Abstract
In educational settings that focus primarily on student achievement, testing programs are almost always in a state of transition, or they should be! Over time, changes occur in curricula and student populations. It follows that if a testing program is to reflect what is happening in particular educational settings, it must evolve to align itself with those settings. Other evolutions occur when the conditions of test administration are modified.
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Keywords
- Root Mean Square Difference
- Item Response Theory
- Testing Program
- Critical Reading
- Educational Test Service
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Brennan, R.L. (2007). Tests in Transition: Discussion and Synthesis. In: Dorans, N.J., Pommerich, M., Holland, P.W. (eds) Linking and Aligning Scores and Scales. Statistics for Social and Behavioral Sciences. Springer, New York, NY. https://doi.org/10.1007/978-0-387-49771-6_9
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DOI: https://doi.org/10.1007/978-0-387-49771-6_9
Publisher Name: Springer, New York, NY
Print ISBN: 978-0-387-49770-9
Online ISBN: 978-0-387-49771-6
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