In many educational tests, both multiple‐choice (MC) and constructed‐response (CR) sections are used to measure different constructs. In many common cases, security concerns lead to the use of form‐specific CR items that cannot be used for equating test scores, along with MC sections that can be linked to previous test forms via common items. In such cases, adjustment by minimum discriminant information may be used to link CR section scores and composite scores based on both MC and CR sections. This approach is an innovative extension that addresses the long‐standing issue of linking CR test scores across test forms in the absence of common items in educational measurement. It is applied to a series of administrations from an international language assessment with MC sections for receptive skills and CR sections for productive skills. To assess the linking results, harmonic regression is applied to examine the effects of the proposed linking method on score stability, among several analyses for evaluation.

中文翻译：

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在缺少常见项目的情况下，通过最小区别信息调整来链接构建的反应测验分数

在许多教育测试中，多项选择（MC）和建构反应（CR）部分都用于衡量不同的结构。在许多常见情况下，出于安全考虑，会导致使用无法用于等同于测试分数的特定于表格的CR项，以及可以通过通用项链接到先前测试表单的MC部分。在这种情况下，可以使用通过最小判别信息进行的调整来链接基于MC和CR部分的CR部分得分和综合得分。这种方法是一种创新的扩展，解决了长期存在的问题，即在教育测量中缺少常见项目的情况下，将跨测试形式的CR测试分数联系在一起。它通过国际语言评估应用于一系列主管部门，其中MC部门具有接受能力，而CR部门则具有生产能力。