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The research develops and compares multiple prototypes across three phases, using prototype and item-pool construction, then evaluating item statistics and test statistics against psychometric and nonpsychometric criteria. The analysis reports item- and test-level performance indicators including equated deltas and r-biserial, along with CSEMs, SEMs, and reliability estimates to support decisions for the revised assessment design.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-simulation-study-to-explore-configuring-the-new-sat-critical-reading-section-without-analogy-items-research-report-no-2004-2/266357/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-simulation-study-to-explore-configuring-the-new-sat-critical-reading-section-without-analogy-items-research-report-no-2004-2/266357.png","ImageObject",300,407,{"name":92,"@type":93},"Bintang","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-09-14",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the main goal of the simulation study?","Question",{"text":113,"@type":114},"To explore how configuring the new SAT Critical Reading section can be done without analogy items while maintaining appropriate performance characteristics.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How many phases does the research include and what do they cover?",{"text":118,"@type":114},"The study is organized into three phases, each following a method and analyzing results using item statistics and test statistics, with discussion of findings.",{"name":120,"@type":111,"acceptedAnswer":121},"Which types of metrics are used to evaluate prototypes and revised designs?",{"text":122,"@type":114},"The report uses item statistics (including equated deltas and r-biserial), test statistics (including CSEMs, SEMs, and reliabilities), and applies psychometric and nonpsychometric criteria.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},266357,1789406631,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":130,"read_time":145,"preview_page_count":4},962085564381,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Research Report  \nNo . 2004-2  \nA Simulation Study to Explore Configuring the New SAT ® Critical Reading Section Without Analogy Items  \nJinghua Liu  \nMiriam Feigenbaum  \nLinda Cook  \nCollege Board Research Report No . 2004-2 ETS RR-04-01  \nA Simulation Study to Explore Configuring the New SAT ® Critical Reading Section Without Analogy Items  \nJinghua Liu, Miriam Feigenbaum, and Linda Cook  \nCollege Entrance Examination Board, New York, 2004  \nJinghua Liu is measurement statistician at Educational Testing Service.  \nMiriam Feigenbaum is principal statistical associate level II at Educational Testing Service.  \nLinda Cook is principal research scientist level II at Educational Testing Service.  \nResearchers are encouraged to freely express their professional judgment. Therefore, points of view or opinions stated in College Board Reports do not necessarily represent official College Board position or policy.  \nThe College Board: Expanding College Opportunity The College Board is a not-for-profit membership association whose mission is to connect students to college success and opportunity. Founded in 1900, the association is composed of more than 4,500 schools, colleges, universities, and other educational organizations. Each year, the College Board serves over three million students and their parents, 23,000 high schools, and 3,500 colleges through major programs and services in college admissions, guidance, assessment, financial aid, enrollment, and teaching and learning. Among its best-known programs are the SAT®, the PSAT/NMSQT®, and the Advanced Placement Program® (AP® ) . The College Board is committed to the principles of excellence and equity, and that commitment is embodied in all of its programs, services, activities, and concerns.  \nFor further information, [visit www.collegeboard.com](visit www.collegeboard.com).  \nAdditional copies of this report (item \\#030481025) maybe obtained from College Board Publications, Box 886, New York, NY 10101-0886, 800 323-7155. The price is $15. Please include $4 for postage and handling.  \nCopyright © 2004 by College Entrance Examination Board. All rights reserved. College Board, SAT, and the acorn logo are registered trademarks of the College Entrance Examination Board. SAT Reasoning Test is a trademark owned by the college Entrance Examination Board. PSAT/NMSQT is a registered trademark of the College Entrance Examination Board and National Merit Scholarship Corporation. Other products and services may be trademarks of their respective owners.  \n[Visit College Board on the Web: www.collegeboard.com](Visit College Board on the Web: www.collegeboard.com). Printed in the United States of America.  \nContents  \nAbstract...............................................................1  \nIntroduction ........................................................1  \nPhase 1 ................................................................ 2  \nMethod ........................................................2  \nDesign of Prototypes ...............................2  \nItem Pool Construction ...........................2  \nAssembly of Simulated Forms..................2  \nAnalyses of Prototypes: Item Statistics ....4  \nAnalyses of Prototypes: Test Statistics .....4  \nEstablishing Psychometric Criteria ..........5  \nEstablishing Nonpsychometric Criteria ...5  \nResults .........................................................5  \nItem Statistics—Equated Deltasand r-biserial........................................5  \nTest Statistics—CSEMs, SEMs, and Reliabilities ..........................................5  \nDiscussion .................................................10  \nPhase 2 .............................................................. 10  \nMethod ......................................................10  \nResults .......................................................11  \nRevised Delta Distribution ....................11  \nItem Statistics ........................................11  \nTest Statistics .....","cbCaipjokIGh0hN7","https://ap.wps.com/l/cbCaipjokIGh0hN7","pdf",947018,22,"English","# Abstract\n# Introduction\n# Phase 1\n## Method\n## Design of Prototypes\n## Item Pool Construction\n## Assembly of Simulated Forms\n## Analyses of Prototypes: Item Statistics\n## Analyses of Prototypes: Test Statistics\n## Establishing Psychometric Criteria\n## Establishing Nonpsychometric Criteria\n## Results\n## Discussion\n# Phase 2\n## Method\n## Results\n## Revised Delta Distribution\n## Item Statistics\n## Test Statistics\n## Discussion\n# Phase 3\n## Method\n## Estimation of the Length and Delta Distribution of Three Hypothetical Tests\n## Computation of CSEM for Three Hypothetical Tests\n## Results\n## General Discussion\n# References","[{\"question\":\"What is the main goal of the simulation study?\",\"answer\":\"To explore how configuring the new SAT Critical Reading section can be done without analogy items while maintaining appropriate performance characteristics.\"},{\"question\":\"How many phases does the research include and what do they cover?\",\"answer\":\"The study is organized into three phases, each following a method and analyzing results using item statistics and test statistics, with discussion of findings.\"},{\"question\":\"Which types of metrics are used to evaluate prototypes and revised designs?\",\"answer\":\"The report uses item statistics (including equated deltas and r-biserial), test statistics (including CSEMs, SEMs, and reliabilities), and applies psychometric and nonpsychometric criteria.\"}]","A Simulation Study to Explore Configuring the New SAT Critical Reading Section Without Analogy Items - Research Report No. 2004-2 | PDF",55]