Sandip Sinharay
Biographic Data
| ID | 8811191 |
|---|---|
| NAME | Sandip Sinharay |
| GIVEN NAMES | Sandip |
| FAMILY NAME | Sinharay |
| SIGNATURE | SINHARAY S |
| AFFILIATIONS | Educational Testing Service, Princeton, NJ, USA |
| ORCID | 0000-0003-4491-8510 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
A Preliminary Research and Evaluation Agenda for Personalized Assessment in the Service of Equity
This research memorandum describes a preliminary research and evaluation agenda for personalized assessments, where such assessments are intended to be attuned to the social, cultural, and other relevant characteristics of individuals and the contexts from which they come. The agenda targets the full range of assessment uses—school accountability, national and international assessment, admissions, certification and licensure, and instructional pl…
Refining the asymptotically correct standardization of person‐fit statistics for mixed‐format tests
Sinharay ( Psychometrika , 2016, 81, 992) suggested the asymptotically correct standardized version of a class of person‐fit statistics for mixed‐format tests. This paper provides an alternative and arguably simpler derivation of the standardization. The derivation leads to several benefits including a simpler formula of the (asymptotically correct) standardized person‐fit statistics and a theoretical explanation of simulation results reported in…
Added Value of Subscores for Tests With Polytomous Items
Test-takers, policymakers, teachers, and institutions are increasingly demanding that testing programs provide more detailed feedback regarding test performance. As a result, there has been a growing interest in the reporting of subscores that potentially provide such detailed feedback. Haberman developed a method based on classical test theory for determining whether a subscore has added value over the total score. Sinharay conducted a detailed …
Challenges and opportunities in score reporting
The field of score reporting continues to evolve because of new challenges, opportunities, and needs of society (e.g., COVID, remote teaching and learning). In this paper, the new challenges and opportunities in score reporting are discussed from the personal perspective of four experts who have previously conducted research in designing score reports in education. Comments are organized around four key questions concerning challenges raised by t…
Estimating Probabilities of Passing for Examinees With Incomplete Data in Mastery Tests
Administrative problems such as computer malfunction and power outage occasionally lead to missing item scores and hence to incomplete data on mastery tests such as the AP and U.S. Medical Licensing examinations. Investigators are often interested in estimating the probabilities of passing of the examinees with incomplete data on mastery tests. However, there is a lack of research on this estimation problem. The goal of this article is to suggest…
The Use of Theory of Linear Mixed-Effects Models to Detect Fraudulent Erasures at an Aggregate Level
Wollack et al. (2015) suggested the erasure detection index (EDI) for detecting fraudulent erasures for individual examinees. Wollack and Eckerly (2017) and Sinharay (2018) extended the index of Wollack et al. (2015) to suggest three EDIs for detecting fraudulent erasures at the aggregate or group level. This article follows up on the research of Wollack and Eckerly (2017) and Sinharay (2018) and suggests a new aggregate-level EDI by incorporatin…
Do the Toefl iBT ® section scores provide value-added information to stakeholders
The present study examined the reliability of the reading, listening, speaking, and writing section scores for the TOEFL iBT ® test and their interrelationship in order to collect empirical evidence to support, respectively, the generalization inference and the explanation inference in the TOEFL iBT validity argument (Chapelle, Enright, & Jamieson, 2008). By combining Haberman’s (2008) subscore analysis and confirmatory factor analysis (CFA), dat…
Three New Methods for Analysis of Answer Changes
In a pioneering research article, Wollack and colleagues suggested the “erasure detection index” (EDI) to detect test tampering. The EDI can be used with or without a continuity correction and is assumed to follow the standard normal distribution under the null hypothesis of no test tampering. When used without a continuity correction, the EDI often has inflated Type I error rates. When used with a continuity correction, the EDI has satisfactory …
Do Adjusted Subscores Lack Validity? Don’t Blame the Messenger
There are several techniques that increase the precision of subscores by borrowing information from other parts of the test. These techniques have been criticized on validity grounds in several of the recent publications. In this note, the authors question the argument used in these publications and suggest both inherent limits to the validity argument and empirical issues worth examining
Observed Score Equating Using a Mini-Version Anchor and an Anchor with Less Spread of Difficulty
Two different types of anchors are investigated in this study: a mini-version anchor and an anchor that has a less spread of difficulty than the tests to be equated. The latter is referred to as a midi anchor. The impact of these two different types of anchors on observed score equating are evaluated and compared with respect to systematic error (bias), random equating error (SEE), and total equating error (RMSE) using SAT operational data. The r…
Reporting Diagnostic Scores in Educational Testing
Diagnostic scores are of increasing interest in educational testing due to their potential remedial and instructional benefit. Naturally, the number of educational tests that report diagnostic scores is on the rise, as are the number of research publications on such scores. This article provides a critical evaluation of diagnostic score reporting in educational testing. The existing methods for diagnostic score reporting are discussed. A recent m…
Appropriateness of the Toeic® Bridge test for students in three countries of South America
In order to facilitate the interpretation of test scores from the TOEIC ® Bridge as a measure of English language proficiency, one form of the test was administered to more than 6000 test takers in three South American c ountries — Colombia, Chile and Ecuador. The appropriateness of the TOEIC Bridge test as a measure of English language skill was evaluated using several approaches, such as factor analysis and computation of correla tions between …
Assessing Fit of Cognitive Diagnostic Models A Case Study
A cognitive diagnostic model uses information from educational experts to describe the relationships between item performances and posited proficiencies. When the cognitive relationships can be described using a fully Bayesian model, Bayesian model checking procedures become available. Checking models tied to cognitive theory of the domains provides feedback to educators about the underlying cognitive theory. This article suggests a number of gra…
No prominent works on this page.
Assessing Fit of Cognitive Diagnostic Models A Case Study
A cognitive diagnostic model uses information from educational experts to describe the relationships between item performances and posited proficiencies. When the cognitive relationships can be described using a fully Bayesian model, Bayesian model checking procedures become available. Checking models tied to cognitive theory of the domains provides feedback to educators about the underlying cognitive theory. This article suggests a number of gra…
Appropriateness of the Toeic® Bridge test for students in three countries of South America
In order to facilitate the interpretation of test scores from the TOEIC ® Bridge as a measure of English language proficiency, one form of the test was administered to more than 6000 test takers in three South American c ountries — Colombia, Chile and Ecuador. The appropriateness of the TOEIC Bridge test as a measure of English language skill was evaluated using several approaches, such as factor analysis and computation of correla tions between …
Reporting Diagnostic Scores in Educational Testing
Diagnostic scores are of increasing interest in educational testing due to their potential remedial and instructional benefit. Naturally, the number of educational tests that report diagnostic scores is on the rise, as are the number of research publications on such scores. This article provides a critical evaluation of diagnostic score reporting in educational testing. The existing methods for diagnostic score reporting are discussed. A recent m…
Do Adjusted Subscores Lack Validity? Don’t Blame the Messenger
There are several techniques that increase the precision of subscores by borrowing information from other parts of the test. These techniques have been criticized on validity grounds in several of the recent publications. In this note, the authors question the argument used in these publications and suggest both inherent limits to the validity argument and empirical issues worth examining
Observed Score Equating Using a Mini-Version Anchor and an Anchor with Less Spread of Difficulty
Two different types of anchors are investigated in this study: a mini-version anchor and an anchor that has a less spread of difficulty than the tests to be equated. The latter is referred to as a midi anchor. The impact of these two different types of anchors on observed score equating are evaluated and compared with respect to systematic error (bias), random equating error (SEE), and total equating error (RMSE) using SAT operational data. The r…
Three New Methods for Analysis of Answer Changes
In a pioneering research article, Wollack and colleagues suggested the “erasure detection index” (EDI) to detect test tampering. The EDI can be used with or without a continuity correction and is assumed to follow the standard normal distribution under the null hypothesis of no test tampering. When used without a continuity correction, the EDI often has inflated Type I error rates. When used with a continuity correction, the EDI has satisfactory …
Do the Toefl iBT ® section scores provide value-added information to stakeholders
The present study examined the reliability of the reading, listening, speaking, and writing section scores for the TOEFL iBT ® test and their interrelationship in order to collect empirical evidence to support, respectively, the generalization inference and the explanation inference in the TOEFL iBT validity argument (Chapelle, Enright, & Jamieson, 2008). By combining Haberman’s (2008) subscore analysis and confirmatory factor analysis (CFA), dat…
Estimating Probabilities of Passing for Examinees With Incomplete Data in Mastery Tests
Administrative problems such as computer malfunction and power outage occasionally lead to missing item scores and hence to incomplete data on mastery tests such as the AP and U.S. Medical Licensing examinations. Investigators are often interested in estimating the probabilities of passing of the examinees with incomplete data on mastery tests. However, there is a lack of research on this estimation problem. The goal of this article is to suggest…
The Use of Theory of Linear Mixed-Effects Models to Detect Fraudulent Erasures at an Aggregate Level
Wollack et al. (2015) suggested the erasure detection index (EDI) for detecting fraudulent erasures for individual examinees. Wollack and Eckerly (2017) and Sinharay (2018) extended the index of Wollack et al. (2015) to suggest three EDIs for detecting fraudulent erasures at the aggregate or group level. This article follows up on the research of Wollack and Eckerly (2017) and Sinharay (2018) and suggests a new aggregate-level EDI by incorporatin…
Challenges and opportunities in score reporting
The field of score reporting continues to evolve because of new challenges, opportunities, and needs of society (e.g., COVID, remote teaching and learning). In this paper, the new challenges and opportunities in score reporting are discussed from the personal perspective of four experts who have previously conducted research in designing score reports in education. Comments are organized around four key questions concerning challenges raised by t…
Added Value of Subscores for Tests With Polytomous Items
Test-takers, policymakers, teachers, and institutions are increasingly demanding that testing programs provide more detailed feedback regarding test performance. As a result, there has been a growing interest in the reporting of subscores that potentially provide such detailed feedback. Haberman developed a method based on classical test theory for determining whether a subscore has added value over the total score. Sinharay conducted a detailed …
A Preliminary Research and Evaluation Agenda for Personalized Assessment in the Service of Equity
This research memorandum describes a preliminary research and evaluation agenda for personalized assessments, where such assessments are intended to be attuned to the social, cultural, and other relevant characteristics of individuals and the contexts from which they come. The agenda targets the full range of assessment uses—school accountability, national and international assessment, admissions, certification and licensure, and instructional pl…
Refining the asymptotically correct standardization of person‐fit statistics for mixed‐format tests
Sinharay ( Psychometrika , 2016, 81, 992) suggested the asymptotically correct standardized version of a class of person‐fit statistics for mixed‐format tests. This paper provides an alternative and arguably simpler derivation of the standardization. The derivation leads to several benefits including a simpler formula of the (asymptotically correct) standardized person‐fit statistics and a theoretical explanation of simulation results reported in…
Psychology (8 works) · Computer Science (7 works) · Mathematics (7 works) · Psychometric Methodologies and Testing (7 works) · Statistics (7 works) · Test (biology) (6 works) · Advanced Statistical Methods and Models (5 works) · Econometrics (5 works) · Medicine (4 works) · Advanced Statistical Modeling Techniques (3 works)