scholarly journals CONSTRUCTION OF CHAINED TRUE SCORE EQUIPERCENTILE EQUATINGS UNDER THE KERNEL EQUATING (KE) FRAMEWORK AND THEIR RELATIONSHIP TO LEVINE TRUE SCORE EQUATING

2009 ◽  
Vol 2009 (1) ◽  
pp. i-15 ◽  
Author(s):  
Haiwen Henry Chen ◽  
Paul Holland
Keyword(s):  
True Score ◽  
True Score Equating ◽  
Kernel Equating

Standard Error Estimation of 3PL IRT True Score Equating With an MCMC Method

2008 ◽  
Vol 33 (3) ◽  
pp. 257-278 ◽  
Author(s):  
Yuming Liu ◽  
E. Matthew Schulz ◽  
Lei Yu
Keyword(s):  
Bootstrap Method ◽  
Standard Errors ◽  
True Score ◽  
Mcmc Method ◽  
Test Form ◽  
True Score Equating ◽  
Standard Error Estimation ◽  
Equivalent Test ◽  
Mean Square Errors ◽  
The Bootstrap Method

A Markov chain Monte Carlo (MCMC) method and a bootstrap method were compared in the estimation of standard errors of item response theory (IRT) true score equating. Three test form relationships were examined: parallel, tau-equivalent, and congeneric. Data were simulated based on Reading Comprehension and Vocabulary tests of the Iowa Tests of Basic Skills®. For parallel and congeneric test forms within valid IRT true score ranges, the pattern and magnitude of standard errors of IRT true score equating estimated by the MCMC method were very close to those estimated by the bootstrap method. For tau-equivalent test forms, the pattern of standard errors estimated by the two methods was also similar. Bias and mean square errors of equating produced by the MCMC method were smaller than those produced by the bootstrap method; however, standard errors were larger. In educational testing, the MCMC method may be used as an additional or alternative procedure to the bootstrap method when evaluating the precision of equating results.

scholarly journals Simple-Structure Multidimensional Item Response Theory Equating for Multidimensional Tests

2019 ◽  
Vol 80 (1) ◽  
pp. 91-125
Author(s):  
Stella Y. Kim ◽  
Won-Chan Lee ◽  
Michael J. Kolen
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Simple Structure ◽  
Multidimensional Item Response Theory ◽  
Multidimensional Data ◽  
True Score ◽  
Multidimensional Item Response ◽  
Response Theory ◽  
Data Types ◽  
True Score Equating

A theoretical and conceptual framework for true-score equating using a simple-structure multidimensional item response theory (SS-MIRT) model is developed. A true-score equating method, referred to as the SS-MIRT true-score equating (SMT) procedure, also is developed. SS-MIRT has several advantages over other complex multidimensional item response theory models including improved efficiency in estimation and straightforward interpretability. The performance of the SMT procedure was examined and evaluated through four studies using different data types. In these studies, results from the SMT procedure were compared with results from four other equating methods to assess the relative benefits of SMT compared with the other procedures. In general, SMT showed more accurate equating results compared with the traditional unidimensional IRT (UIRT) equating when the data were multidimensional. More accurate performance of SMT over UIRT true-score equating was consistently observed across the studies, which supports the benefits of a multidimensional approach in equating for multidimensional data. Also, SMT performed similarly to a SS-MIRT observed score method across all studies.

scholarly journals A DIDACTIC APPROACH TO THE USE OF IRT TRUE-SCORE EQUATING

2005 ◽  
Vol 2005 (2) ◽  
pp. i-24 ◽  
Author(s):  
Alina A. von Davier ◽  
Christine Wilson
Keyword(s):  
True Score ◽  
True Score Equating

scholarly journals Modified Robust Z method for equating and detecting item parameter drift

2015 ◽  
Vol 1 (1) ◽  
pp. 100
Author(s):  
Rahmawati Rahmawati ◽  
Djemari Mardapi
Keyword(s):  
Empirical Data ◽  
Simulated Data ◽  
Minimal Length ◽  
Item Parameter ◽  
True Score ◽  
Item Parameter Drift ◽  
Parameter Drift ◽  
Classification Consistency ◽  
True Score Equating ◽  
Mathematics And Science

This study is aimed at: (1) revising the criterion used in Robust Z Method for detecting Item Parameter Drift (IPD), (2) identifying the strengths and weaknesses of the modified Robust Z Method, and (3) investigating the effect of IPD on examinees’ classification consistency using empirical data. This study used two types of data. The simulated data were in the form of responses of 20,000 students on 40 dichotomous items generated by simulating six variables including: (1) ability distribution, (2) differences of groups’ ability between groups, (3) type of drifting, (4) magnitude of drifting, (5) anchor test length, and (6) number of drifting items. The empirical data was 4,187,444 students’ response of UN SD/MI 2011 who administered 41 test forms of Indonesian language, mathematics, and science. Modified Robust Z method was used to detect IPD and the IRT true score equating method was used to analyze the classification consistency. The results of this study show that: (1) the criterion of 0.5 point raw score TCC difference leads to 100% consistency on passing classification, (2) the modified Robust Z is accurate to detect the b and ab- drifting when the minimal length of anchor test is 25%, (3) IPD occurring on empirical data affected the passing status of more than 2,000 students.

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