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A Study of Criteria Used in Equating

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References

2013The standards for educational and psychological testing.6,992 cited
1986Introduction to Classical and Modern Test Theory5,107 cited
2012Applications of Item Response Theory To Practical Testing Problems5,010 cited
1984Effects of Local Item Dependence on the Fit and Equating Performance of the Three-Parameter Logistic Model803 cited
1983Developing a Common Metric in Item Response Theory738 cited
1984Comparison of IRT True-Score and Equipercentile Observed-Score "Equatings"335 cited
1980VERTICAL EQUATING USING THE RASCH MODEL251 cited
1977ITEM CHARACTERISTIC CURVE SOLUTIONS TO THREE INTRACTABLE TESTING PROBLEMS1243 cited
1977PRACTICAL APPLICATIONS OF ITEM CHARACTERISTIC CURVE THEORY*184 cited
1983Irt Versus Conventional Equating Methods: A Comparative Study of Scale Stability122 cited
1981COMPARISON OF TRADITIONAL AND ITEM RESPONSE THEORY METHODS FOR EQUATING TESTS107 cited
1991A Comparison of Two Procedures for Computing IRT Equating Coefficients105 cited
1990What Combination of Sampling and Equating Methods Works Best?98 cited
1986IRT Test Equating: Relevant Issues and a Review of Recent Research98 cited

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2004

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The Chain and Post‐Stratification Methods for Observed‐Score Equating: Their Relationship to Population Invariance

80 cited

2007The computation of equating errors in international surveys in education.56 cited

1998Test Equating: What, Why, How?46 cited

2001Comparison of Dichotomous and Polytomous Item Response Models in Equating Scores from Tests Composed of Testlets39 cited

2000A Test-Theoretic Approach to Observed-Score Equating38 cited

2008Spelling development throughout the elementary grades: The Dutch case37 cited

1997A Comparison Among IRT True- and Observed- Score Equatings and Traditional Equipercentile Equating34 cited

1999Evaluating the Effects of Multidimensionality on IRT True-Score Equating34 cited

2005A Unified Approach to Linear Equating for the Nonequivalent Groups Design34 cited

2018IRT Linking and Equating33 cited

2008Investigating the Population Sensitivity Assumption of Item Response Theory True-Score Equating Across Two Subgroups of Examinees and Two Test Formats31 cited