User Guide
Why can I only view 3 results?
You can also view all results when you are connected from the network of member institutions only. For non-member institutions, we are opening a 1-month free trial version if institution officials apply.
So many results that aren't mine?
References in many bibliographies are sometimes referred to as "Surname, I", so the citations of academics whose Surname and initials are the same may occasionally interfere. This problem is often the case with citation indexes all over the world.
How can I see only citations to my article?
After searching the name of your article, you can see the references to the article you selected as soon as you click on the details section.
 Views 87
 Downloands 46
Comparison Of Several Small Sample Equating Methods Under The Neat Design
2016
Journal:  
Turkish Journal of Education
Author:  
Abstract:

The aim of this study is to compare the performances of Identity, Nominal Weights Mean, and Circle-Arc equating methods under the Non-Equivalent Groups Anchor-Test (NEAT) design. Synthetic equating functions (SFs) of the chosen equating methods (NWS and CAS) were also created using an equal weighting system ( w = 0.5). Different sizes of small examinee samples ( n = 10, 20, 50, 100) were used to equate new test forms to base test forms. Chained Equipercentile (CE) with bivariate log-linear presmoothing was used as population criterion equating function to compare the performances of the equating methods. Overall, the identity (ID) equating was the most favorable, but the NWS method produced less equating error than the ID and TL equating methods under specific simulation conditions. In the light of the findings, recommendation is given to practitioners. Limitations and directions for further research are also provided at the end of this study.

Keywords:

Citation Owners
Information: There is no ciation to this publication.
Similar Articles






Turkish Journal of Education

Field :   Eğitim Bilimleri

Journal Type :   Uluslararası

Metrics
Article : 207
Cite : 1.030
2023 Impact : 0.1
Turkish Journal of Education