Citation

Psychometric strategies for reducing student attrition in program evaluation: Evidence from a Honduran quasi-experiment

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Abstract:

Following the application of the 6th grade test in 2008, it became apparent that many study participants were not attending 7th grade in treatment and comparison groups, or were attending irregularly. Further, it would be impractical during follow-up assessments to administer long-form tests to drop-outs. To address this problem, we developed a short form specifically aimed at the students that had dropped-out of school. The short forms included only 20 questions, nearly a third of the length of the full tests, and balanced the length of the tests with the demands of appropriate curricular coverage and good reliability. It is important to note at this point that all the test forms within a subject—whether at baseline or short and long forms at follow-up—are connected by a set of “anchor items”, i.e. items that are included in more than one test form.

We review the advantages and challenges raised by the use of this methodology, and we present an empirical assessment of robustness of common models in Item Response Theory (IRT) that can be used to equate different test forms using common anchor items, in order to yield comparable measures of achievement. This paper illustrates how thoughtful development and analysis of test instruments can substantially reduce quasi-experimental attrition from treatment and control groups, thus improving internal validity.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p493642_index.html
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MLA Citation:

Torres Irribarra, David. and McEwan, Patrick. "Psychometric strategies for reducing student attrition in program evaluation: Evidence from a Honduran quasi-experiment" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p493642_index.html>

APA Citation:

Torres Irribarra, D. and McEwan, P. "Psychometric strategies for reducing student attrition in program evaluation: Evidence from a Honduran quasi-experiment" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p493642_index.html

Publication Type: Panel Paper
Abstract: Following the application of the 6th grade test in 2008, it became apparent that many study participants were not attending 7th grade in treatment and comparison groups, or were attending irregularly. Further, it would be impractical during follow-up assessments to administer long-form tests to drop-outs. To address this problem, we developed a short form specifically aimed at the students that had dropped-out of school. The short forms included only 20 questions, nearly a third of the length of the full tests, and balanced the length of the tests with the demands of appropriate curricular coverage and good reliability. It is important to note at this point that all the test forms within a subject—whether at baseline or short and long forms at follow-up—are connected by a set of “anchor items”, i.e. items that are included in more than one test form.

We review the advantages and challenges raised by the use of this methodology, and we present an empirical assessment of robustness of common models in Item Response Theory (IRT) that can be used to equate different test forms using common anchor items, in order to yield comparable measures of achievement. This paper illustrates how thoughtful development and analysis of test instruments can substantially reduce quasi-experimental attrition from treatment and control groups, thus improving internal validity.


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