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Lee, Chansoon; Qian, Hong – Educational and Psychological Measurement, 2022
Using classical test theory and item response theory, this study applied sequential procedures to a real operational item pool in a variable-length computerized adaptive testing (CAT) to detect items whose security may be compromised. Moreover, this study proposed a hybrid threshold approach to improve the detection power of the sequential…
Descriptors: Computer Assisted Testing, Adaptive Testing, Licensing Examinations (Professions), Item Response Theory
ERIC Clearinghouse on Tests, Measurement, and Evaluation, Princeton, NJ. – 1983
This brief overview notes that an adaptive test differs from standardized achievement tests in that it does not consist of a certain set of items that are administered to a group of examinees. Instead, the test is individualized for each examinee. The items administered to the examinee are selected from a large pool of items on the basis of the…
Descriptors: Adaptive Testing, Computer Assisted Testing, Item Banks, Latent Trait Theory
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Wainer, Howard; Kiely, Gerard L. – Journal of Educational Measurement, 1987
The testlet, a bundle of test items, alleviates some problems associated with computerized adaptive testing: context effects, lack of robustness, and item difficulty ordering. While testlets may be linear or hierarchical, the most useful ones are four-level hierarchical units, containing 15 items and partitioning examinees into 16 classes. (GDC)
Descriptors: Adaptive Testing, Computer Assisted Testing, Context Effect, Item Banks
Stocking, Martha L. – 1994
As adaptive testing moves toward operational implementation in large scale testing programs, where it is important that adaptive tests be as parallel as possible to existing linear tests, a number of practical issues arise. This paper concerns three such issues. First, optimum item pool size is difficult to determine in advance of pool…
Descriptors: Adaptive Testing, Computer Assisted Testing, Item Banks, Standards
McKinley, Robert L.; Reckase, Mark D. – 1984
The purpose of this paper is to identify and discuss some of the problems presented by the use of computerized adaptive testing (CAT) in an instructional programs environment versus large scale testing applications, and to describe an actual implementation of CAT in an instructional programs setting. This particular application is in the…
Descriptors: Achievement Tests, Adaptive Testing, Adults, Computer Assisted Testing
Davey, Tim; Pommerich, Mary; Thompson, Tony D. – 1999
In computerized adaptive testing (CAT), new or experimental items are frequently administered alongside operational tests to gather the pretest data needed to replenish and replace item pools. The two basic strategies used to combine pretest and operational items are embedding and appending. Variable-length CATs are preferred because of the…
Descriptors: Adaptive Testing, Computer Assisted Testing, Item Banks, Measurement Techniques
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Reckase, Mark D. – 1981
This paper has shown the advantages of tailored testing over traditional methods, the need for latent trait theory in the application of tailored testing, and some of the results available to show the quality of estimates obtained by tailored testing procedures. Since the tailored testing procedures overcome many of the problems with traditional…
Descriptors: Achievement Tests, Adaptive Testing, Aptitude Tests, Computer Assisted Testing
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Mills, Craig N.; Stocking, Martha L. – 1995
Computerized adaptive testing (CAT), while well-grounded in psychometric theory, has had few large-scale applications for high-stakes, secure tests in the past. This is now changing as the cost of computing has declined rapidly. As is always true where theory is translated into practice, many practical issues arise. This paper discusses a number…
Descriptors: Adaptive Testing, Computer Assisted Testing, High Stakes Tests, Item Banks
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Mills, Craig N.; Stocking, Martha L. – Applied Measurement in Education, 1996
Issues that must be addressed in the large-scale application of computerized adaptive testing are explored, including considerations of test design, scoring, test administration, item and item bank development, and other aspects of test construction. Possible solutions and areas in which additional work is needed are identified. (SLD)
Descriptors: Adaptive Testing, Computer Assisted Testing, Elementary Secondary Education, Higher Education
Rudner, Lawrence M. – 1978
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…
Descriptors: Ability, Adaptive Testing, Bayesian Statistics, Computer Assisted Testing
DeAyala, R. J.; Koch, William R. – 1986
A computerized flexilevel test was implemented and its ability estimates were compared with those of a Bayesian estimation based computerized adaptive test (CAT) as well as with known true ability estimates. Results showed that when the flexilevel test was terminated according to Lord's criterion, its ability estimates were highly and…
Descriptors: Ability, Adaptive Testing, Bayesian Statistics, Comparative Analysis
Wise, Steven L. – 1997
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…
Descriptors: Adaptive Testing, Computer Assisted Testing, Computer Attitudes, Equal Education
Lewy, Arieh; Doron, Rina – 1977
The concept of tailored testing for individuals is applied to the construction of tests for special groups and extended to apply to item content as well as item difficulty. It is suggested that evaluators may decide to construct tests on the basis of a unique combination of items drawn from an item bank to fit the need of a particular group. At…
Descriptors: Achievement Tests, Adaptive Testing, Criterion Referenced Tests, Group Norms
Wainer, Howard; Kiely, Gerard L. – 1986
Recent experience with the Computerized Adaptive Test (CAT) has raised a number of concerns about its practical applications. The concerns are principally involved with the concept of having the computer construct the test from a precalibrated item pool, and substituting statistical characteristics for the test developer's skills. Problems with…
Descriptors: Adaptive Testing, Algorithms, Computer Assisted Testing, Construct Validity
Wise, Steven L. – 1997
Computerized adaptive testing (CAT) has become increasingly common in large-scale testing programs. This paper considers relevant practical issues that are likely to be faced by the developers and managers of a CAT program. The first cluster of issues is that of item pool development and maintenance. It includes such considerations as item pool…
Descriptors: Adaptive Testing, Computer Assisted Testing, Computer Attitudes, Equal Education
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