Reading Comprehension Tests for Children: Test Equating and Specific Age-Interval Reports

Author(s)

Lucio, Patricia Silva ^[1] ; Lourenco, Fausto Coutinho ^[2] ; Cogo-Moreira, Hugo ^[3] ; Bandalos, Deborah ^[4] ; Ferreira de Carvalho, Carolina Alves ^[5] ; Batista Kida, Adriana de Souza ^[5] ; Brandao de Avila, Clara Regina ^[5]

Affiliation

^[1] Univ Estadual Londrina, Dept Psychol & Psychoanal, Londrina, Parana - Brazil

^[2] Univ Fed Sao Paulo, Dept Psychobiol, Sao Paulo - Brazil

^[3] Ostfold Univ Coll, Fac Teacher Educ & Languages, Halden - Norway

^[4] James Madison Univ, Assessment & Measurement PhD Program, Harrisonburg, VA 22807 - USA

^[5] Univ Fed Sao Paulo, Dept Speech Language Pathol & Audiol, Sao Paulo - Brazil

• Document type: Journal article
• Source: FRONTIERS IN PSYCHOLOGY; v. 12, SEP 10 2021.
• Web of Science Citations: 0

Abstract

Equating is used to directly compare alternate forms of tests. We describe the equating of two alternative forms of a reading comprehension test for Brazilian children (2nd to 5th grade), Form A (n = 427) and Form B (n = 321). We employed non-equivalent random groups design with internal anchor items. Local independence was attested via standardized residual Pearson's bivariate correlation. First, from 176 items, we selected 42 in each form (33 unique and 9 in common) using 2PL model, a one-dimensional item response theory (IRT) model. Using the equateIRT package for R, the anchor items were used to link both forms. Linking coefficients were estimated under two different methods (Haebara and Stocking-Lord), resulting in scores equating by two methods: observed score equating (OSE) and true score equating (TSE). We provided reference-specific age-intervals for the sample. The final version was informative for a wide range of theta abilities. We concluded that the forms could be used interchangeably.</p> (AU)

• FAPESP's process: 11/11369-0 - Construction of a protocol for the assessment of reading comprehension for primary schools students
• Grantee: Clara Regina Brandão de Avila
• Support Opportunities: Regular Research Grants