A reverse engineering approach to automatic item generation (AIG) was applied to a figure-based publicly released test item from the Organisation for Economic Cooperation and Development (OECD) Programme for International Student Assessment (PISA) mathematical literacy cognitive instrument as part of a proof of concept. The author created an item…

This research derives simplified formulas for computing the standard error of the frequency estimation method for equating score distributions that are continuized using a uniform or Gaussian kernel function (P. W. Holland, B. F. King, and D. T. Thayer, 1989; Holland and Thayer, 1987). The simplified formulas are applicable to equating both the…

Linear equating methods for the common-item non-equivalent populations design were compared when true-score correlation between the test and anchor was less than unity. Scores from two groups of approximately 300 examinees illustrated three methods: (1) the Tucker equating method; (2) the Angoff-Levine method; and (3) the Congeneric-Levine method.…

The purposes of this paper are five-fold to discuss: (1) when item response theory (IRT) equating methods should provide better results than traditional methods; (2) which IRT model, the three-parameter logistic or the one-parameter logistic (Rasch), is the most reasonable to use; (3) what unique contributions IRT methods can offer the equating…

The procedure of M.L. Stocking and F.M. Lord (1983) for computing equating coefficients for tests having dichotomously scored items is extended to the case of graded response items. A system of equations for obtaining the equating coefficients under the graded response model is derived. (SLD)

The purpose of the present paper is to derive linear equating methods for the common item nonequivalent populations design from explicitly stated congeneric type test score models. The equating methods developed are compared with previously developed methods and applied to five professionally constructed examinations administered to approximately…

Section pre-equating (SPE) equates a new test to an old test prior to the actual use of a new test by making extensive use of experimental sections of a testing instrument. SPE theory is extended to allow for practice effects on both the old and new tests. (Author/BS)

Log-linear model bivariate smoothing and a bivariate smoothing model based on the four-parameter beta binomial model were compared for usefulness in frequency estimation common-item equipercentile equating using two datasets. The performance of smoothed equipercentile methods was also compared to that of linear methods of common-item equating.…

The formula developed by R. Levine (1955) for equating unequally reliable tests is described. The formula can be interpreted as a method of moments estimate of an equating function that results in first order equity of the equated test score under a classical congeneric model. (TJH)

The equating of results from the PC-BILOG computer program to an underlying metric was studied through simulation when a two-parameter item response theory model was used. Results are discussed in terms of the identification problem and implications for test equating. (SLD)

A numerical approach for computing standard errors (SEs) of a linear equating is described in which first partial derivatives of equating functions needed to compute SEs are derived numerically. Numerical and analytical approaches are compared using the Tucker equating method. SEs derived numerically are found indistinguishable from SEs derived…

In 1955, R. Levine introduced two linear equating procedures for the common-item non-equivalent populations design. His procedures make the same assumptions about true scores; they differ in terms of the nature of the equating function used. In this paper, two parameterizations of a classical congeneric model are introduced to model the variables…

A formula is derived for the asymptotic standard error of a true-score equating by item response theory (IRT). The equating method is applicable when the two tests to be equated are administered to different groups along with an "anchor test." Numerical standard errors are shown for an actual equating 1) comparing the standard errors of…

The purposes of this study are: (1) to compare the results of linear, equipercentile, frequency estimation equipercentile and item response theory (IRT) true formula score equating; and (2) to investigate the feasibility of using IRT methods to equate new forms of the Preliminary Scholastic Aptitude Test/National Merit Scholarship Qualifying Test…