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Sarvela, Paul D.; Noonan, John V. – Educational Technology, 1988
Describes measurement problems associated with computer based testing (CBT) programs when they are part of a computer assisted instruction curriculum. Topics discussed include CBT standards; selection of item types; the contamination of items that arise from test design strategies; and the non-equivalence of comparison groups in item analyses. (8…
Descriptors: Computer Assisted Instruction, Computer Assisted Testing, Item Analysis, Psychometrics
Peer reviewedHambleton, Ronald K. – Educational Measurement: Issues and Practice, 1984
The purpose of this paper is to describe some of the current changes in test development that are taking place because of the availability and capabilities of computers, especially microcomputers. Item banking and test assembly are discussed, and a comprehensive testing system is described. (BW)
Descriptors: Computer Assisted Testing, Computer Software, Educational Testing, Elementary Secondary Education
Peer reviewedRoeber, Edward D. – Educational Measurement: Issues and Practice, 1984
In every instance in the process of constructing and using a test, the microcomputer can aid the classroom teacher. However, the teacher will not apply the microcomputer to classroom testing without added training both in classroom testing and in using the microcomputer. (BW)
Descriptors: Computer Assisted Testing, Educational Testing, Elementary Secondary Education, Item Analysis
Peer reviewedNelson, Larry R. – Educational Measurement: Issues and Practice, 1984
The author argues that scoring, reporting, and deriving final grades can be considerably assisted by using a computer. He also contends that the savings in time and the computer database formed will allow instructors to determine test quality and reflect on the quality of instruction. (BW)
Descriptors: Achievement Tests, Affective Objectives, Computer Assisted Testing, Educational Testing
Choppin, Bruce – Evaluation in Education: An International Review Series, 1985
The potential value of developing item banks that would both guarantee the quality of teacher-made examinations and allow for national comparison of student achievement is described. Use of Rasch model methods, rather than classical item analysis techniques, to calibrate the items for these banks is illustrated. (BS)
Descriptors: Achievement Tests, Computer Assisted Testing, Educational Assessment, Elementary Secondary Education
Peer reviewedXiao-Fan, Li – Computer Assisted Language Learning, 2000
Reveals how English test item analysis is carried out with the help of a computer-programmed approach, what significance this has, and how beneficial it could be to teachers of English all over the world. (Author/VWL)
Descriptors: Computer Assisted Instruction, Computer Assisted Testing, English (Second Language), Item Analysis
Peer reviewedKolstad, Rosemarie K.; And Others – Education, 1984
Provides guidelines for teachers writing machine-scored examinations. Explains the use of item analysis (discrimination index) to single test items that should be improved or eliminated. Discusses validity and reliability of classroom achievement tests in contrast to norm-referenced examinations. (JHZ)
Descriptors: Achievement Tests, Computer Assisted Testing, Criterion Referenced Tests, Item Analysis
