RESEARCH LIBRARY

Essays on Contemporary Psychometrics: Pages 163-180

This paper shows that using non-linear functions for equating and score transformations leads to consequences that are not commensurable with classical test theory (CTT). More specifically, a well-known theorem from calculus shows that the expected value of a non-linearly transformed variable does not equal the transformed expected value of this variable.

Measurement: Interdisciplinary Research and Perspectives, 16:1, 59-70

This article critically reviews how diagnostic models have been conceptualized and how they compare to other approaches used in educational measurement. In particular, certain assumptions that have been taken for granted and used as defining characteristics of diagnostic models are reviewed and it is questioned whether these assumptions are the reason why these models have not had the success in operational analyses and large-scale applications, contrary to what many have hoped.