Separate Versus Concurrent Estimation of IRT Item Parameters in the Common Item Equating Design

DOCUMENT RESUME TM 030 621 Hanson, Bradley A.; Beguin, Anton A. Separate versus Concurrent Estimation of IRT Item Parameters in the Common Item Equating Design. American Coll. Testing Program, Iowa City, IA. ACT-RR-99-8 1999-12-00 36p. ACT Research Report Series, PO Box 168, Iowa City, IA 52243-0168. Reports Evaluative (142) MF01/PCO2 Plus Postage. *Equated Scores; Estimation (Mathematics); *Item Response Theory *BILOG Computer Program; Common Item Effect; Item Parameters; *MULTILOG Computer Program Item response theory (IRT) item parameters can be estimated using data from a common item equating design either separately for each form or concurrently across forms. This paper reports the results of a simulation study of separate versus concurrent item parameter estimation. Using simulated data from a test with 60 dichotomous items, 4 factors were considered: (1) program (MULTILOG versus BILOG-MG); (2) sample size per form (3,000 versus 1,000); (3) number of common items (20 versus 10); and (4) equivalent versus nonequivalent groups taking the 2 forms (no mean difference versus a mean difference of 1 standard deviation). In addition, four methods of item parameter scaling were used in the separate estimation condition: two item characteristic curve methods (Stocking-Lord and Haebara), and two moment methods (Mean/Mean and Mean/Sigma). Although concurrent estimation resulted in less error than separate estimation more times than not, the results of this study, together with other research on this topic, are not sufficient to recommend completely avoiding separate estimation in favor of concurrent estimation. Two appendixes contain MUTILOG and BILOG-MG control files. (Contains 1 table, 11 figures, and 10 references.) (Author/SLD) Reproductions supplied by EDRS are the best that can be made from the original document. t Sari § 99,=t8 Separate Versus Concurrent 1 Estimation of IRT Item Parameters in the Common Item Equating Design Bradley A. Hanson Anton A. Beguin PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY CN1 (.0 ce) 0 TO THE EDUCATIONAL RESOURCES 1 INFORMATION CENTER (ERIC) IU.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy.