The impact of the difficulty level of compromised common items on IRT scaling and equating under the common item equating design Online publication date: Tue, 21-Dec-2021
by Moatasim A. Barri
International Journal of Quantitative Research in Education (IJQRE), Vol. 5, No. 3, 2021
Abstract: The common item equating design requires two forms of a test which have a set of items in common in order to control for differences in examinee ability. The common set is subject to compromise when it is used repeatedly, which most likely becomes a serious threat to test fairness. If cheating occurs on common items, the equating process produces inaccurate results which might vary as a result of common item difficulty. This simulation study was conducted to evaluate the impact of the difficulty level of compromised common items on the equating process. The recovery of scaling coefficients and equated scores was assessed using bias and RMSE under various cheating conditions. The results indicated that cheating on higher-difficulty common items produced the most overestimation in the scaling coefficients; which, in turn, caused the most inflation in equating true scores for all test takers, whether they engage in cheating or not.
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