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Complete developer guide for Code 128 data encoding and generation in Visual Basic . NET applications using KA.Barcode for VB . NET . van der Linden in his chapter, is the dependence of examinee scores on test dif culty Quite simply, examinees obtain lower scores on dif cult tests, and higher scores on easy tests Needed is a psychometric model that adjusts scores for test dif culty and makes scores invariant or independent of the choice of test items Within the framework of classical test theory is the well developed topic of score equating (see Gulliksen, 1950; Kolen & Brennan, 1995) but it is not feasible to use classical test score equating when each examinee receives a unique set of items, as is the case in computer-adaptive testing There are many testing situations where the use of non-equivalent tests to examinees may be of interest For example, more effective administration of aptitude tests, personality tests, and quality of life tests is possible with computer-adaptive tests described in the van der Linden chapter Testing time can be cut at least in half by adapting a test to the examinee (see, for example, Mills, Potenza, Fremer, & Ward, 2002; van der Linden & Glas, 2000; Wainer et al, 2000) Assessment begins at a level of dif culty based on the average examinee, or perhaps based on prior information about the examinee (such as might come from a previous test, or a counselor s assessment) All of these situations, and many more, are problematic with classical test theory as the measurement framework because examinee test scores are dependent on the particular sample of items and their level of dif culty What is needed, if the goal is to tailor or adapt the administration of tests to examinees, is an approach to ability estimation that is not test dependent The in uence of the particular items on the test administered to the examinee needs to be accounted for Frederic Lord and Harold Gulliksen from the Educational Testing Service in Princeton, NJ, and many other psychometricians in the 1940s and 1950s, were interested in producing a psychometric theory that assessed examinees in a way that did not depend directly on the particular items that were included in a test The idea was that an examinee may score high on an easy test or lower on a hard test, but there was a more fundamental ability that the examinee brings to any given testing situation that does not change as a function of the sample of items administered It is this more fundamental characteristic of the examinee that is usually of interest to the assessment specialist and it is this more fundamental characteristic, referred to as a latent variable , that is of interest in modern test theory, often called item response theory The construct of interest, or ability measured by the test, is more fundamental than test score because ability scores do not change with the particular choice of items in a test Of course they can change over time due to learning, life changes, experiences, etc If this capability were not present, the new psychometric models would have very limited utility The purpose of item response theory (IRT) is to overcome the shortcomings of classical test theory by providing a reporting scale on which examinee ability (the construct measured by the test) is independent of the particular choice of test items that are administered, and item statistics de ned over the same reporting scale are independent of the particular examinee. vb.net code 128 reader Read Barcodes from Images C#/ VB . NET - BC.NetBarcodeReader ...
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