IRT Equating Methods

Linda L. Cook · Daniel R. Eignor

100 citations0/0 files storedEducational Measurement Issues and Practice

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Psychometric Methodologies and Testing Educational Assessment and Pedagogy Educational Technology and Assessment

Abstract

The purpose of this instructional module is to provide the basis for understanding the process of score equating through the use of item response theory (IRT). A context is provided for addressing the merits of IRT equating methods. The mechanics of IRT equating and the need to place parameter estimates from separate calibration runs on the same scale are discussed. Some procedures for placing parameter estimates on a common scale are presented. In addition, IRT true‐score equating is discussed in some detail. A discussion of the practical advantages derived from IRT equating is offered at the end of the module.

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References

2012Applications of Item Response Theory To Practical Testing Problems 1951Educational Measurement.1983Developing a Common Metric in Item Response Theory 1984Comparison of IRT True-Score and Equipercentile Observed-Score "Equatings"1977PRACTICAL APPLICATIONS OF ITEM CHARACTERISTIC CURVE THEORY*1989Comparison of 1‐, 2‐, and 3‐Parameter IRT Models 1987Problems Related to the Use of Conventional and Item Response Theory Equating Methods in Less Than Optimal Circumstances

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2018Qualitative Development and Content Validation of the PROMIS Pediatric Sleep Health Items 1997Item Response Theory Models and Testing Practices: Current International Status and Future Directions ٭ ٭Invited paper presented at the 23rd International Congress of Applied Psychology, Madrid, Spain. ٭Laboratory of Psychometric and Evaluative Research Report No.229. Amherst, MA: University of Massachusetts, School of Education.1998Test Equating: What, Why, How?2015Examination of the Effects of Dimensionality on Cognitive Processing in Science: A Computational Modeling Experiment Comparing Online Laboratory Simulations and Serious Educational Games

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