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Download full textHendrickson, Amy B.; Kolen, Michael J. – 2001
This study compared various equating models and procedures for a sample of data from the Medical College Admission Test(MCAT), considering how item response theory (IRT) equating results compare with classical equipercentile results and how the results based on use of various IRT models, observed score versus true score, direct versus linked…
Descriptors: Equated Scores, Higher Education, Item Response Theory, Models
Reese, Lynda M.; Pashley, Peter J. – 1999
This study investigated the practical effects of local item dependence (LID) on item response theory (IRT) true-score equating. A scenario was defined that emulated the Law School Admission Test (LSAT) preequating model, and data were generated to assess the impact of different degrees of LID on final equating outcomes. An extreme amount of LID…
Descriptors: College Entrance Examinations, Equated Scores, Item Response Theory, Law Schools
Kim, Dong-In; Brennan, Robert; Kolen, Michael – 2002
Four equating methods were compared using four equating criteria: first-order equity (FOE), second-order equity (SOE), conditional mean squared error (CMSE) difference, and the equipercentile equating property. The four methods were: (1) three parameter logistic (3PL) model true score equating; (2) 3PL observed score equating; (3) beta 4 true…
Descriptors: Comparative Analysis, Criteria, Elementary Education, Elementary School Students
Wang, Xiang-Bo; Harris, Vincent; Roussos, Louis – 2002
Multidimensionality is known to affect the accuracy of item parameter and ability estimations, which subsequently influences the computation of item characteristic curves (ICCs) and true scores. By judiciously combining sections of a Law School Admission Test (LSAT), 11 sections of varying degrees of uni- and multidimensional structures are used…
Descriptors: Ability, College Entrance Examinations, Computer Assisted Testing, Estimation (Mathematics)
