There is variability in the estimation of an equating transformation because commonitem parameters are obtained from responses of samples of examinees. The most commonly used standard error of equating quantifies this source of sampling error, which decreases as the sample size of examinees used to derive the transformation increases. In a similar way of reasoning, the common items that are emb...

abstract this study scrutinized the interaction between linguistic and strategic variables in reading comprehension test performance of iranian efl learners. to this end, the interaction among the participants’ reading comprehension test performance, use of test-taking strategies, and level of language proficiency was analyzed. the participants comprised 286 students who answered a reading comp...

The purpose of this study is to prove the equitability pre and post-tests with Rasch Model provide observability individual interindividual ability changes by evaluating equated tests stack analysis within scope Measurement Theory. pre-test post-test data that are applied in were derived from project named A Proposal Increase Turkey’s Success field Mathematics International Large-Scale Exams: E...

In this digital ITEMS module, Dr. Stella Kim provides an overview of multidimensional item response theory (MIRT) equating. Traditional unidimensional (IRT) equating methods impose the sometimes untenable restriction on data that only a single ability is assessed. This module discusses potential sources multidimensionality and presents consequences To remedy these effects, MIRT can be used as v...