Advertisement

Advances in Health Sciences Education

, Volume 13, Issue 1, pp 3–10 | Cite as

Item Response Theory Test Equating in Health Sciences Education

  • Georgina Guilera*Email author
  • Juana Gómez
Article

Abstract

In the context of health sciences education, and education in general, the knowledge or ability of one or several subjects in a specific area is frequently compared using different forms of a test, or by means of different instruments aimed at measuring this knowledge or ability. In such cases, test scores must be equated so that they can be properly compared. The present article aims to explain the equating of scores within the framework of item response theory (IRT), special emphasis being placed on its application in the field of health sciences education. Although there are many data collection designs that can be used within the framework of score equating, the three most widely used designs are single group, randomly equivalent groups and non-equivalent groups with anchor test. Likewise, there are different equating procedures within IRT, such as the mean/mean and mean/sigma methods, or methods based on the characteristic curve. The equating of scores must ensure that examinees taking a test do so under the same conditions; however, the procedure is also highly useful in creating a bank of items that can be used subsequently in new tests.

Keywords

education educational measurement health sciences education item response theory medical methods test equating 

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

Notes

Acknowledgements

This study was partially supported by grants 2005FIR 00277 and 2005SGR00365 from the “Departament d’Universitats, Recerca i Societat de la Informació de la Generalitat de Catalunya”, and SEJ2005-09144-C02-02 from Spain’s “Ministerio de Ciencia y Tecnología” under European Regional Development Found (ERDF).

References

  1. Angoff W.A. (1971). Scales, norms, and equivalent scores. In: Thorndike R.L. (ed) Educational Measurement. (2nd edition), Washington: American Council on Education. pp. 508–600Google Scholar
  2. Brennan R.L., Kolen M.J. (1987). A reply to Angoff Applied Psychological Measurement 11: 301–306CrossRefGoogle Scholar
  3. Crocker L., Algina J. (1986). Introduction to Classical and Modern Test Theory New York: Holt, Rinehart & WinstonGoogle Scholar
  4. Downing S.M. (2003). Item response theory: Applications of modern test theory in medical education Medical Education 37: 739–745CrossRefGoogle Scholar
  5. Embretson S.E., Reise S.P. (2000). Item Response Theory for Psychologists. New Jersey: Lawrence Erlbaum AssociatesGoogle Scholar
  6. Haebara T. (1980). Equating logistic ability scales by a weighted least squares method Japanese Psychological Research 22: 144–149Google Scholar
  7. Hambleton R.K., Swaminathan H., Rogers H.J. (1991). Fundamentals of Item Response Theory. California: Sage PublicationsGoogle Scholar
  8. Kolen M.J., Brennan R.L. (1995). Test Equating: Methods and Practices. New York: Springer VerlagGoogle Scholar
  9. Lord F.M. (1980). Applications of Item Response Theory to Practical Testing Problems New Jersey: Lawrence Erlbaum AssociatesGoogle Scholar
  10. Loyd B., Engelhard G., Crocker L. (1996). Achieving form-to-form comparability: Fundamental issues and proposed strategies for equating performance assessments for teachers Educational Assessment 3: 99–110CrossRefGoogle Scholar
  11. Loyd B.H., Hoover H.D. (1980). Vertical equating using the Rasch Model Journal of Educational Measurement 17: 179–193CrossRefGoogle Scholar
  12. Marco G.L. (1977). Item characteristic curve solutions to three intractable testing problems Journal of Educational Measurement 14:139–160CrossRefGoogle Scholar
  13. Stocking M.L., Lord F.M. (1983). Developing a common metric in item response theory Applied Psychological Measurement 7:201–210CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media, Inc. 2006

Authors and Affiliations

  1. 1.Departament de Metodologia de les Ciències del Comportament, Facultat de PsicologiaUniversitat de BarcelonaBarcelonaSpain

Personalised recommendations