This paper shows the impact of differential discrimination on the results of vertical equating when the Rasch model is applied. It is shown that where there is differential discrimination, relevant items contribute information, for the purpose of vertical equating, that contains systematic error. The impact of differential item discrimination on vertical equating is examined from a theoretical ...

Scoring constructed-response items can be highly difficult, time-consuming, and costly in practice. Improvements computer technology have enabled automated scoring of items. However, the application without an investigation test equating lead to serious problems. The goal this study was score mixed-format tests automatically with different test/training data rates investigate indirect effect th...

In this paper test equating is considered as a missing data problem. The unobserved responses of the reference population to the new test must be imputed to specify a new cutscore. The proportion of students from the reference population that would have failed the new exam and those having failed the reference exam are made approximately the same. We investigate whether item response theory (IR...

the classical test theory (ctt) and item response theory (irt) are widely used in construction and analysis of exams and questionnaires. because of the various shortcomings of ctt, irt has been designed. even though irt has overcome most of the limitations of ctt and has made computer adaptive testing possible, it is still important to point out that not enough reasons exist to totally discard ...

A wealth of previous research has established that retrieval practice promotes memory, particularly when retrieval is successful. Although successful retrieval promotes memory, it remains unclear whether successful retrieval promotes memory equally well for items of varying difficulty. Will easy items still outperform difficult items on a final test if all items have been correctly recalled equ...