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Statistical Results From the 2013 CBAL English Language Arts Multistate Study: Parallel Forms for Argumentative Writing

Author(s):
van Rijn, Peter; Yan-Koo, Yuen
Publication Year:
2016
Report Number:
RM-16-15
Source:
ETS Research Memorandum
Document Type:
Report
Page Count:
44
Subject/Key Words:
Cognitively Based Assessment of, for, and as Learning (CBAL) Writing Assessment Parallel Test Forms Classical Test Theory (CTT) English Language Arts (ELA) Selected Response Items Constructed Response Items Grade 7 Grade 8 Grade 9

Abstract

We report statistical results of part of the 2013 CBAL English language arts multistate study. The focus in this report is on the argumentative writing assessments. Three alternate forms were administered to a total of 1,840 students from seventh, eight, and ninth grades. Analyses using classical test theory, generalizability theory, and item response theory were performed to evaluate the extent to which the three forms were parallel in a psychometric sense. The results indicate that the forms are not parallel. The implications of the results are discussed and some recommendations are given.

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