More issues in observed-score equating

    Research output: Contribution to journalArticleAcademicpeer-review


    This article is a response to the commentaries on the position paper on observed-score equating by van der Linden (this issue). The response focuses on the more general issues in these commentaries, such as the nature of the observed scores that are equated, the importance of test-theory assumptions in equating, the necessity to use multiple equating transformations, and the choice of conditioning variables in equating.
    Original languageEnglish
    Pages (from-to)324-337
    JournalJournal of educational measurement
    Issue number3
    Publication statusPublished - 2013


    • METIS-301150
    • IR-88744


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