Abstract

Educational assessments tests are often constructed using testlets because of the flexibility to test various aspects of the cognitive activities and broad content sampling. However, the violation of the local item independence assumption is inevitable when tests are built using testlet items. In this study, simulations are conducted to evaluate the performance of item response theory models and testlet response theory models for both the dichotomous and polytomous items in the context of equating tests composed of testlets. We also examine the impact of testlet effect, length of testlet items, and sample size on estimating item and person parameters. The results show that more accurate performance of testlet response theory models over item response theory models was consistently observed across the studies, which supports the benefits of using the testlet response theory models in equating for tests composed of testlets. Further, results of the study indicate that when sample size is large, item response theory models performed similarly to testlet response theory models across all studies.