The goal of this book is to emphasize the formal statistical features of the practice of equating, linking, and scaling. The book encourages the view and discusses the quality of the equating results from the statistical perspective (new models, robustness, fit, testing hypotheses, statistical monitoring) as opposed to placing the focus on the policy and the implications, which although very important, represent a different side of the equating practice. The book contributes to establishing "equating" as a theoretical field, a view that has not been offered often before. The tradition in the practice of equating has been to present the knowledge and skills needed as a craft, which implies that only with years of experience under the guidance of a knowledgeable practitioner could one acquire the required skills. This book challenges this view by indicating how a good equating framework, a sound understanding of the assumptions that underlie the psychometric models, and the use of statistical tests and statistical process control tools can help the practitioner navigate the difficult decisions in choosing the final equating function. This book provides a valuable reference for several groups: (a) statisticians and psychometricians interested in the theory behind equating methods, in the use of model-based statistical methods for data smoothing, and in the evaluation of the equating results in applied work; (b) practitioners who need to equate tests, including those with these responsibilities in testing companies, state testing agencies, and school districts; and (c) instructors in psychometric, measurement, and psychology programs.

The goal of this book is to emphasize the formal statistical features of the practice of equating, linking, and scaling. The book encourages the view and discusses the quality of the equating results from the statistical perspective (new models, robustness, fit, testing hypotheses, statistical monitoring) as opposed to placing the focus on the policy and the implications, which although very important, represent a different side of the equating practice.

The book contributes to establishing "equating" as a theoretical field, a view that has not been offered often before. The tradition in the practice of equating has been to present the knowledge and skills needed as a craft, which implies that only with years of experience under the guidance of a knowledgeable practitioner could one acquire the required skills. This book challenges this view by indicating how a good equating framework, a sound understanding of the assumptions that underlie the psychometric models, and the use of statistical tests and statistical process control tools can help the practitioner navigate the difficult decisions in choosing the final equating function.

This book provides a valuable reference for several groups: (a) statisticians and psychometricians interested in the theory behind equating methods, in the use of model-based statistical methods for data smoothing, and in the evaluation of the equating results in applied work; (b) practitioners who need to equate tests, including those with these responsibilities in testing companies, state testing agencies, and school districts; and (c) instructors in psychometric, measurement, and psychology programs.

Intended as a resource for game developers, learning designers, and assessment experts, "Psychometric Considerations in Game-based Assessment" presents findings from efforts to build and test a new type of classroom tool - game-based assessments. This book explores the opportunities and challenges for psychometricians and measurement experts in using gameplay data to assess student learning, and proposes a design approach that links the process of game design with the process of assessment design.