Abstract
The Rasch models routinely handle missing data. It is possible for subsets of persons to respond to different subsets of items which have been established to be in the same frame of reference, and have person estimates on the same scale. As a result, testequating when only some items are common between two assessments assessing the same variable is facilitated.
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References
Rasch, G. (1960/1980). Probabilistic models for some intelligence and attainment tests. Expanded edition (1980) with foreword and afterword by B. D. Wright (Ed.). Chicago: The University of Chicago Press. Reprinted (1993) Chicago: MESA Press.
Styles, I., & Andrich, D. (1993). Linking the standard and advanced forms of the Raven’s Progressive Matrices in both the pencil-and-paper and computer-adaptive-testing formats. Educational and Psychological Measurement,53(4), 905–925.
Further Reading
Andrich, D. (1988). Rasch models for measurement (pp. 57–60). Newbury Park, CA: Sage.
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Andrich, D., Marais, I. (2019). Equating—Linking Instruments Through Common Items. In: A Course in Rasch Measurement Theory. Springer Texts in Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-7496-8_11
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DOI: https://doi.org/10.1007/978-981-13-7496-8_11
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