In the last decades, the development of computerized adaptive testing (CAT) has allowed more precise measurements with a smaller number of items. In this study, we develop an item bank (IB) to generate the adaptive algorithm and simulate the functioning of CAT to assess the domains of mathematical knowledge in Argentinian university students…

Large-scale educational assessments are sometimes considered low-stakes, increasing the possibility of confounding true performance level with low motivation. These concerns are amplified in remote testing conditions. To remove the effects of low effort levels in responses observed in remote low-stakes testing, several motivation filtering methods…

Background: Meta-analyses of educational interventions have consistently documented the importance of methodological factors related to the choice of outcome measures. In particular, when interventions are evaluated using measures developed by researchers involved with the intervention or its evaluation, the effect sizes tend to be larger than…

As a method to shorten the test time of the Force Concept Inventory (FCI), we suggest the use of computerized adaptive testing (CAT). CAT is the process of administering a test on a computer, with items (i.e., questions) selected based upon the responses of the examinee to prior items. In so doing, the test length can be significantly shortened.…

Balancing assessment of learning outcomes with the expectations of students is a perennial challenge in education. Difficult exams, in which many students perform poorly, exacerbate this problem and can inspire a wide variety of interventions, such as a grading curve. However, addressing poor performance can sometimes distort or inflate grades and…

The purpose of this study was to conduct a real-time multidimensional computerized adaptive test (MCAT) using data from a previous paper-pencil test (PPT) regarding the grammar and vocabulary dimensions of an end-of-term proficiency exam conducted on students in a preparatory class at a university. An item pool was established through four…

This study aimed to reveal the differences in individuals' abilities, their standard errors, and the psychometric properties of the test according to the two methods of applying the test (electronic and paper). The descriptive approach was used to achieve the study's objectives. The study sample consisted of 74 male and female students at the…

Introduction: Self-regulation is the ability to adequately plan and manage one's own behavior in a flexible manner. It is a predictor of well-being, health, academic performance, among others. The psychometric characterization of the Self-Regulation Questionnaire-Abbreviated (CAR-abr.) composed of 17 items is presented. A versatile instrument,…

This is the first study to investigate the effects of test methods (while-listening performance and post-listening performance) and gender on measured listening ability and brain activation under test conditions. Functional near-infrared spectroscopy (fNIRS) was used to examine three brain regions associated with listening comprehension: the…

This study is an exploratory analysis of examinee behavior in a large-scale language proficiency test. Despite a number-right scoring system with no penalty for guessing, we found that 16% of examinees omitted at least one answer and that women were more likely than men to omit answers. Item-response theory analyses treating the omitted responses…

Prompted by Taiwanese university students' increasing demand for English proficiency assessment, the absence of a test designed specifically for this demographic subgroup, and the lack of a localized and freely-accessible proficiency measure, this project set out to develop and validate a computerized adaptive English proficiency testing (E-CAT)…

This study employed a mixed-design approach and the Many-Facet Rasch Measurement (MFRM) framework to investigate whether rater bias occurred between the onscreen scoring (OSS) mode and the paper-based scoring (PBS) mode. Nine human raters analytically marked scanned scripts and paper scripts using a six-category (i.e., six-criterion) rating…

Multiple test tasks are available for assessing L2 collocation knowledge. However, few studies have investigated the characteristics of a variety of recognition and recall tasks of collocation simultaneously, and most research on L2 collocations has focused on verb-noun and adjective-noun collocations. This study investigates (1) the relative…

Research shows that test method can exert a significant impact on test takers' performance and thereby contaminate test scores. We argue that common test method can exert the same effect as common stimuli and violate the conditional independence assumption of item response theory models because, in general, subsets of items which have a shared…

Test-retest studies for assessing stability and change are widely used in different domains and allow improved or additional individual estimates of interest to be obtained. However, if these estimates are to be validly interpreted the responses given at Time-2 must be free of retest effects, and the fulfilment of this assumption must be…