Recent years have seen growing use of tests with mixed item formats, e.g., partly containing dichotomously scored items and partly consisting of polytomously scored items. A matching two test characteristic curves method (CCM) for placing these mixed format items on the same metric is described and evaluated in this paper under a common-item…

Scores on the multiple-choice sections of alternate forms are equated through anchor-test equating for the Advanced Placement Program (AP) examinations. There is no linkage of free-response sections since different free-response items are given yearly. However, the free-response and multiple-choice sections are combined to produce a composite.…

Two tests were created from a standardized reading achievement test and vertically equated using a sample of third and fourth grade students. Based on differences in ability estimates for the same student, the Rasch model did not provide a satisfactory means of vertical equating. (Author/CM)

Graduate Record Examination and Miller Analogies Test scores were equated using linear transformation and regression methods. Standard deviations of regression equivalence scores were consistently smaller than those actually obtained in the sample, whereas standard deviations of linear equivalence scores were the same as those in the sample.…

Presents empirically based item selection guidelines for moving the cut score on equated tests consisting of "n" dichotomous items calibrated assuming the Rasch model. Derivations of lemmas that underlie the guidelines are provided as well as a simulated example. (SLD)

Stability among equating procedures was studied by comparing item response theory (IRT) true-score equating with IRT observed-score equating, IRT true-score equating with equipercentile equating, and IRT observed-score equating with equipercentile equating. On average, IRT true-score equating more frequently produced more stable conversions. (SLD)

Describes the concept of "adequate yearly progress" as defined by the No Child Left Behind Act and discusses some of the psychometric issues it raises. Examines scaling as a means to equate tests when assessing educational gains and recommends vertically moderated standards over vertical equating of state assessments. (SLD)

Two independent replications of a sequence of simulations were conducted to aid in the diagnosis and interpretation of equating differences found between representative (random) and matched (nonrandom) samples for three commonly used conventional observed-score equating procedures and one item-response-theory-based equating procedure. (SLD)

Levine's equations for random groups and unequally reliable tests can be used to equate two tests through performance on an anchor test. Levine's assumption of a parallelism requirement is not necessary; it is sufficient to assume only that the tests are congeneric, an assumption implicit in linear test equating. (SLD)

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)

Examined whether the item response theory (IRT) true-score equating method is more adversely affected by the presence of multidimensionality than two conventional equating methods, linear and equipercentile equating. Results of two simulation studies suggest that the IRT method performs as well as the conventional methods when the correlation…

Compared bootstrap standard errors of five item response theory (IRT) equating methods for the common-item nonequivalent groups design using test results for 1,493 and 1,793 examinees taking a professional certification test. Results suggest that standard errors of equating less than 0.1 standard deviation units could be obtained with any of the…

Four equating methods (3PL true score equating, 3PL observed score equating, beta 4 true score equating, and beta 4 observed score equating) were compared using four equating criteria: first-order equity (FOE), second-order equity (SOE), conditional-mean-squared-error (CMSE) difference, and the equi-percentile equating property. True score…

The use of educational tests in practical situations often requires that tests that are built to different content and/or statistical specifications be statistically linked. When equating methods are applied to tests that differ in content, difficulty, and/or reliability, the resulting scores cannot be used interchangeably. This study examined…

This study evaluated the impact of unequal reliability on test equating methods in the nonequivalent groups with anchor test (NEAT) design. Classical true score-based models were compared in terms of their assumptions about how reliability impacts test scores. These models were related to treatment of population ability differences by different…