方法对比

	Conditional Standard Error of Measurement	测验等值
领域	Education	心理测量学
方法族	Latent structure	Latent structure
起源年份	1980	1984 (modern statistical treatment)
提出者	Test theory (Lord; Feldt; codified in the Standards)	Kolen & Brennan (foundational treatise, 2004/2014); Holland & Dorans (2006)
类型	Measurement-error estimate that varies with the examinee's score or ability level	Score transformation / latent-scale calibration
开创性文献	Lord, F. M. (1980). Applications of Item Response Theory to Practical Testing Problems. Lawrence Erlbaum Associates. ISBN: 9780898590067	Kolen, M.J. & Brennan, R.L. (2014). Test Equating, Scaling, and Linking: Methods and Practices (3rd ed.). Springer. ISBN: 978-1-4939-0316-6
别名	CSEM, Conditional SEM, Score-Level Measurement Error, Conditional Standard Error	Test Eşitleme (Test Equating), score equating, equipercentile equating, IRT true-score equating
相关	3	4
摘要	The conditional standard error of measurement (CSEM) describes how much measurement error a test score carries at each point along the score scale, rather than as a single average. A test typically measures more precisely in some score ranges than others — often best near the middle and worst at the extremes — and the CSEM captures that variation. Recognized in test theory by Lord and required by the Standards for Educational and Psychological Testing, it is essential for honest score reporting, especially near cut scores where classification decisions are made.	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.