This article extends the work by Armstrong and Shi on CUmulative SUM (CUSUM) person-fit methodology. The authors present new theoretical considerations concerning the use of CUSUM person-fit statistics based on likelihood ratios for the purpose of detecting cheating and random guessing by individual test takers. According to the Neyman-Pearson…

Computerized adaptive testing allows us to create a unique personalized test that matches the ability and knowledge of the test taker. (Author)

A computerized adaptive test (CAT) based on the nominal response model (NR CAT) was implemented, and the performance of the NR CAT and a CAT based on the three-parameter logistic model was compared. The NR CAT produced trait estimates comparable to those of the three-parameter test. (SLD)

A broad-range tailored test of verbal ability, appropriate at any level from fifth grade upwards, is briefly described. The test score places persons at all levels directly on the same score scale. (Author/RC)

Tailored testing provides the same information as group-administered standardized tests, but can do so using fewer items because the items administered are selected for the ability of the individual student. Thus, tailored testing offers several advantages over traditional methods. Because individual tailored tests are not timed, anxiety is…

The results of a series of simulation studies designed to investigate the influence of guessing and item pool characteristics on the bias, accuracy, and information properties of the trait estimates derived from Owen's Bayesian sequential testing strategy are reported. (RC)

This paper describes a computer program in Microsoft BASIC which selects and administers test items from a small item bank. The level of the difficulty of the item selected depends on the test taker's previous response. This adaptive system is based on the Rasch model. The Rasch model uses a unit of measurement based on the logarithm of the…

The accuracy of estimation of the subjects' latent ability maintained by tailoring for each testee the order of item presentation and the border of item dichotomization was compared to the information provided by the original graded test items. (RC)

Twenty multiple-choice vocabulary items and 20 free-response vocabulary items were administered to 660 college students. The free-response items consisted of the stem words of the multiple-choice items. Testees were asked to respond to the free-response items with synonyms. A computer algorithm was developed to transform the numerous…

This report contains the Proceedings of the 1982 Item Response Theory and Computerized Adaptive Testing Conference. The papers and their discussions are organized into eight sessions: (1) "Developments in Latent Trait Theory," with papers by Fumiko Samejima and Michael V. Levine; (2) "Parameter Estimation," with papers by…

Computer adaptive testing systems are feasible for certification and licensure testing. This is in part due to the availability of extensive yet inexpensive computers. Modern item response theory, combined with computerized adaptive testing, yields a powerful new method of testing which provides greater accuracy and efficiency and less boredom for…

The goals, principles, and methods of an individualized educational assessment are described as implemented in a 12th-grade science assessment instrument undergoing field trials in Ohio. Pilot tests were planned for December 1990 and March and April 1991. The assessment design incorporates the duplex design of R. D. Bock and R. J. Mislevy (1988)…