Educational Sciences: Theory & Practice

ISSN: 2630-5984

The Impact of Test Dimensionality, Common-Item Set Format, and Scale Linking Methods on Mixed-Format Test Equating

Neşe Öztürk Gübeş
Department of Educational Sciences, Faculty of Education, Mehmet Akif Ersoy University, Burdur Turkey
Hülya Kelecioğlu
Department of Educational Sciences, Hacettepe University, Ankara Turkey


The purpose of this study was to examine the impact of dimensionality, common-item set format, and different scale linking methods on preserving equity property with mixed-format test equating. Item response theory (IRT) true-score equating (TSE) and IRT observed-score equating (OSE) methods were used under common-item nonequivalent groups design. The equity property was evaluated based on firstorder equity (FOE) and second-order equity (SOE) properties. A simulation study was conducted based on actual item parameter estimates obtained from the TIMSS 2011 8th grade mathematics assessment. The results showed that: (i) The FOE and SOE properties were best preserved under the unidimensional condition, were poorly preserved when the degree of multidimensionality was severe. (ii) The TSE and OSE results, which were provided by using a mixed-format common-item set, preserved FOE better compared to equating results, which provided only a multiple-choice common item set. (iii) Under the unidimensional and multidimensional test structure, characteristic curve methods performed significantly better than moment scale linking methods in terms of preserving FOE and SOE properties.

Test equating, Mixed-format tests, First-order equity, Second-order equity, Item response theory.