In large-scale low-stake assessment such as the Programme for International Student Assessment (PISA), students may skip items (missingness) which are within their ability to complete. The detection and taking care of these noneffortful responses, as a measure of test-taking motivation, is an important issue in modern psychometric models.…

This paper discusses different conceptual frameworks for measuring mathematics pedagogical content knowledge (MPCK) in international comparison studies. Two large-scale international comparative studies, "Mathematics Teaching in the Twenty-First Century" (MT21; Schmidt et al., 2011) and the "Teacher Education and Development Study…

In a selected response test, aberrant responses such as careless errors and lucky guesses might cause error in ability estimation because these responses do not actually reflect the knowledge that examinees possess. In a computerized adaptive test (CAT), these aberrant responses could further cause serious estimation error due to dynamic item…

The aim of the present study was to develop an on-line assessment system with constructed response items in the context of elementary mathematics curriculum. The system recorded the problem solving process of constructed response items and transfered the process to response codes for further analyses. An inference mechanism based on artificial…

The aim of this study was to examine the validation of the Hooper Visual Organization Test (HVOT) for use in children by testing for item fit, unidimensionality, item hierarchy, reliability, and screening capacity. A modified scoring system was devised for the HVOT so that children received some credit for being able to describe the function of…

This study aimed to explore the effects of marking and metacognition-evaluated feedback (MEF) in computer-based testing (CBT) on student performance and review behavior. Marking is a strategy, in which students place a question mark next to a test item to indicate an uncertain answer. The MEF provided students with feedback on test results…

The authors investigated the Chinese version of the Beck Depression Inventory-II (BDI-II-C; Chinese Behavioral Science Corporation, 2000) within the Rasch framework in terms of dimensionality, item difficulty, and category functioning. Two underlying scale dimensions, relatively high item difficulties, and a need for collapsing 2 response…

The rapid advance of information and communication technologies (ICT) has important impacts on teaching and learning, as well as on the educational assessment. Teachers may create assessments utilizing some developed assessment software or test authoring tools. However, problems could occur, such as neglecting key concepts in the curriculum or…

E-learning provides a convenient and efficient way for learning. Formative assessment not only guides student in instruction and learning, diagnose skill or knowledge gaps, but also measures progress and evaluation. An efficient and convenient e-learning formative assessment system is the key character for e-learning. However, most e-learning…

Traditional approaches to the investigation of the objectivity of ratings for constructed-response items are based on classical test theory, which is item-dependent and sample-dependent. Item response theory overcomes this drawback by decomposing item difficulties into genuine difficulties and rater severity. In so doing, objectivity of ability…

Proposes a factorial procedure for investigating differential distractor functioning in multiple choice items that models each distractor with a distinct distractibility parameter. Results of a simulation study show that the parameters of the proposed modeling were recovered very well. Analysis of 10 4-choice items from a college entrance…

This study examined whether the original factor structure of the Parent Success Indicator (PSI) could be replicated with scores from generational views on both the English- and Mandarin-language versions of the instrument. The 60-item PSI was evaluated using responses from 840 Taiwanese parents (n = 429) and their 10- to 14-year-old adolescents (n…

The author analyzes properties of mutual information between dichotomous concepts and test items. The properties generalize some common intuitions about item comparison, and provide principled foundations for designing item-selection heuristics for student assessment in computer-assisted educational systems. The proposed item-selection strategies…