This study examined the effectiveness of the three-parameter
IRT model in vertically equating five overlapping
levels of a mathematics computation test. One
to four test levels were administered within intact
classrooms to randomly equivalent groups of third
through eighth grade students. Test characteristic
curves were derived for each grade/test level combination.
It was generally found that an examinee would
receive a higher ability estimate if the test level administered
had been calibrated on less able examinees.
Practical implications for "out-of-level" and adaptive
testing are discussed.
Harris, Deborah J & Hoover, H. D. (1987). An application of the three-parameter IRT model to vertical equating. Applied Psychological Measurement, 11, 151-159. doi:10.1177/014662168701100203
Harris, Deborah J.; Hoover, H. D..
An application of the three-parameter IRT model to vertical equating.
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