Multidimensional forced-choice (FC) questionnaires have been consistently found to reduce the effects of socially desirable responding and faking in noncognitive assessments. Although FC has been considered problematic for providing ipsative scores under the classical test theory, item response theory (IRT) models enable the estimation of…

A common practical challenge is how to assign ability estimates to all incorrect and all correct response patterns when using item response theory (IRT) models and maximum likelihood estimation (MLE) since ability estimates for these types of responses equal -8 or +8. This article uses a simulation study and data from an operational K-12…

Measurement errors attributable to cultural issues are complex and challenging for educational assessments. We need assessment tests sensitive to the cultural heterogeneity of populations, and psychometric methods appropriate to address fairness and equity concerns. Built on the research of culturally responsive assessment, this dissertation…

Purpose: This study introduces a framework to produce very short versions of the MacArthur-Bates Communicative Development Inventories (CDIs) by combining the Bayesian-inspired approach introduced by Mayor and Mani (2019) with an item response theory-based computerized adaptive testing that adapts to the ability of each child, in line with…

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"…

Although advances have improved our ability to describe the measurement precision of a test, it often remains challenging to summarize how well a test is performing overall. Reliability, for example, provides an overall summary of measurement precision, but it is sample-specific and might not reflect the potential usefulness of a test if the…

The random-threshold generalized unfolding model (RTGUM) was developed by treating the thresholds in the generalized unfolding model as random effects rather than fixed effects to account for the subjective nature of the selection of categories in Likert items. The parameters of the new model can be estimated with the JAGS (Just Another Gibbs…

In this study we compared five item selection procedures using three ability estimation methods in the context of a mixed-format adaptive test based on the generalized partial credit model. The item selection procedures used were maximum posterior weighted information, maximum expected information, maximum posterior weighted Kullback-Leibler…

It is shown that deviations of estimated from true values of item difficulty parameters, caused for example by item calibration errors, the neglect of randomness of item difficulty parameters, testlet effects, or rule-based item generation, can lead to systematic bias in point estimation of person parameters in the context of adaptive testing.…

For computerized adaptive tests (CATs) to work well, they must have an item pool with sufficient numbers of good quality items. Many researchers have pointed out that, in developing item pools for CATs, not only is the item pool size important but also the distribution of item parameters and practical considerations such as content distribution…

In recent years, many computerized test systems have been developed for diagnosing students' learning profiles. Nevertheless, it remains a challenging issue to find an adaptive testing algorithm to both shorten testing time and precisely diagnose the knowledge status of students. In order to find a suitable algorithm, four adaptive testing…

Application of Bayesian item selection criteria in computerized adaptive testing might result in improvement of bias and MSE of the ability estimates. The question remains how to apply Bayesian item selection criteria in the context of constrained adaptive testing, where large numbers of specifications have to be taken into account in the item…

Effective assessment is vital in educational activities. We propose IWAS (intelligent Web-based assessment system), an intelligent, generalized and real-time system to assess both learning and teaching. IWAS provides a foundation for more efficiency in instructional activities and, ultimately, students' performances. Our contributions are…

In sequential mastery testing (SMT), assessment via computer is used to classify examinees into one of two mutually exclusive categories. Unlike paper-and-pencil tests, SMT has the capability to use variable-length stopping rules. One approach to shortening variable-length tests is stochastic curtailment, which halts examination if the probability…

An adaptive testing method is presented that controls the speededness of a test using predictions of the test takers' response times on the candidate items in the pool. Two different types of predictions are investigated: posterior predictions given the actual response times on the items already administered and posterior predictions that use the…