title: Can IRT Solve the Missing Data Problem in Test Equating?
abstract: In this paper test equating is considered as a missing data problem. The unobserved responses of the reference population to the new test must be imputed to specify a new cutscore. The proportion of students from the reference population that would have failed the new exam and those having failed the reference exam are made approximately the same. We investigate whether item response theory (IRT) makes it possible to identify the distribution of these missing responses and the distribution of test scores from the observed data without parametric assumptions for the ability distribution. We show that while the score distribution is not fully identifiable, the uncertainty about the score distribution on the new test due to non-identifiability is very small. Moreover, ignoring the non-identifiability issue and assuming a normal distribution for ability may lead to bias in test equating, which we illustrate in simulated and empirical data examples.
authors.affiliation: Department of Methodology and Statistics, Utrecht UniversityUtrecht, Netherlands; Psychometric Research Center, Dutch National Institute for Educational Measurement (Cito)Arnhem, Netherlands.
authors.forename: Maria
authors.initials: M
authors.lastname: Bolsinova
authors.affiliation: Psychometric Research Center, Dutch National Institute for Educational Measurement (Cito)Arnhem, Netherlands; Department of Psychology, University of AmsterdamAmsterdam, Netherlands.
authors.forename: Gunter
authors.initials: G
authors.lastname: Maris
keywords: incomplete design; item response theory; marginal Rasch model; missing data; non-identifiability; test equating