Augmented testing and effects on item and proficiency estimates in different calibration designs

TL;DRAbstract

Broadening the term augmented testing to include a combination of multiple measures to assess examinee performance on a single construct, the issues of IRT item parameter and proficiency estimates were investigated. The intent of this dissertation is to determine if different IRT calibration designs result in differences to item and proficiency parameter estimates and to understand the nature of those differences. Examinees were sampled from a testing program in which each examinee was administered three mathematics assessments measuring a broad mathematics domain at the high school level. This sample of examinees was used to perform a real data analysis to investigate the item and proficiency estimates. A simulation study was also conducted based upon the real data. The factors investigated for the real data study included three IRT calibration designs and two IRT models. The calibration designs included: separately calibrating each assessment, calibrating all assessments in one joint

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