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Yang Du; Susu Zhang – Journal of Educational and Behavioral Statistics, 2025
Item compromise has long posed challenges in educational measurement, jeopardizing both test validity and test security of continuous tests. Detecting compromised items is therefore crucial to address this concern. The present literature on compromised item detection reveals two notable gaps: First, the majority of existing methods are based upon…
Descriptors: Item Response Theory, Item Analysis, Bayesian Statistics, Educational Assessment
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van der Linden, Wim J. – Journal of Educational and Behavioral Statistics, 2022
Two independent statistical tests of item compromise are presented, one based on the test takers' responses and the other on their response times (RTs) on the same items. The tests can be used to monitor an item in real time during online continuous testing but are also applicable as part of post hoc forensic analysis. The two test statistics are…
Descriptors: Test Items, Item Analysis, Item Response Theory, Computer Assisted Testing
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Chen, Ping – Journal of Educational and Behavioral Statistics, 2017
Calibration of new items online has been an important topic in item replenishment for multidimensional computerized adaptive testing (MCAT). Several online calibration methods have been proposed for MCAT, such as multidimensional "one expectation-maximization (EM) cycle" (M-OEM) and multidimensional "multiple EM cycles"…
Descriptors: Test Items, Item Response Theory, Test Construction, Adaptive Testing
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Fan, Zhewen; Wang, Chun; Chang, Hua-Hua; Douglas, Jeffrey – Journal of Educational and Behavioral Statistics, 2012
Traditional methods for item selection in computerized adaptive testing only focus on item information without taking into consideration the time required to answer an item. As a result, some examinees may receive a set of items that take a very long time to finish, and information is not accrued as efficiently as possible. The authors propose two…
Descriptors: Computer Assisted Testing, Adaptive Testing, Test Items, Item Analysis
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Passos, Valeria Lima; Berger, Martijn P. F.; Tan, Frans E. S. – Journal of Educational and Behavioral Statistics, 2008
During the early stage of computerized adaptive testing (CAT), item selection criteria based on Fisher"s information often produce less stable latent trait estimates than the Kullback-Leibler global information criterion. Robustness against early stage instability has been reported for the D-optimality criterion in a polytomous CAT with the…
Descriptors: Computer Assisted Testing, Adaptive Testing, Evaluation Criteria, Item Analysis
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Segall, Daniel O. – Journal of Educational and Behavioral Statistics, 2004
A new sharing item response theory (SIRT) model is presented that explicitly models the effects of sharing item content between informants and test takers. This model is used to construct adaptive item selection and scoring rules that provide increased precision and reduced score gains in instances where sharing occurs. The adaptive item selection…
Descriptors: Scoring, Item Analysis, Item Response Theory, Adaptive Testing