The Effects of Test Disclosure on Equated Scores and Pass Rates

Abstract

This paper examines the effects of test item disclo sure on resulting examinee equated scores and popula tion passing rates. The equating model studied was the common-item nonequivalent-populations design under Tucker linear equating procedures. The research in volved simulating disclosure by placing correct an swers of "disclosed" items into response vectors of selected examinees. The degree of exposure the dis closed items received in the population was manipu lated by varying the number of items disclosed and the number of examinee records receiving the correct an swers. Other factors considered among the 10 experi mental conditions included the characteristics of the disclosed items (difficulty of disclosed items and whether they were anchor or nonanchor test items) and the ability level of the subgroup receiving the dis closed items. Results suggest that effects of disclosure depend on the nature of the released items. Specific effects of disclosure on particular examinees are also discussed.