Computerized adaptive testing (CAT) and multistage testing (MST) have become two of the most popular modes in large-scale computer-based sequential testing. Though most designs of CAT and MST exhibit strength and weakness in recent large-scale implementations, there is no simple answer to the question of which design is better because different…

Parameter recovery in the graded-response model was investigated using the MULTILOG computer program under default conditions. Results from 36 simulated data sets suggest that at least 500 examinees are needed to achieve adequate calibration under the graded model. Sample size had little influence on the true ability parameter's recovery. (SLD)

In a simulation study of ability and estimation of differential item functioning (DIF) in computerized adaptive tests, Rasch-based DIF statistics were highly correlated with generating DIF, but DIF statistics tended to be slightly smaller than in the three-parameter logistic model analyses. (SLD)

F. M. Lord's flexilevel, computerized adaptive testing (CAT) procedure was compared to an item-response theory-based CAT procedure that uses Bayesian ability estimation with various standard errors of estimates used for terminating the test. Ability estimates of flexilevel CATs were as accurate as were those of Bayesian CATs. (TJH)

Computer simulations were run to measure the relationship between testlet validity and factors of item pool size and testlet length for both adaptive and linearly constructed testlets. Making a testlet adaptive yields only modest increases in aggregate validity because of the peakedness of the typical proficiency distribution. (Author/SLD)

Efficiency, precision, and concurrent validity of results from adaptive and fixed-item music listening tests were studied using: (1) 2,200 simulated examinees; (2) 204 live examinees; and (3) 172 live examinees. Results support the usefulness of adaptive tests for measuring skills that require aurally produced items. (SLD)

Equatings were performed on both simulated and real data sets using common-examinee design and two abilities for each examinee. Results indicate that effective equating, as measured by comparability of true scores, is possible with the techniques used in this study. However, the stability of the ability estimates proved unsatisfactory. (TJH)