Comparing the Effectiveness of Tucker and Levine Equation Methods by Using Anchor Item between Two Forms of an Attainment Test in Mathematics

Abstract

The research aims to Comparing the Effectiveness of Tucker and Levine Equation Methods by Using Anchor Item between Two Forms of an Attainment Test in Mathematics for the fourth grade of primary school, and to verify the accuracy of equating the scores of the two test forms when the number of paragraphs of the internal Anchor Item is (1, 4, 7, 10) using the Tucker and Levine equation methods. A mathematics test for fourth-grade primary school students, designed by a researcher, was used in a previous study. This test was applied to a sample of fourth-grade primary school students from Damascus Governorate schools for the academic year 2023/2024. the number of sample members reached (1725) students. I also used statistical software (PIE) to find the resulting equivalent values ​​according to the two equation methods.

The most important findings of the research:

• There were statistically significant differences at the significance level (=0.05 α) in the averages of the equivalent values ​​with the Tucker and Levine equation methods when the number of common trunk vertebrae was (4, 7, 10) in favor of the Levine equation method, but the differences were not significant when the common trunk was a vertebra. one.


• There are no statistically significant differences at the level of significance (=0.05 α) for the number of Anchor Item vertebrae in the values ​​of the raw scores equivalent between two forms of a test in mathematics when using the Tucker and Levine equation methods.