Standard Errors of IRT Linking Coefficients in Test Equating for Mixed-Format Tests

Methods for estimating IRT linking coefficients in single-format test equating have been extended to mixed-format tests, yet little research has examined the standard errors of these coefficients. This study demonstrates the application of the bootstrap and multiple imputation methods, and reformulates the delta method, to estimate the standard errors of linking coefficients in test equating for mixed-format tests. Using simulated and real data, we evaluated the performance of the three approaches and examined the impact of common-item format on the estimates of standard errors. Results indicated that all three methods produced standard errors that were extremely close to the criterion empirical standard errors. The standard errors that were estimated based on the common items composed solely polytomous items were generally smaller than those derived based on the common items with only dichotomous item or mixed dichotomous and polytomout items, which was especially pronounced salient when using the moment equating methods.

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Publication Details

Journal
Applied Measurement in Education
Published
2026-06-25
DOI
https://doi.org/10.1080/08957347.2026.2688773
Primary Topic
Psychometric Methodologies and Testing
Type
article
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article

Standard Errors of IRT Linking Coefficients in Test Equating for Mixed-Format Tests

Zhonghua Zhang, Matthew G. R. Courtney
Applied Measurement in Education
Psychometric Methodologies and Testing
article

Standard Errors of IRT Linking Coefficients in Test Equating for Mixed-Format Tests

Zhonghua Zhang, Matthew G. R. Courtney
article en

Abstract

Methods for estimating IRT linking coefficients in single-format test equating have been extended to mixed-format tests, yet little research has examined the standard errors of these coefficients. This study demonstrates the application of the bootstrap and multiple imputation methods, and reformulates the delta method, to estimate the standard errors of linking coefficients in test equating for mixed-format tests. Using simulated and real data, we evaluated the performance of the three approaches and examined the impact of common-item format on the estimates of standard errors. Results indicated that all three methods produced standard errors that were extremely close to the criterion empirical standard errors. The standard errors that were estimated based on the common items composed solely polytomous items were generally smaller than those derived based on the common items with only dichotomous item or mixed dichotomous and polytomout items, which was especially pronounced salient when using the moment equating methods.

Applied Measurement in Education
The University of Melbourne (AU), Nazarbayev University (KZ)
Openalex Percentile: Top 4%
Psychometric Methodologies and Testing
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Standard Errors of IRT Linking Coefficients in Test Equating for Mixed-Format Tests — Zhonghua Zhang, Matthew G. R. Courtney · Applied Measurement in Education (2026) | TGRS Research Map | TGRS