Differential Item Functioning and Unidimensionality in the Pearson Test of English Academic
نویسنده
چکیده
Since the Pearson Test of English Academic (PTE Academic) was designed to assess skill differences among test-takers at all points along the ability continuum, rather than to determine cutoff scores, it is important to examine the extent to which the instrument assesses what it is intended to measure (validity) as well as the extent to which the test is consistent (reliability) in measuring ELLs’ academic English skills. A Rasch measurement model approach permits joint scaling of person abilities and assessment item difficulties for mapping the relationship between latent traits and responses to test items (Linacre, 2010a).
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