Two local methods for observed-score equating are applied to the problem of equating an adaptive test to a linear test. In an empirical study, the methods were evaluated against a method based on the test characteristic function (TCF) of the linear test and traditional equipercentile equating applied to the ability estimates on the adaptive test…

In the summer of 1996, the U.S. Armed Services will implement the computerized adaptive testing version of the Armed Services Vocational Aptitude Battery (CAT-ASVAB). When conversion is completed at the 65 targeted military entrance processing stations, about half the applicants will take this test version. This paper describes the efforts that…

The purpose of the study was to investigate the effects of test motivation on estimated ability, test anxiety, and attitudes toward computerized adaptive testing (CAT). Korean college students (n=208) were given the Math Aptitude Test, Math Self-Concept Scale, Math Test Anxiety Scale, Computer Competence Instrument, Computer Anxiety Scale, and…

Educational measurement is undergoing a revolution due to the rapid dissemination of information-processing technology. The recent growth in computing resources and their widespread dissemination in daily life have brought about irreversible changes in educational measurement. Recent developments in computerized measurement are summarized by…

Results of administering a computerized adaptive version of the Grammar, Spelling, and Punctuation Test (GSP) to students in the College of Communication at the University of Texas, Austin were studied. The computerized adaptive version (CAT) was administered for the first time in June 1992 to 35 prospective students who participated in the…

This report summarizes the results of research designed to study the psychometric and technological feasibility of adaptive testing to assess spatial ability. Data was collected from high school students on two types of spatial items: three-dimensional cubes and hidden figure items. The analysis of the three-dimensional cubes focused on the fit of…

For many years personalization of achievement testing has been impossible in all but the simplest forms. Recently, item response theory (IRT), or latent trait theory, has emerged as a valuable tool which brings far greater flexibility to the process than had previously been possible. The single parameter Rasch Model, a mathematical model developed…

Monte Carlo simulation was used to investigate score bias and information characteristics of Owen's Bayesian adaptive testing strategy, and to examine possible causes of score bias. Factors investigated in three related studies included effects of item discrimination, effects of fixed vs. variable test length, and effects of an accurate prior…

A computerized adaptive testing version of the Armed Services Vocational Aptitude Battery (CAT-ASVAB) is being developed to test ten areas of vocational aptitude. Development of the CAT-ASVAB is based upon the use of item banks, testing and scoring procedures, assessment of test reliability and test validity, a technical manual, and the…

Some of the benefits available from using computers to administer the kinds of tests that are familiar in educational settings are reviewed. Four applications that represent current or near-term enhancements of assessment are discussed: computerized adaptive testing, diagnostic testing, test preparation, and administration of simulations of…

Discusses the research and steps needed to develop performance-based and computer-adaptive assessments that are culturally responsive. Supports the development of a new conceptual framework and more explicit guidelines for designing culturally responsive assessments. (SLD)

Describes a tool for building software systems which replace the role of the examiner during a typical Italian academic exam in technical/scientific subjects. Such systems are designed to exploit the advantages of self-adapted testing for reducing effects of anxiety, and of computerized adaptive testing for increasing assessment efficiency.…

The No Child Left Behind Act (NCLB) assumes that state-mandated tests provide useful information to school administrators and teachers. However, interviews with administrators and teachers suggest that Minnesota's tests, which are representative of the current generation of state-mandated tests, fail to provide useful information to administrators…

The perspective of the examinee during the administration of a computerized adaptive test (CAT) is discussed, focusing on issues of test development. Item review is the first issue discussed. Virtually no CATs provide the opportunity for the examinee to go back and review, and possibly change, answers. There are arguments on either side of the…

The Educational Testing Service is moving rapidly to computerize its tests for admissions to postsecondary education and occupational licensure/certification. Computerized tests offer important advantages, including immediate score reporting, the convenience of testing when the examinee wishes, and for adaptive tests, equal accuracy throughout the…