Some conceptual issues in observed-score equating

    Research output: Contribution to journalArticleAcademicpeer-review

    7 Citations (Scopus)

    Abstract

    In spite of all of the technical progress in observed-score equating, several of the more conceptual aspects of the process still are not well understood. As a result, the equating literature struggles with rather complex criteria of equating, lack of a test-theoretic foundation, confusing terminology, and ad hoc analyses. A return to Lord's foundational criterion of equity of equating, a derivation of the true equating transformation from it, and mainstream statistical treatment of the problem of estimating the transformation for various data-collection designs exist as a solution to the problem.
    Original languageEnglish
    Pages (from-to)249-285
    JournalJournal of educational measurement
    Volume50
    Issue number3
    DOIs
    Publication statusPublished - 2013

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    Terminology
    technical language
    equity
    lack
    literature

    Keywords

    • METIS-301148
    • IR-88743

    Cite this

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    title = "Some conceptual issues in observed-score equating",
    abstract = "In spite of all of the technical progress in observed-score equating, several of the more conceptual aspects of the process still are not well understood. As a result, the equating literature struggles with rather complex criteria of equating, lack of a test-theoretic foundation, confusing terminology, and ad hoc analyses. A return to Lord's foundational criterion of equity of equating, a derivation of the true equating transformation from it, and mainstream statistical treatment of the problem of estimating the transformation for various data-collection designs exist as a solution to the problem.",
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    author = "{van der Linden}, {Willem J.}",
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    language = "English",
    volume = "50",
    pages = "249--285",
    journal = "Journal of educational measurement",
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    }

    Some conceptual issues in observed-score equating. / van der Linden, Willem J.

    In: Journal of educational measurement, Vol. 50, No. 3, 2013, p. 249-285.

    Research output: Contribution to journalArticleAcademicpeer-review

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    AB - In spite of all of the technical progress in observed-score equating, several of the more conceptual aspects of the process still are not well understood. As a result, the equating literature struggles with rather complex criteria of equating, lack of a test-theoretic foundation, confusing terminology, and ad hoc analyses. A return to Lord's foundational criterion of equity of equating, a derivation of the true equating transformation from it, and mainstream statistical treatment of the problem of estimating the transformation for various data-collection designs exist as a solution to the problem.

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