No significant differences in performance on a self-adapted test or anxiety were found for college students (n=218) taking a self-adapted test who selected item difficulty without any prior information, inspected an item before selecting, or answered a typical item and received performance feedback. (SLD)

Computerized adaptive (CA) testing uses an algorithm to match examinee ability to item difficulty, while self-adapted (SA) testing allows the examinee to choose the difficulty of his or her items. Research comparing SA and CA testing has shown that examinees experience lower anxiety and improved performance with SA testing. All previous research…

Volunteer college students were assigned to one of six computer administered vocabulary tests, one half with immediate knowledge of results (KR) after responding to each item, and the other half without knowledge of results. The six tests were designed to be at one of three levels of difficulty and consisted either of 50 preselected items…

The effects of review options (the opportunity for examinees to review and change answers) on the magnitude, reliability, efficiency, and concurrent validity of scores obtained from three types of computerized vocabulary tests (fixed item, adaptive, and self-adapted) were studied. Subjects were 97 college students at a large midwestern university…

One question regarding the utility of adaptive testing is the effect of individualized item arrangements on examinee test scores. The purpose of this study was to analyze the item difficulty choices by examinees as a function of previous item performance. The examination was a 25-item test of basic algebra skills given to 36 students in an…

Undergraduate students were administered one of three conventional or one of three stratified adaptive vocabulary tests with or without knowledge of results. Results indicated that knowledge of results and test difficulty affected performance. (Author/JKS)