the present study examined the local item dependence in testlets, i. e., a set of test items based on a specific stimulus such as a reading passage, and appropriate scoring methods.Prior to equating test forms, local item dependence (LID) was observed among the sequencing items with a matching response format. Previous research studies suggest that one way to manage LID is to score dependent items as a subtest. However, the results of the present study indicate that scoring dependent items as a subtest or testlet, i. e. scoring polytomously, does not necessarily work in relation to sequencing items. A special program was developed to score the sequencing items in the alternate test forms and the ancho … More r test to reduce LID. Comparing exact and pair-wise scoring methods, the findings of the present study indicate that pair-wise scoring would reduce the amount of LID in a set of sequencing items.Concerning equating alternate forms of a test, the present study examined how different anchor items would affect the results of test equating when a test consists of testlets: specifically, the present study examines the following two aspects: (1) how the passage length would affect equating results; (2) how types of questions would affect equating results. Five anchor tests were created: the Base Anchor Test with all the items and four anchor tests. The findings of the present study are as follows:1. The four anchor tests, Anchor Tests 2-5, show high correlations with the Base Anchor Test. Concerning the passage length, Anchor Test 3 with a long passage had a slightly higher correlation with the base anchor test than Anchor Test 2 with a short passage. Also, the person abilities based on Anchor Tests 2 and 3 are approximately the same. Comparing the accuracy of equating in terms of rank order differences, the results indicate that equating with Anchor Test 2 would lead to the results more stable than Anchor Test 3.2. The finding of the present study suggests that the types of questions would interact with test takers' abilities. When an anchor test consists only of items which ask main ideas or general understanding of text, the findings of the present study suggest that the accuracy of equating/linking seems to be reduced and equating/linking results need to be examined especially for the test takers in the middle range of ability continuum. Less