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| Kusawazisha Vipimo× | Nadharia ya Itikio la Kipengee (IRT)× | |
|---|---|---|
| Nyanja | Saikometriki | Saikometriki |
| Familia | Latent structure | Latent structure |
| Mwaka wa asili≠ | 1984 (modern statistical treatment) | 1952–1968 |
| Mwanzilishi≠ | Kolen & Brennan (foundational treatise, 2004/2014); Holland & Dorans (2006) | Frederic M. Lord (and Allan Birnbaum for the 2PL/3PL models) |
| Aina≠ | Score transformation / latent-scale calibration | Probabilistic measurement model |
| Chanzo asilia≠ | Kolen, M.J. & Brennan, R.L. (2014). Test Equating, Scaling, and Linking: Methods and Practices (3rd ed.). Springer. ISBN: 978-1-4939-0316-6 | Lord, F. M. & Novick, M. R. (1968). Statistical Theories of Mental Test Scores. Addison-Wesley. link ↗ |
| Majina mbadala≠ | Test Eşitleme (Test Equating), score equating, equipercentile equating, IRT true-score equating | IRT, latent trait theory, item characteristic curve theory, modern test theory |
| Zinazohusiana≠ | 4 | 5 |
| Muhtasari≠ | Test equating is a family of statistical methods that converts scores earned on one test form onto the score scale of another form, so that scores from different administrations or versions can be compared and reported on a common metric. The foundational modern treatment is Kolen and Brennan (2004/2014); Holland and Dorans (2006) provide the authoritative chapter-length overview within the field of educational measurement. | Item response theory models the probability that a respondent answers an item correctly (or endorses it) as a function of the respondent's latent trait level and the item's own statistical properties — difficulty, discrimination, and guessing. Unlike classical test theory, IRT places persons and items on the same scale, yielding measurement that is sample-independent for items and test-independent for persons. |
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