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Effect of Sample Size on Common Item Equating Using the Dichotomous Rasch Model
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Effect of Sample Size on Common Item Equating Using the Dichotomous Rasch Model (2020)Effect of Sample Size on Common Item Equa…Handbook of Test Development (2011)Handbook of Test DevelopmentThe Circle‐Arc Method for Equating in Small Samples (2009)The Circle‐Arc Method for Equ…Accuracy of Random Groups Equating with Very Small Samples (2005)Accuracy of Random Groups Equ…Test Equating, Scaling, and Linking (2004)Test Equating, Scaling, and L…Small‐Sample Equating With Log‐Linear Smoothing (1993)Small‐Sample Equating With Lo…A Study of Criteria Used in Equating (1993)A Study of Criteria Used in E…Principles of test theories (1991)Principles of test theoriesAn Empirical Study of the Effects of Small Datasets and Varying Prior Variances on Item Parameter Estimation in BILOG (1991)An Empirical Study of the Eff…Comparison of 1‐, 2‐, and 3‐Parameter IRT Models (1989)Comparison of 1‐, 2‐, and 3‐P…IRT Test Equating: Relevant Issues and a Review of Recent Research (1986)IRT Test Equating: Relevant I…Comparison of IRT True-Score and Equipercentile Observed-Score "Equatings" (1984)Comparison of IRT True-Score …Estimation of Parameters in the Three-Parameter Latent Trait Model (1983)Estimation of Parameters in t…Recovery of Two- and Three-Parameter Logistic Item Characteristic Curves: A Monte Carlo Study (1982)Recovery of Two- and Three-Pa…Best Procedures For Sample-Free Item Analysis (1977)Best Procedures For Sample-Fr…Probabilistic Models for Some Intelligence and Attainment Tests (1961)Probabilistic Models for Some…Educational Measurement. (1951)Educational Measurement.Some latent trait models and their use in inferring an examinee's ability (1968)An Iterative Procedure for Linking Metrics and Assessing Item Bias in Item Response Theory (1988)Rescaling Ordinal Data to Interval Data in Educational Research (2001)Applications of Item Response Theory To Practical Testing Problems (2012)An Overview and Practical Guide to IRT Measurement Equivalence Analysis (2014)Statistical Theories of Mental Test Scores (1969)Analyzing force concept inventory with item response theory (2010)Cross-cultural validity of the Spanish version of PHQ-9 among pregnant Peruvian women: A Rasch item response theory analysis (2014)Educational measurement. (2015)Reliability, Population Classification and Weighting in Multidimensional Poverty Measurement: A Monte Carlo Study (2018)Introduction to Classical and Modern Test Theory (1986)Test Equating: What, Why, How? (1998)The Chain and Post‐Stratification Methods for Observed‐Score Equating: Their Relationship to Population Invariance (2004)The computation of equating errors in international surveys in education. (2007)The standards for educational and psychological testing. (2013)Latent Structure Analysis. (1969)Comparisons of Methodologies and Results in Vertical Scaling for Educational Achievement Tests (2007)The Impact of Vertical Scaling Decisions on Growth Interpretations (2009)Item Response Theory for Scores on Tests Including Polytomous Items with Ordered Responses (1995)On the consistency of individual classification using short scales. (2007)Establishing a common metric for self-reported anxiety: Linking the MASQ, PANAS, and GAD-7 to PROMIS Anxiety (2013)A Rasch Model for Partial Credit Scoring (1982)Scaling of Theory-of-Mind Tasks (2004)Developing the World Health Organization Disability Assessment Schedule 2.0 (2010)An item response analysis of the pediatric PROMIS anxiety and depressive symptoms scales (2010)Development of Short Forms From the PROMIS™ Sleep Disturbance and Sleep-Related Impairment Item Banks (2012)ITC Guidelines for Translating and Adapting Tests (Second Edition) (2017)Psychometrics Behind Computerized Adaptive Testing (2014)Investigating Students’ Reasoning about Acid–Base Reactions (2016)Developing, Analyzing, and Using Distractors for Multiple-Choice Tests in Education: A Comprehensive Review (2017)Students' evaluations of University teaching: Research findings, methodological issues, and directions for future research (1987)Complex, Performance-Based Assessment: Expectations and Validation Criteria (1991)Process analytic models of creative capacities (1991)Assessing the Child's Cognitive Home Environment Through Parental Report; Reliability and Validity (1996)Dependability of scores for a new ESL speaking assessment consisting of integrated and independent tasks (2006)Development of the Heat and Energy Concept Inventory: Preliminary Results on the Prevalence and Persistence of Engineering Students' Misconceptions (2012)
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References

  • 1961Probabilistic Models for Some Intelligence and Attainment Tests6,956 cited
  • 1951Educational Measurement.1,661 cited
  • 2004Test Equating, Scaling, and Linking897 cited
  • 2011Handbook of Test Development574 cited
  • 1984Comparison of IRT True-Score and Equipercentile Observed-Score "Equatings"335 cited
  • 1982Recovery of Two- and Three-Parameter Logistic Item Characteristic Curves: A Monte Carlo Study204 cited
  • 1989Comparison of 1‐, 2‐, and 3‐Parameter IRT Models130 cited
  • 1991Principles of test theories117 cited
  • 1993A Study of Criteria Used in Equating98 cited
  • 1986IRT Test Equating: Relevant Issues and a Review of Recent Research98 cited
  • 1993Small‐Sample Equating With Log‐Linear Smoothing97 cited
  • 1983Estimation of Parameters in the Three-Parameter Latent Trait Model93 cited
  • 1977Best Procedures For Sample-Free Item Analysis87 cited
  • 1991An Empirical Study of the Effects of Small Datasets and Varying Prior Variances on Item Parameter Estimation in BILOG76 cited
  • 2005Accuracy of Random Groups Equating with Very Small Samples68 cited
  • 2009

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The Circle‐Arc Method for Equating in Small Samples
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