Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here for more information on Research and Evaluation in Education and Psychology, 3e

Click here for more information on Research and Evaluation in Education and Psychology, 3e

Sign In to gain access to subscriptions and/or personal tools.
Educational and Psychological Measurement
This Article
Right arrow Free Full Text (Free PDF) Free
Right arrow All Versions of this Article:
0013164407301543v1
67/6/940    most recent
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in Web of Science
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by von Davier, A. A.
Right arrow Articles by Wilson, C.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

IRT True-Score Test Equating

A Guide Through Assumptions and Applications

Alina A. von Davier

Educational Testing Service, avondavier{at}ets.org

Christine Wilson

Educational Testing Service

This article discusses the assumptions required by the item response theory (IRT) true-score equating method (with Stocking & Lord, 1983; scaling approach), which is commonly used in the nonequivalent groups with an anchor data-collection design. More precisely, this article investigates the assumptions made at each step by the IRT approach to calibrating items and equating tests and discusses the approaches that one might take for checking whether these assumptions are met for a particular data set. We investigated two types of tests: tests that consist of multiple-choice items only and tests that consist of both multiple-choice and free-response items. Real data from the AP® Calculus AB exam are used to illustrate the application of the IRT true-score equating method as well as for the comparisons.

Key Words: test equating • item response theory (IRT) true-score equating method • observed-score equating methods • population sensitivity of equating function

This version was published on December 1, 2007

Educational and Psychological Measurement, Vol. 67, No. 6, 940-957 (2007)
DOI: 10.1177/0013164407301543
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?