ERIC Number: EJ725168
Record Type: Journal
Publication Date: 2005-Sep-22
Reference Count: 27
The Effects of Sample Size on the Equating of Test Items
Eid, Ghada K.
Education, v126 n1 p165 Fall 2005
In educational settings, achievement is one of the most significant factors for assessing the effectiveness of the educational institution, being the criterion used to evaluate the performance of individuals and institutions. The score obtained from an achievement test provides primarily two types of information: one is the degree to which the student has attained criterion performance, for example, whether he can solve a certain number of problems, while the other is the relative ordering of individuals with respect to their test performance. The use of the score itself in test interpretation depends on the number and difficulty of the items. However, scores need to be accurate and fair because they provide the basic information for all other types of scores (Grolund, 1998). However, as there are two branches in psychometric theory--classical test theory, and the more recent item response theory (IRT), there are, also, two types of test equating: horizontal equating and vertical equating (Kolen & Brennan 1995). The purpose of this paper is to introduce a simple use of Item Response Theory equating with linear equating that can address this problem.
Descriptors: Test Items, Standardized Tests, Item Response Theory, Sample Size, Item Banks, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Kuwait