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Equivalent Scores (equivalent + score)
Selected AbstractsOrganization and delivery of primary health care services in Petrópolis, BrazilINTERNATIONAL JOURNAL OF HEALTH PLANNING AND MANAGEMENT, Issue 4 2004James Macinko Abstract The objective of the study was to adapt and apply an instrument to measure the organizational features of the primary care system in the municipality of Petrópolis. The study compared the performance of the new Family Health Program (Programa Saúde da Família or PSF) with traditional primary care facilities using data from facility surveys and key informant interviews. The main results include: (a) the methodology was capable of distinguishing between the two types of primary care services in the municipality; (b) the PSF clinics scored higher on most dimensions of primary care, although in some areas the traditional health units had equivalent scores; and (c) data obtained from interviewing key informants was generally compatible with that obtained by conducting facility surveys. The results suggests that in spite of making important advances in primary care, the municipality of Petrópolis continues to face several challenges including the need to improve access, enforce the gatekeeper role of primary care, and improve the coordination and community orientation of both types of primary care services. The methodology could be used to set objectives and monitor progress towards improving the organization and delivery of primary care in Petrópolis and elsewhere. Copyright © 2004 John Wiley & Sons, Ltd. [source] Investigating the Effectiveness of Equating Designs for Constructed-Response Tests in Large-Scale AssessmentsJOURNAL OF EDUCATIONAL MEASUREMENT, Issue 2 2010Sooyeon Kim Using data from a large-scale exam, in this study we compared various designs for equating constructed-response (CR) tests to determine which design was most effective in producing equivalent scores across the two tests to be equated. In the context of classical equating methods, four linking designs were examined: (a) an anchor set containing common CR items, (b) an anchor set incorporating common CR items rescored, (c) an external multiple-choice (MC) anchor test, and (d) an equivalent groups design incorporating rescored CR items (no anchor test). The use of CR items without rescoring resulted in much larger bias than the other designs. The use of an external MC anchor resulted in the next largest bias. The use of a rescored CR anchor and the equivalent groups design led to similar levels of equating error. [source] Comparisons among Designs for Equating Mixed-Format Tests in Large-Scale AssessmentsJOURNAL OF EDUCATIONAL MEASUREMENT, Issue 1 2010Sooyeon Kim In this study we examined variations of the nonequivalent groups equating design for tests containing both multiple-choice (MC) and constructed-response (CR) items to determine which design was most effective in producing equivalent scores across the two tests to be equated. Using data from a large-scale exam, this study investigated the use of anchor CR item rescoring (known as trend scoring) in the context of classical equating methods. Four linking designs were examined: an anchor with only MC items, a mixed-format anchor test containing both MC and CR items; a mixed-format anchor test incorporating common CR item rescoring; and an equivalent groups (EG) design with CR item rescoring, thereby avoiding the need for an anchor test. Designs using either MC items alone or a mixed anchor without CR item rescoring resulted in much larger bias than the other two designs. The EG design with trend scoring resulted in the smallest bias, leading to the smallest root mean squared error value. [source] Performance of young people with Down syndrome on the Leiter-R and British picture vocabulary scalesJOURNAL OF INTELLECTUAL DISABILITY RESEARCH, Issue 4 2005S. Glenn Abstract Background The British picture vocabulary scales (BPVS-II) and the Leiter international performance scales (Leiter-R), both restandardised in 1997, are often used in experimental studies to match individuals with intellectual impairment. Both provide a brief measure of mental age, and cover a wide ability range using a simple format. The BPVS-II assesses verbal comprehension and the Leiter nonverbal abilities. The issue is which to choose. People with Down syndrome (DS), for example, have particular problems in language and so the BPVS may provide an underestimation of ability. Method The present study investigated this by comparing the performance of 46 young people with DS (21 females, 25 males, mean age 19 years 10 months) on the BPVS-II (verbal mental age , VMA) and the Leiter-R brief IQ (nonverbal mental age , NVMA). Results Contrary to expectations VMAs were significantly higher than NVMAs (6 years 6 months and 5 years 2 months, respectively). There was a significant correlation of 0.61 between the VMA and NVMA, and both discriminated participants at all levels of ability. However, the Leiter-R brief IQ scores provided poor discrimination at the bottom end of the IQ range (IQ 36). Conclusion Both the BPVS-II and the Leiter-R provide mental age equivalent scores that are useful for plotting developmental progress, although absolute mental ages may differ. [source] | ||||||||||