Aligning Test Scoring Procedures with Test Uses: A Balancing Act
Test scoring procedures should align with the intended uses and interpretations of test results. In this paper, we examine three test scoring procedures for an operational assessment of early numeracy, the Early Grade Mathematics Assessment (EGMA). Current test specifications call for subscores to b...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Mercy College
2018-10-01
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| Series: | Global Education Review |
| Subjects: | |
| Online Access: | http://ger.mercy.edu/index.php/ger/article/view/473 |
| _version_ | 1818133735270252544 |
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| author | Leanne R. Ketterlin Geller Lindsey Perry Linda M. Platas Yasmin Sitabkhan |
| author_facet | Leanne R. Ketterlin Geller Lindsey Perry Linda M. Platas Yasmin Sitabkhan |
| author_sort | Leanne R. Ketterlin Geller |
| collection | DOAJ |
| description | Test scoring procedures should align with the intended uses and interpretations of test results. In this paper, we examine three test scoring procedures for an operational assessment of early numeracy, the Early Grade Mathematics Assessment (EGMA). Current test specifications call for subscores to be reported for each of the eight subtests on the EGMA. This test scoring procedures has been criticized as being difficult for stakeholders to use and interpret, thereby impacting the overall usefulness of the EGMA for informing decisions. We examine the psychometric properties including the reliability and distinctiveness of the results and usefulness of reporting test scores as (1) total scores, (2) subscores, and (3) composite scores. These test scoring procedures are compared using data from an actual administration of the EGMA. Conclusions and recommendations for test scoring procedures are made. Generalizations to other testing programs are proposed. |
| first_indexed | 2024-12-11T08:57:27Z |
| format | Article |
| id | doaj.art-7ae2d4a5e1d54ceba0b906adb4e759ce |
| institution | Directory Open Access Journal |
| issn | 2325-663X |
| language | English |
| last_indexed | 2024-12-11T08:57:27Z |
| publishDate | 2018-10-01 |
| publisher | Mercy College |
| record_format | Article |
| series | Global Education Review |
| spelling | doaj.art-7ae2d4a5e1d54ceba0b906adb4e759ce2022-12-22T01:13:50ZengMercy CollegeGlobal Education Review2325-663X2018-10-0153143164Aligning Test Scoring Procedures with Test Uses: A Balancing ActLeanne R. Ketterlin Geller0Lindsey Perry1Linda M. Platas2Yasmin Sitabkhan3Southern Methodist UniversitySouthern Methodist UniversitySan Francisco State UniversityRTI, International Education DivisionTest scoring procedures should align with the intended uses and interpretations of test results. In this paper, we examine three test scoring procedures for an operational assessment of early numeracy, the Early Grade Mathematics Assessment (EGMA). Current test specifications call for subscores to be reported for each of the eight subtests on the EGMA. This test scoring procedures has been criticized as being difficult for stakeholders to use and interpret, thereby impacting the overall usefulness of the EGMA for informing decisions. We examine the psychometric properties including the reliability and distinctiveness of the results and usefulness of reporting test scores as (1) total scores, (2) subscores, and (3) composite scores. These test scoring procedures are compared using data from an actual administration of the EGMA. Conclusions and recommendations for test scoring procedures are made. Generalizations to other testing programs are proposed.http://ger.mercy.edu/index.php/ger/article/view/473Early Grade Mathematics AssessmentEGMAtest scoring procedurestesting programs |
| spellingShingle | Leanne R. Ketterlin Geller Lindsey Perry Linda M. Platas Yasmin Sitabkhan Aligning Test Scoring Procedures with Test Uses: A Balancing Act Global Education Review Early Grade Mathematics Assessment EGMA test scoring procedures testing programs |
| title | Aligning Test Scoring Procedures with Test Uses: A Balancing Act |
| title_full | Aligning Test Scoring Procedures with Test Uses: A Balancing Act |
| title_fullStr | Aligning Test Scoring Procedures with Test Uses: A Balancing Act |
| title_full_unstemmed | Aligning Test Scoring Procedures with Test Uses: A Balancing Act |
| title_short | Aligning Test Scoring Procedures with Test Uses: A Balancing Act |
| title_sort | aligning test scoring procedures with test uses a balancing act |
| topic | Early Grade Mathematics Assessment EGMA test scoring procedures testing programs |
| url | http://ger.mercy.edu/index.php/ger/article/view/473 |
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