測驗等化係將兩份測驗分數建立在同一量尺上做比較，而在兩份試卷中放入相同的定錨試題為常用的等化設計。相關文獻指出，若試題參數含有誤差，將導致考生能力估計值產生偏誤。本研究擬探討在不同試題反應模式下，定錨試題不同程度的估計誤差以及不同測驗人數、測驗題數、定錨題數比例對於測驗等化結果造成之影響。研究結果顯示，定錨試題參數估計誤差的大小會直接反應在測驗等化上，其中又以難度參數含有估計誤差時影響較大；而增加測驗題數可以降低等化的偏誤，測驗人數的多寡則影響不大，定錨試題比例為總試題數的20%至30%等化效果最佳。

Test equating is a statistical process to adjust scores on different forms to the same scale. According to the item response theory, while processing test equating, anchor items must be involved in different tests, so that they can be served as a link among these tests. According to related references, an error that occurs during item calibration can affect the capability estimation of the tested. This research discusses that, with different reaction modes towards different items, the anchor items can cause errors under different parameters and levels; and that different amounts of the tested, test items, and anchor items have certain impacts on test equating. The result shows that the level of errors occurred in the anchor items can be directly reflected on the test equating, which has greater impact when the difficulty parameters have estimation errors; and increasing test items can reduce bias during test equating, while the amount of the tested has not much impact, and finally, the equating of the anchor shows the best effect when it takes up to 20% to 30% of test items.

目錄
第壹章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與問題 2
第貳章 文獻探討 3
第一節 測驗理論 3
第二節 測驗等化的意義與設計 10
第三節 測驗等化的方法 13
第四節 測量誤差 16
第參章 研究方法 17
第一節 研究工具 17
第二節 研究設計 17
第三節 研究步驟 20
第肆章 研究結果與分析 22
第一節 定錨參數含有固定分配誤差對等化之影響 22
第二節 參數範圍不同比例分配誤差對等化之影響 30
第三節 使用逐次停止規則下所可能產生的誤差對等化之影響 38
第伍章 結論與建議 41
第一節 結論 41
第二節 建議 42
參考文獻 43
中文文獻 43
英文文獻 43

參考文獻
中文文獻
王寶墉(1995)。現代測驗理論。台北市: 心理出版社有限公司。
余民寧(1992)。試題反應理論的介紹(七)-- 訊息函數。 研習資訊，9(6)，5-9。
余民寧(1993)。試題反應理論的介紹(九)-- 測驗分數的等化(上)。研習資訊，10(2)，6-11。
英文文獻
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Stocking, M. L., & Lord, F. M. (1983). Developing a common metric in item response theory. Applied Psychological Measurement, 7, 201-210.