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An Extension of Testlet-Based Equating to the Polytomous Testlet Response Theory Model.

Feifei Huang1, Zhe Li1, Ying Liu2

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Summary

Testlet response theory models offer more accurate results than item response theory models for equating educational tests with testlets. Large sample sizes diminish this difference, making both models perform similarly.

Keywords:
dichotomous testlet response theory modelitem response theory modelpolytomous testlet response theory modeltest equatingtestlet

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Area of Science:

  • Educational Measurement
  • Psychometrics
  • Statistics

Background:

  • Educational assessments frequently use testlets for content breadth and cognitive activity assessment.
  • Testlets in educational assessments can violate the local item independence assumption inherent in traditional models.

Purpose of the Study:

  • To evaluate item response theory (IRT) and testlet response theory (TRT) models for equating tests with testlets.
  • To examine the influence of testlet effects, testlet length, and sample size on parameter estimation.

Main Methods:

  • Simulations were conducted for both dichotomous and polytomous items.
  • Performance of IRT and TRT models was compared under various conditions.
  • Impact of testlet effect, testlet length, and sample size was analyzed.

Main Results:

  • TRT models consistently outperformed IRT models in accuracy for equating tests composed of testlets.
  • The accuracy advantage of TRT models was evident across different simulation conditions.
  • When sample sizes were large, IRT models performed comparably to TRT models.

Conclusions:

  • TRT models are beneficial for accurate equating of tests utilizing testlets.
  • The choice between IRT and TRT models may depend on the available sample size.
  • TRT models provide a more robust framework for handling the dependencies within testlets.