NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 7 results Save | Export
The Relationship between Examinee Anxiety and Preference for Self-Adapted Testing.
Peer reviewed Peer reviewed
Wise, Steven L.; And Others – Applied Measurement in Education, 1994
The hypothesis that previously found effects of self-adapted testing (SAT) are attributable to examinees' having an increased perception of control over a stressful testing situation was studied with 377 college students who took computerized adaptive tests or SAT. The strongest preference for SAT was seen in individuals with the highest…
Descriptors: Adaptive Testing, College Students, Computer Assisted Testing, Higher Education
Examinee Judgments of Changes in Item Difficulty: Implications for Item Review in Computerized Adaptive Testing.
Peer reviewed Peer reviewed
Wise, Steven L.; Finney, Sara J.; Enders, Craig K.; Freeman, Sharon A.; Severance, Donald D. – Applied Measurement in Education, 1999
Examined whether providing item review on a computerized adaptive test could be used by examinees to inflate their scores. Two studies involving 139 undergraduates suggest that examinees are not highly proficient at discriminating item difficulty. A simulation study showed the usefulness of a strategy identified by G. Kingsbury (1996) as a way to…
Descriptors: Adaptive Testing, Computer Assisted Testing, Difficulty Level, Higher Education
A Comparison of the Generalizability of Scores Produced by Expert Raters and Automated Scoring Systems.
Peer reviewed Peer reviewed
Clauser, Brian E.; Swanson, David B.; Clyman, Stephen G. – Applied Measurement in Education, 1999
Performed generalizability analyses of expert ratings and computer-produced scores for a computer-delivered performance assessment of physicians' patient management skills. The two automated scoring systems produced scores for the 200 medical students that were approximately as generalizable as those produced by the four expert raters. (SLD)
Descriptors: Comparative Analysis, Computer Assisted Testing, Generalizability Theory, Higher Education
The Cognitive Equivalence of Reading Comprehension Test Items via Computerized and Paper-and-Pencil Administration.
Peer reviewed Peer reviewed
Kobrin, Jennifer L.; Young, John W. – Applied Measurement in Education, 2003
Studied the cognitive equivalence of computerized and paper-and-pencil reading comprehension tests using verbal protocol analysis. Results for 48 college students indicate that the only significant difference between the computerized and paper-and-pencil tests was in the frequency of identifying important information in the passage. (SLD)
Descriptors: Cognitive Processes, College Students, Computer Assisted Testing, Difficulty Level
Practical Issues in Large-Scale Computerized Adaptive Testing.
Peer reviewed Peer reviewed
Mills, Craig N.; Stocking, Martha L. – Applied Measurement in Education, 1996
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)
Descriptors: Adaptive Testing, Computer Assisted Testing, Elementary Secondary Education, Higher Education
Individual Differences and Test Administration Procedures: A Comparison of Fixed-Item, Computerized-Adaptive, and Self-Adapted Testing.
Peer reviewed Peer reviewed
Vispoel, Walter P.; And Others – Applied Measurement in Education, 1994
Vocabulary fixed-item (FIT), computerized-adaptive (CAT), and self-adapted (SAT) tests were compared with 121 college students. CAT was more precise and efficient than SAT, which was more precise and efficient than FIT. SAT also yielded higher ability estimates for individuals with lower verbal self-concepts. (SLD)
Descriptors: Ability, Adaptive Testing, College Students, Comparative Analysis
Altering the Level of Difficulty in Computer Adaptive Testing.
Peer reviewed Peer reviewed
Bergstrom, Betty A.; And Others – Applied Measurement in Education, 1992
Effects of altering test difficulty on examinee ability measures and test length in a computer adaptive test were studied for 225 medical technology students in 3 test difficulty conditions. Results suggest that, with an item pool of sufficient depth and breadth, acceptable targeting to test difficulty is possible. (SLD)
Descriptors: Ability, Adaptive Testing, Change, College Students