If examinees are permitted to choose to answer a subset of the questions on a test, just knowing which questions were chosen can provide a measure of proficiency that may be as reliable as would have been obtained from the test graded traditionally. This new method of scoring is much less time consuming and expensive for both the examinee and the…

Polytomous item response theory models and the research that has been conducted to investigate a variety of possible operational procedures for polytomous model-based computerized adaptive testing (CAT) are reviewed, along with studies comparing polytomous CAT systems with competing item response theory models. (SLD)

Describes a system in which questions tailored to the examinee's capabilities are administered by computer. Enumerates possible benefits of the system, reviews the "state of the art," and predicts potential applications of computerized adaptive testing. (MCG)

This article summarizes results from tests that have allowed examinee choice of test items. It paints a bleak psychometric picture for the use of examinee choice within fair tests. Choice is anathema to standardized testing unless the aspects that characterize the test are irrelevant to what is being tested. (SLD)

Two new methods for improving the measurement precision of a general test factor are proposed and evaluated. One new method provides a multidimensional item response theory estimate obtained from conventional administrations of multiple-choice test items that span general and nuisance dimensions. The other method chooses items adaptively to…

Studied the use of adaptive testing when examinees are classified into three categories. Established testing algorithms with two different statistical computation procedures and evaluated them through simulation using an operative item bank from Dutch basic adult education. Results suggest a reduction of at least 22% in the mean number of items…

Modern applications of computerized adaptive testing (CAT) are typically grounded in item response theory (IRT; Lord, 1980). While the IRT foundations of adaptive testing provide a number of approaches to adaptive test scoring that may seem natural and efficient to psychometricians, these approaches may be more demanding for test takers, test…

Issues concerning the cost and feasibility of using Formulating Hypotheses (FH) test item types for the Graduate Record Examinations have slowed research into their use. This project focused on two major issues that need to be addressed in considering FH items for operational use: the costs of scoring and the assignment of scores along a range of…

Application of computer-assisted testing (CAT) to measurement in the Portland (Oregon) Public Schools is described. Focus is on MicroCAT's developmental subsystem, which allows creation of items and test design specifications. Changes in CAT procedures allowing MicroCAT to function in existing testing systems and uses/limitations of MicroCAT…

Computerized adaptive tests (CATs) make it possible to estimate the ability of each student during the testing process. The computer presents items to students at the appropriate level, and students take different versions of the same test. Computerized testing increases the flexibility of test management in that: (1) tests are given on demand and…

Issues that must be addressed in the large-scale application of computerized adaptive testing are explored, including considerations of test design, scoring, test administration, item and item bank development, and other aspects of test construction. Possible solutions and areas in which additional work is needed are identified. (SLD)

This report summarizes the results from two studies. The first assessed the comparability of scores derived from linear computer-based (CBT) and computer adaptive (CAT) versions of the three Graduate Record Examinations (GRE) General Test measures. A verbal CAT was taken by 1,507, a quantitative CAT by 1,354, and an analytical CAT by 995…

This paper reviews the salient characteristics of the current inventory of large-scale achievement tests, analyzes two recent proposals for creating a national testing program, and describes a new approach to statewide and nationwide testing that RAND is examining. Section 2 discusses the criteria typically used for evaluating large-scale testing…

Computerized adaptive testing for language teaching and learning takes advantage of two properties of the computer: its number-crunching and multiple-branching capabilities. Adaptive testing has also been called tailored testing because it aims at presenting items that suit the student's competence and that are informative, using an item bank and…

This paper reviews 18 microcomputer software item banks on an individual basis. Software Programs reviewed are AIMS (Academic Instructional Measurement System); CREATE-A-TEST; Exam Builder; Exams and Examiner; MicroCAT; Multiple Choice Files; P.D.Q. Builder; Quiz Rite; Teacher Create Series (5 programs); TAP (Testing Authoring Program); TestBank…