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| Standardized Test Analysis× | Izjednačavanje testova× | |
|---|---|---|
| Područje≠ | Education | Psihometrija |
| Obitelj | Latent structure | Latent structure |
| Godina nastanka≠ | 2014 | 1984 (modern statistical treatment) |
| Tvorac≠ | Educational measurement profession (AERA/APA/NCME Standards; Lord; Cronbach) | Kolen & Brennan (foundational treatise, 2004/2014); Holland & Dorans (2006) |
| Vrsta≠ | Psychometric evaluation of items, reliability, validity, and fairness of standardized tests | Score transformation / latent-scale calibration |
| Temeljni izvor≠ | American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for Educational and Psychological Testing. AERA. ISBN: 9780935302356 | Kolen, M.J. & Brennan, R.L. (2014). Test Equating, Scaling, and Linking: Methods and Practices (3rd ed.). Springer. ISBN: 978-1-4939-0316-6 |
| Drugi nazivi≠ | Standardized Testing Analysis, Test Score Analysis, Item and Test Analysis, Educational Test Psychometrics | Test Eşitleme (Test Equating), score equating, equipercentile equating, IRT true-score equating |
| Srodne≠ | 3 | 4 |
| Sažetak≠ | Standardized test analysis is the body of psychometric methods used to evaluate and score standardized educational tests: analyzing how items perform, estimating reliability and the standard error of measurement, scaling scores via classical or item response theory, and assembling validity and fairness evidence. Governed by the professional Standards for Educational and Psychological Testing and rooted in test theory synthesized by Lord and others, it is the disciplined work that turns a set of test questions into defensible scores carrying meaning, precision, and fairness. | Test equating is a family of statistical methods that converts scores earned on one test form onto the score scale of another form, so that scores from different administrations or versions can be compared and reported on a common metric. The foundational modern treatment is Kolen and Brennan (2004/2014); Holland and Dorans (2006) provide the authoritative chapter-length overview within the field of educational measurement. |
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