Vertical Equating Using the Rasch Model

Loyd, Brenda H.; Hoover, H. D.

doi:10.1111/j.1745-3984.1980.tb00825.x

Cited by 195 publications

(155 citation statements)

References 7 publications

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“…One of the most significant phases of test equation based on Item Response Theory is to place all parameters in a common scale (Loyd and Hoover, 1980;Kolen and Brennan, 2004). This placement process is performed when A and B curve coefficients obtained from item parameters are psychometrically transformed.…”

Section: Findings Discussion and Resultsmentioning

confidence: 99%

Temel Eğitimden Ortaöğretime Geçiş Matematik Alt Testi Asıl Sınav ve Mazeret Sınavlarının Madde Tepki Kuramına Göre Eşitlenmesi

Gül¹,

Gül²,

Bökeoğlu³

et al. 2017

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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ÖZETBu araştırmanın amacını TEOG asıl sınav matematik alt testi ile TEOG mazeret sınavı matematik alt testlerinin Madde Tepki Kuramı'na (MTK) dayalı yöntemler kullanılarak eşitlenmesi ve hangi eşitleme yönteminin daha uygun olduğuna karar verilmesi oluşturmaktadır. Araştırmanın temel araştırma niteliği taşıdığı ifade edilebilir. Testlerin eşitlenmesi için, madde ve birey parametreleri flexMIRT programı kullanılarak kestirilmiştir. Eşitleme işlemi R "equateIRT" paketi kullanılarak yapılmıştır. Araştırmadan elde edilen sonuçlar, en düşük eşitleme hatasının karakteristik eğri yöntemlerinden elde edildiğini ortaya koymaktadır. Bu yöntemlerden de en düşük eşitleme hatasının Stocking-Lord yönteminden elde edildiği belirtilebilir. Ortalama-Ortalama yöntemi ise en yüksek eşitleme hatası üreten yöntemdir. Bu araştırmadan elde edilen bulgular Stocking-Lord yönteminin TEOG asıl sınav ve mazeret sınavı kapsamında yer alan matematik alt testlerinin eşitlenmesinde daha uygun olduğunu göstermiştir. Anahtar Kelimeler: TEOG, Test Eşitleme, Madde Tepki Kuramı, Mazeret Sınavı EQUATION OF MATHS SUBTESTS IN THE TRANSITION FROM PRIMARY TO SECONDARY EDUCATION (TEOG) AND MAKEUP EXAMINATION ACCORDING TO ITEM RESPONSE THEORY ABSTRACTThe purpose of the study is to equate maths subtests of TEOG main exam and make-up examination by using Item Response Theory-based methods and to decide which equation method is appropriate. It could be suggested that it is a fundamental research. For test equalization, itemperson parameters were estimated, using flexMIRT programme. R "equateIRT" pack was employed for the equation. The research results have shown that the minimum number of equation errors is obtained from characteristic curve methods. It could also be suggested that the StockingLord method gives the lowest equation error number. The mean-mean method produces the highest equation error number. The findings of the study have shown that, when compared to the others, the Stocking-Lord method is more appropriate to equate the maths subtests of TEOG main exam and make-up examinations. (Cizek, 2001;Resnick, 2004). Testlerin karar vermede bu denli belirleyici bir rol oynuyor olması, bireylerin belirli standartlara uygun olarak, eşit şartlarda test edilmesi sorununa ilginin, her geçen gün daha da artmasına neden olmaktadır. Bu durum ölçme ve değerlendirme alanında yapılan çalışmalarda da dikkat çekmektedir.Farklı eğitim kurumlarına yerleşebilmek ya da kademeler arası geçişler için Türkiye'de dönem dönem değişen farklı sınav uygulamaları yapıldığı görülmektedir. Bireylerin bu anlamda ilk yol ayrımları, temel eğitimden ortaöğretime geçiş aşamasında olmaktadır. Türkiye'de temel eğitimden ortaöğretime geçiş kapsamında geçmişten bugüne LGS (Liselere Giriş Sınavı), OKS (Ortaöğretim Kurumları Sınavı) gibi farklı uygulamalar yapılmıştır. 2013-2014 eğitim-öğretim yılından itibaren ise Temel Eğitimden Ortaöğretime Geçiş (TEOG) sistemi kullanılmaya başlanmış ve bu kapsamda altı temel derse (Türkçe, Matematik, Fen ve Teknoloji, T.C. İnkılap Tarihi ve Atatürkçülü...

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Section: Findings Discussion and Resultsmentioning

confidence: 99%

Temel Eğitimden Ortaöğretime Geçiş Matematik Alt Testi Asıl Sınav ve Mazeret Sınavlarının Madde Tepki Kuramına Göre Eşitlenmesi

Gül¹,

Gül²,

Bökeoğlu³

et al. 2017

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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“…The mean/mean method incorporates the means of the discrimination parameters and the means of the difficulty parameters over common items to estimate the linking coefficients as follows (Loyd & Hoover, 1980):…”

Section: Mean/mean Methodsmentioning

confidence: 99%

Observed Score and True Score Equating Procedures for Multidimensional Item Response Theory

Brossman

Lee

2013

Applied Psychological Measurement

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The purpose of this research was to develop observed score and true score equating procedures to be used in conjunction with the Multidimensional Item Response Theory (MIRT) framework. Currently, MIRT scale linking procedures exist to place item parameter estimates and ability estimates on the same scale after separate calibrations are conducted. These procedures account for indeterminacies in (1) translation, (2) dilation, (3) rotation, and (4) correlation. However, no procedures currently exist to equate number correct scores after parameter estimates are placed on the same scale. This research sought to fill this void in the current psychometric literature.Three equating procedures-two observed score procedures and one true score procedure-were created and described in detail. One observed score procedure was presented as a direct extension of unidimensional IRT observed score equating, and is referred to as the "Full MIRT Observed Score Equating Procedure." The true score procedure and the second observed score procedure incorporated the statistical definition of the "direction of best measurement" in an attempt to equate exams using unidimensional IRT (UIRT) equating principles. These procedures are referred to as the "Unidimensional Approximation of MIRT True Score Equating Procedure" and the "Unidimensional Approximation of MIRT Observed Score Equating Procedure," respectively. Three exams within the Iowa Test of Educational Development (ITED) Form A andForm B batteries were used to conduct UIRT observed score and true score equating, MIRT observed score and true score equating, and equipercentile equating. The equipercentile equating procedure was conducted for the purpose of comparison since this procedure does not explicitly violate the IRT assumption of unidimensionality.Results indicated that the MIRT equating procedures performed more similarly to the equipercentile equating procedure than the UIRT equating procedures, presumably due to the violation of the unidimensionality assumption under the UIRT equating procedures. Future 2 studies are expected to address how the MIRT procedures perform under varying levels of multidimensionality (weak, moderate, strong), varying frameworks of dimensionality (simple structure vs. complex structure), and number of dimensions, among other conditions. Abstract Approved:

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“…The item parameters for item j on Scale J are , , and ; the item parameters for item j on Scale I are , , and . Kim and Lee (2006) indicated that there are four scale linking methods which are applicable to mixed-format tests: the mean/sigma (Marco, 1977), mean/mean (Loyd & Hoover, 1980), Haebara (1980), and Stocking and Lord (1983). Mean/mean and mean/sigma methods are referred to as moment methods while the Haebara and, Stocking and Lord methods are referred to as characteristic curve methods (Kolen & Brennan, 2004).…”

Section: Irt Test Equatingmentioning

confidence: 99%

The Impact of Test Dimensionality, Common-Item Set Format, and Scale Linking Methods on Mixed-Format Test Equating

2016

EDUC SCI-THEOR PRACT

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The purpose of this study was to examine the impact of dimensionality, common-item set format, and different scale linking methods on preserving equity property with mixed-format test equating. Item response theory (IRT) true-score equating (TSE) and IRT observed-score equating (OSE) methods were used under common-item nonequivalent groups design. The equity property was evaluated based on firstorder equity (FOE) and second-order equity (SOE) properties. A simulation study was conducted based on actual item parameter estimates obtained from the TIMSS 2011 8th grade mathematics assessment.The results showed that: (i) The FOE and SOE properties were best preserved under the unidimensional condition, were poorly preserved when the degree of multidimensionality was severe. (ii) The TSE and OSE results, which were provided by using a mixed-format common-item set, preserved FOE better compared to equating results, which provided only a multiple-choice common item set. (iii) Under the unidimensional and multidimensional test structure, characteristic curve methods performed significantly better than moment scale linking methods in terms of preserving FOE and SOE properties.

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Vertical Equating Using the Rasch Model

Cited by 195 publications

References 7 publications

Temel Eğitimden Ortaöğretime Geçiş Matematik Alt Testi Asıl Sınav ve Mazeret Sınavlarının Madde Tepki Kuramına Göre Eşitlenmesi

Temel Eğitimden Ortaöğretime Geçiş Matematik Alt Testi Asıl Sınav ve Mazeret Sınavlarının Madde Tepki Kuramına Göre Eşitlenmesi

Observed Score and True Score Equating Procedures for Multidimensional Item Response Theory

The Impact of Test Dimensionality, Common-Item Set Format, and Scale Linking Methods on Mixed-Format Test Equating

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