Examining the Psychometric Impact of Targeted and Random Double-Scoring in Mixed-Format Assessments

• In Event: Reliability and Scoring

Abstract

Double-scoring CR item responses is a common but costly practice in mixed-format assessments. We explored how targeted and random double-scoring impact the psychometric quality of examinee achievement estimates. We found that these two
approaches have a similar impact on examinee achievement and fit. We consider implications for research and practice.

Authors

• Yangmeng Xu, University of Alabama

• Stefanie A. Wind, UNIVERSITY OF ALABAMA