The studies in this thesis focus on the appropriateness of the IRT model applied in equating of examinations. In practise the Rasch model is applied with the central school leaving examination in language comprehension in the Netherlands. The main research topics of this thesis are to assess whether the equating results change if more general IRT models are applied and to what extend these models improve model fit. The appropriateness of the IRT models for equating of the examination in language comprehension were compared by two methods. First, it was assessed whether different models result in different equivalent scores. Second, it was assessed whether different models improve model fit, where model fit is assessed by evaluating whether using different subgroups of students results in different equivalent scores.
|Award date||12 May 2000|
|Place of Publication||Enschede|
|Publication status||Published - 12 May 2000|