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Yigiter, Mahmut Sami; Dogan, Nuri – Measurement: Interdisciplinary Research and Perspectives, 2023
In recent years, Computerized Multistage Testing (MST), with their versatile benefits, have found themselves a wide application in large scale assessments and have increased their popularity. The fact that forms can be made ready before the exam application, such as a linear test, and that they can be adapted according to the test taker's ability…
Descriptors: Programming Languages, Monte Carlo Methods, Computer Assisted Testing, Test Format
Ince Araci, F. Gul; Tan, Seref – International Journal of Assessment Tools in Education, 2022
Computerized Adaptive Testing (CAT) is a beneficial test technique that decreases the number of items that need to be administered by taking items in accordance with individuals' own ability levels. After the CAT applications were constructed based on the unidimensional Item Response Theory (IRT), Multidimensional CAT (MCAT) applications have…
Descriptors: Adaptive Testing, Computer Assisted Testing, Simulation, Item Response Theory
Elkhatat, Ahmed M. – International Journal for Educational Integrity, 2022
Examinations form part of the assessment processes that constitute the basis for benchmarking individual educational progress, and must consequently fulfill credibility, reliability, and transparency standards in order to promote learning outcomes and ensure academic integrity. A randomly selected question examination (RSQE) is considered to be an…
Descriptors: Integrity, Monte Carlo Methods, Credibility, Reliability
Musa Adekunle Ayanwale; Mdutshekelwa Ndlovu – Journal of Pedagogical Research, 2024
The COVID-19 pandemic has had a significant impact on high-stakes testing, including the national benchmark tests in South Africa. Current linear testing formats have been criticized for their limitations, leading to a shift towards Computerized Adaptive Testing [CAT]. Assessments with CAT are more precise and take less time. Evaluation of CAT…
Descriptors: Adaptive Testing, Benchmarking, National Competency Tests, Computer Assisted Testing
Erdem-Kara, Basak; Dogan, Nuri – International Journal of Assessment Tools in Education, 2022
Recently, adaptive test approaches have become a viable alternative to traditional fixed-item tests. The main advantage of adaptive tests is that they reach desired measurement precision with fewer items. However, fewer items mean that each item has a more significant effect on ability estimation and therefore those tests are open to more…
Descriptors: Item Analysis, Computer Assisted Testing, Test Items, Test Construction
Esther Ulitzsch; Steffi Pohl; Lale Khorramdel; Ulf Kroehne; Matthias von Davier – Journal of Educational and Behavioral Statistics, 2024
Questionnaires are by far the most common tool for measuring noncognitive constructs in psychology and educational sciences. Response bias may pose an additional source of variation between respondents that threatens validity of conclusions drawn from questionnaire data. We present a mixture modeling approach that leverages response time data from…
Descriptors: Item Response Theory, Response Style (Tests), Questionnaires, Secondary School Students
Erdem-Kara, Basak – International Journal of Assessment Tools in Education, 2019
Computer adaptive testing is an important research field in educational measurement, and simulation studies play a critically important role in CAT development and evaluation. Both Monte Carlo and Post Hoc simulations are frequently used in CAT studies in order to investigate the effects of different factors on test efficiency and to compare…
Descriptors: Computer Assisted Testing, Adaptive Testing, Programming Languages, Monte Carlo Methods
Tsaousis, Ioannis; Sideridis, Georgios D.; AlGhamdi, Hannan M. – Journal of Psychoeducational Assessment, 2021
This study evaluated the psychometric quality of a computerized adaptive testing (CAT) version of the general cognitive ability test (GCAT), using a simulation study protocol put forth by Han, K. T. (2018a). For the needs of the analysis, three different sets of items were generated, providing an item pool of 165 items. Before evaluating the…
Descriptors: Computer Assisted Testing, Adaptive Testing, Cognitive Tests, Cognitive Ability
Eckes, Thomas; Jin, Kuan-Yu – International Journal of Testing, 2021
Severity and centrality are two main kinds of rater effects posing threats to the validity and fairness of performance assessments. Adopting Jin and Wang's (2018) extended facets modeling approach, we separately estimated the magnitude of rater severity and centrality effects in the web-based TestDaF (Test of German as a Foreign Language) writing…
Descriptors: Language Tests, German, Second Languages, Writing Tests
Liu, Shuchang; Cai, Yan; Tu, Dongbo – Journal of Educational Measurement, 2018
This study applied the mode of on-the-fly assembled multistage adaptive testing to cognitive diagnosis (CD-OMST). Several and several module assembly methods for CD-OMST were proposed and compared in terms of measurement precision, test security, and constrain management. The module assembly methods in the study included the maximum priority index…
Descriptors: Adaptive Testing, Monte Carlo Methods, Computer Security, Clinical Diagnosis
Yasuda, Jun-ichiro; Mae, Naohiro; Hull, Michael M.; Taniguchi, Masa-aki – Physical Review Physics Education Research, 2021
As a method to shorten the test time of the Force Concept Inventory (FCI), we suggest the use of computerized adaptive testing (CAT). CAT is the process of administering a test on a computer, with items (i.e., questions) selected based upon the responses of the examinee to prior items. In so doing, the test length can be significantly shortened.…
Descriptors: Foreign Countries, College Students, Student Evaluation, Computer Assisted Testing
Sahin, Alper; Ozbasi, Durmus – Eurasian Journal of Educational Research, 2017
Purpose: This study aims to reveal effects of content balancing and item selection method on ability estimation in computerized adaptive tests by comparing Fisher's maximum information (FMI) and likelihood weighted information (LWI) methods. Research Methods: Four groups of examinees (250, 500, 750, 1000) and a bank of 500 items with 10 different…
Descriptors: Computer Assisted Testing, Adaptive Testing, Test Items, Test Content
Leroux, Audrey J.; Dodd, Barbara G. – Journal of Experimental Education, 2016
The current study compares the progressive-restricted standard error (PR-SE) exposure control method with the Sympson-Hetter, randomesque, and no exposure control (maximum information) procedures using the generalized partial credit model with fixed- and variable-length CATs and two item pools. The PR-SE method administered the entire item pool…
Descriptors: Computer Assisted Testing, Adaptive Testing, Comparative Analysis, Error of Measurement
Wang, Shiyu; Yang, Yan; Culpepper, Steven Andrew; Douglas, Jeffrey A. – Journal of Educational and Behavioral Statistics, 2018
A family of learning models that integrates a cognitive diagnostic model and a higher-order, hidden Markov model in one framework is proposed. This new framework includes covariates to model skill transition in the learning environment. A Bayesian formulation is adopted to estimate parameters from a learning model. The developed methods are…
Descriptors: Skill Development, Cognitive Measurement, Cognitive Processes, Markov Processes
Sahin, Alper; Weiss, David J. – Educational Sciences: Theory and Practice, 2015
This study aimed to investigate the effects of calibration sample size and item bank size on examinee ability estimation in computerized adaptive testing (CAT). For this purpose, a 500-item bank pre-calibrated using the three-parameter logistic model with 10,000 examinees was simulated. Calibration samples of varying sizes (150, 250, 350, 500,…
Descriptors: Adaptive Testing, Computer Assisted Testing, Sample Size, Item Banks