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Effectiveness of Equating at the Passing Score for Exams With Small Sample Sizes
Author(s) -
Wolkowitz Amanda A.,
Wright Keith D.
Publication year - 2019
Publication title -
journal of educational measurement
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.917
H-Index - 47
eISSN - 1745-3984
pISSN - 0022-0655
DOI - 10.1111/jedm.12212
Subject(s) - equating , statistics , sample size determination , item response theory , sample (material) , econometrics , test score , mathematics , type i and type ii errors , psychometrics , standardized test , chemistry , chromatography , rasch model
This article explores the amount of equating error at a passing score when equating scores from exams with small samples sizes. This article focuses on equating using classical test theory methods of Tucker linear, Levine linear, frequency estimation, and chained equipercentile equating. Both simulation and real data studies were used in the investigation. The results of the study supported past findings that as the sample sizes increase, the amount of bias in the equating at the passing score decreases. The research also highlights the importance for practitioners to understand the data, to have an informed expectation of the results, and to have a documented rationale for an acceptable amount of equating error.