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Peer reviewedMislevy, Robert J.; And Others – Journal of Educational Measurement, 1993
This paper illustrates how, in the item-response theory framework, collateral information about test items can augment or replace examinee responses when linking or equating new tests to established scales, using data from the Pre-Professional Skills Test for approximately 40,000 examinees. Collateral information can predict item operating…
Descriptors: College Students, Equated Scores, Equations (Mathematics), Higher Education
