Scores from a different subject test can serve as collateral information: mathematics scores can improve reading item parameter estimation and vice versa¶
Claim · All claims
Evidence · 1 study · associationalr2·q1
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2014: tool and model accuracy changes quickly
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q1 i? The authors conclude that a student's mathematics score (NS34) can improve item parameter estimation for the reading test (LI52), and reading scores can improve math estimation. → Wang 2011
Evidence¶
Wang 2011¶
Wang, S., & Jiao, H. (2011). Incorporating Person Covariates and Response Times as Collateral Information to Improve Person and Item Parameter Estimations. Paper presented at the annual meeting of the National Council on Measurement in Education, New Orleans, LA. https://www.nwea.org/research/publication/incorporating-person-covariates-and-response-times-as-collateral-information-to-improve-person-and-item-parameter-estimations/
q1 · i? · associational · r2
Authors' interpretive conclusion (type e) from the overall conclusions section, based on the joint modeling with cross-test raw scores as covariates in equations (6)-(9); no separate effect size is printed for this assertion.
"construct measured by a given test can be improved by the construct measured by different test. As matter of fact, student’s mathematics score (NS34) can improve item parameter estimation for students using their reading scores (LI52)."
Discussion¶
Related Claims¶
- Adding collateral information has little effect on ability and item parameter estimates but more effect on speed parameter estimates — related
- Joint IRT models including collateral information (raw score, gender, ethnicity) fit better than item-only base models for both tests — related
- Higher starting scores in vocabulary predicted greater gains in matrix reasoning and vice versa (bidirectional positive coupling) — related
- Most reading tests fail to differentiate rate from comprehension — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
cross-test-scores-as-collateral-information |
title |
Scores from a different subject test can serve as collateral information: mathematics scores can improve reading item parameter estimation and vice versa |
description |
Scores from a different subject test can serve as collateral information: mathematics scores can improve reading item parameter estimation and vice versa |
status |
review |
evidence_strength |
weak |
newest_evidence |
2011 |
recheck_by |
2014 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — wang-2011 |
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