To evaluate the implications of deliberate practice when teaching test administration skills, novice, but trained, graduate student examiners administered intelligence tests to a convenience sample of volunteer school-age examinees assigned to a first test session. A second, different convenience sample of volunteer school-age examinees were…

Within an RtI problem-solving context, assessment and decision making generally center around the tasks of problem identification, problem analysis, progress monitoring, and program evaluation. We use this framework to discuss the current state of the literature regarding curriculum based measurement, its technical properties, and its utility for…

Effects of reviewing items and altering responses on examinee ability estimates, test precision, test information, decision confidence, and pass/fail status were studied for 376 examinees taking 2 certification tests. Test precision is only slightly affected by review, and average information loss can be recovered by addition of one item. (SLD)

Preference orderings among a set of options may depend on the elicitation method (e.g., choice or pricing); these preference reversals challenge traditional decision theories. Previous attempts to explain these reversals have relied on allowing utility of the options to change across elicitation methods by changing the decision weights, the…

The level of confidence in pass/fail decisions obtained with computerized adaptive tests and paper-and-pencil tests was greater for 645 medical technology students when the computer adaptive test implemented a 90 percent confidence stopping rule than for paper-and-pencil tests of comparable length. (SLD)

Describes the workings of computerized adaptive testing (CAT). Focuses on the key concept of information and then discusses two important components of a CAT system: the calibrated item bank and the testing algorithm. Describes a CAT that was designed for making placement decisions on the basis of two typical test administrations and notes the…