The computer based tests are capable of putting together a lot of interactions and fascinating question types, such as simulations, online tests, and measurement of skills, rather than simply assessing by paper-pencil tests. The computerized test result has greater standardization of test administration. The aim of this study is to seek out the…

In this special issue on high-stakes English language testing in China, the two articles on computer-based testing (Jin & Yan; He & Min) highlight a number of consistent, ongoing challenges and concerns in the development and implementation of the nationwide IB-CET (Internet Based College English Test) and institutional computer-adaptive…

Figuring out how to use digital tools to transform testing requires a willingness to invest in new technologies and the patience to experiment with novel approaches, a commitment to ongoing professional development and reliable technical support, and an openness to learn from mistakes. Whatever bumpy ride this technological journey takes, experts…

The relationship of several individual differences variables to Computer Adaptive Testing (CAT) as compared with traditional written tests are explored. Seven hundred sixty-five examinees took a Computer Adaptive Test and two fixed-length written tests. Each examinee also answered a computer literacy inventory, a satisfaction questionnaire, and a…

This paper considers differences in modes of test administration, addressing three questions: (1) Do examinees respond to items in the same way across administration modes and computer interface variations? (2) What are some of the factors that can contribute to modal effects? and (3) Can item parameters calibrated from paper and pencil…

Methods of computerized adaptive testing using conventional scoring methods in order to develop a computerized placement test for the Test of English as a Foreign Language (TOEFL) were studied. As a consequence of simulation studies during the first phase of the study, the multilevel testing paradigm was adopted to produce three test levels…

Three computerized adaptive tests (CATs) in mathematics, reading, and writing were administered to 628 community college students to determine whether examinees of different ethnic, gender, ability, and age groups, and computer experience were differentially affected. Some differences exist; however, they do not preclude use of CATs. (SLD)

Research on the major computerized adaptive testing (CAT) strategies is reviewed, and some findings are reported that examine effects of examinee demographic and psychological characteristics on CAT strategies. In fixed branching strategies, all examinees respond to a common routing test, the score of which is used to assign examinees to a…