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Harold Doran; Testsuhiro Yamada; Ted Diaz; Emre Gonulates; Vanessa Culver – Journal of Educational Measurement, 2025
Computer adaptive testing (CAT) is an increasingly common mode of test administration offering improved test security, better measurement precision, and the potential for shorter testing experiences. This article presents a new item selection algorithm based on a generalized objective function to support multiple types of testing conditions and…
Descriptors: Computer Assisted Testing, Adaptive Testing, Test Items, Algorithms
Metsämuuronen, Jari – Practical Assessment, Research & Evaluation, 2022
This article discusses visual techniques for detecting test items that would be optimal to be selected to the final compilation on the one hand and, on the other hand, to out-select those items that would lower the quality of the compilation. Some classic visual tools are discussed, first, in a practical manner in diagnosing the logical,…
Descriptors: Test Items, Item Analysis, Item Response Theory, Cutting Scores
Bryan R. Drost; Char Shryock – Phi Delta Kappan, 2025
Creating assessment questions aligned to standards is a time-consuming task for teachers, but large language models such as ChatGPT can help. Bryan Drost & Char Shryock describe a three-step process for using ChatGPT to create assessments: 1) Ask ChatGPT to break standards into measurable targets. 2) Determine how much time to spend on each…
Descriptors: Artificial Intelligence, Computer Software, Technology Integration, Teaching Methods
Valentina Albano; Donatella Firmani; Luigi Laura; Jerin George Mathew; Anna Lucia Paoletti; Irene Torrente – Journal of Learning Analytics, 2023
Multiple-choice questions (MCQs) are widely used in educational assessments and professional certification exams. Managing large repositories of MCQs, however, poses several challenges due to the high volume of questions and the need to maintain their quality and relevance over time. One of these challenges is the presence of questions that…
Descriptors: Natural Language Processing, Multiple Choice Tests, Test Items, Item Analysis
Fuchimoto, Kazuma; Ishii, Takatoshi; Ueno, Maomi – IEEE Transactions on Learning Technologies, 2022
Educational assessments often require uniform test forms, for which each test form has equivalent measurement accuracy but with a different set of items. For uniform test assembly, an important issue is the increase of the number of assembled uniform tests. Although many automatic uniform test assembly methods exist, the maximum clique algorithm…
Descriptors: Simulation, Efficiency, Test Items, Educational Assessment
Kyeng Gea Lee; Mark J. Lee; Soo Jung Lee – International Journal of Technology in Education and Science, 2024
Online assessment is an essential part of online education, and if conducted properly, has been found to effectively gauge student learning. Generally, textbased questions have been the cornerstone of online assessment. Recently, however, the emergence of generative artificial intelligence has added a significant challenge to the integrity of…
Descriptors: Artificial Intelligence, Computer Software, Biology, Science Instruction
Zheng, Xiaying; Yang, Ji Seung – Measurement: Interdisciplinary Research and Perspectives, 2021
The purpose of this paper is to briefly introduce two most common applications of multiple group item response theory (IRT) models, namely detecting differential item functioning (DIF) analysis and nonequivalent group score linking with a simultaneous calibration. We illustrate how to conduct those analyses using the "Stata" item…
Descriptors: Item Response Theory, Test Bias, Computer Software, Statistical Analysis
Zhan, Peida; Jiao, Hong; Man, Kaiwen; Wang, Lijun – Journal of Educational and Behavioral Statistics, 2019
In this article, we systematically introduce the just another Gibbs sampler (JAGS) software program to fit common Bayesian cognitive diagnosis models (CDMs) including the deterministic inputs, noisy "and" gate model; the deterministic inputs, noisy "or" gate model; the linear logistic model; the reduced reparameterized unified…
Descriptors: Bayesian Statistics, Computer Software, Models, Test Items
Teneqexhi, Romeo; Kuneshka, Loreta; Naço, Adrian – International Association for Development of the Information Society, 2018
Organizing exams or competitions with multiple choice questions and assessment by technology today is something that happens in many educational institutions around the world. These kinds of exams or tests as a rule are done by answering questions in a so-called answer sheet form. In this form, each student or participant in the exam is obliged to…
Descriptors: Foreign Countries, Competition, Multiple Choice Tests, Computer Assisted Testing
Gregg, Nikole; Leventhal, Brian C. – Educational Measurement: Issues and Practice, 2020
In this digital ITEMS module, Nikole Gregg and Dr. Brian Leventhal discuss strategies to ensure data visualizations achieve graphical excellence. Data visualizations are commonly used by measurement professionals to communicate results to examinees, the public, educators, and other stakeholders. To do so effectively, it is important that these…
Descriptors: Data Analysis, Evidence Based Practice, Visualization, Test Results
Aybek, Eren Can; Demirtasli, R. Nukhet – International Journal of Research in Education and Science, 2017
This article aims to provide a theoretical framework for computerized adaptive tests (CAT) and item response theory models for polytomous items. Besides that, it aims to introduce the simulation and live CAT software to the related researchers. Computerized adaptive test algorithm, assumptions of item response theory models, nominal response…
Descriptors: Computer Assisted Testing, Adaptive Testing, Item Response Theory, Test Items
Mullis, Ina V. S., Ed.; Martin, Michael O., Ed.; von Davier, Matthias, Ed. – International Association for the Evaluation of Educational Achievement, 2021
TIMSS (Trends in International Mathematics and Science Study) is a long-standing international assessment of mathematics and science at the fourth and eighth grades that has been collecting trend data every four years since 1995. About 70 countries use TIMSS trend data for monitoring the effectiveness of their education systems in a global…
Descriptors: Achievement Tests, International Assessment, Science Achievement, Mathematics Achievement
Boone, William J.; Noltemeyer, Amity – Cogent Education, 2017
In order to progress as a field, school psychology research must be informed by effective measurement techniques. One approach to address the need for careful measurement is Rasch analysis. This technique can (a) facilitate the development of instruments that provide useful data, (b) provide data that can be used confidently for both descriptive…
Descriptors: Item Response Theory, School Psychology, School Psychologists, Educational Research
DeMars, Christine E.; Jurich, Daniel P. – Applied Psychological Measurement, 2012
The nonequivalent groups anchor test (NEAT) design is often used to scale item parameters from two different test forms. A subset of items, called the anchor items or common items, are administered as part of both test forms. These items are used to adjust the item calibrations for any differences in the ability distributions of the groups taking…
Descriptors: Computer Software, Item Response Theory, Scaling, Equated Scores
Pelánek, Radek; Rihák, Ji?rí – International Educational Data Mining Society, 2016
In online educational systems we can easily collect and analyze extensive data about student learning. Current practice, however, focuses only on some aspects of these data, particularly on correctness of students answers. When a student answers incorrectly, the submitted wrong answer can give us valuable information. We provide an overview of…
Descriptors: Foreign Countries, Online Systems, Geography, Anatomy