Compared results from computer-adaptive and self-adaptive tests under conditions in which item review was and was not permitted for 379 college students. Results suggest that, when given the opportunity, most examinees will change answers, but usually only to a small portion of items, resulting in some benefit to the test taker. (SLD)

Used simulations of computerized adaptive tests to evaluate results yielded by four commonly used ability estimation methods: maximum likelihood estimation (MLE) and three Bayesian approaches. Results show clear distinctions between MLE and Bayesian methods. (SLD)

Evaluated the effectiveness of vocabulary computerized adaptive tests (CATs) with restricted review in a live testing setting involving 242 college students in which special efforts were made to increase test efficiency and reduce the possibility of obtaining positively biased proficiency estimates. Results suggest the efficacy of allowing limited…

Studied effects of administration mode [computer adaptive test (CAT) versus self-adaptive test (SAT)], item-by-item answer feedback, and test anxiety on results from computerized vocabulary tests taken by 293 college students. CATs were more reliable than SATs, and administration time was less when feedback was provided. (SLD)

Recent studies have shown that restricting review and answer change opportunities on computerized adaptive tests (CATs) to items within successive blocks reduces time spent in review, satisfies most examinees' desires for review, and controls against distortion in proficiency estimates resulting from intentional incorrect answering of items prior…

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)

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)

The measurement precision, efficiency, and validity of an adaptive test and four conventional listening tests designed to assess musical ability were compared. The conventional tests were the Seashore Tonal Memory Test and three tests (peaked, rectangular, and maximum discrimination) constructed from items in the 278-item adaptive test pool. The…

The effects of review options (the opportunity for examinees to review and change answers) on the magnitude, reliability, efficiency, and concurrent validity of scores obtained from three types of computerized vocabulary tests (fixed item, adaptive, and self-adapted) were studied. Subjects were 97 college students at a large midwestern university…

Computerized-adaptive (CAT) and self-adapted (SAT) music listening tests were compared for efficiency, reliability, validity, and motivational benefits with 53 junior high school students. Results demonstrate trade-offs, with greater potential motivational benefits for SAT and greater efficiency for CAT. SAT elicited more favorable responses from…

The development and preliminary evaluation of the Computerized Adaptive Testing System (CATSYS), a new testing package for IBM-compatible microcomputers, are described. CATSYS can be used to administer and score operational adaptive tests or to conduct on-line computer simulation studies. The package incorporates several innovative features,…