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Some Conceptual Issues in Observed‐Score Equating

Journal of Educational Measurement

Published online on

Abstract

In spite of all of the technical progress in observed‐score equating, several of the more conceptual aspects of the process still are not well understood. As a result, the equating literature struggles with rather complex criteria of equating, lack of a test‐theoretic foundation, confusing terminology, and ad hoc analyses. A return to Lord's foundational criterion of equity of equating, a derivation of the true equating transformation from it, and mainstream statistical treatment of the problem of estimating the transformation for various data‐collection designs exist as a solution to the problem.