The Cattell-Horn-Carroll (CHC) model presently serves as a blueprint for both test development and a taxonomy for clinical interpretation of modern tests of cognitive ability. Accordingly, the trend among test publishers has been toward creating tests that provide users with an ever-increasing array of scores that comport with CHC. However, an…

This study compared several exposure control procedures for CAT systems based on the three-parameter logistic testlet response theory model (Wang, Bradlow, & Wainer, 2002) and Masters' (1982) partial credit model when applied to a pool consisting entirely of testlets. The exposure control procedures studied were the modified within 0.10 logits…

Item development is a time- and resource-intensive process. Automatic item generation integrates cognitive modeling with computer technology to systematically generate test items. To date, however, items generated using cognitive modeling procedures have received limited use in operational testing situations. As a result, the psychometric…

The purpose of this study was to evaluate the adequacy of three cognitive models, one developed by content experts and two generated from student verbal reports for explaining examinee performance on a grade 3 diagnostic mathematics test. For this study, the items were developed to directly measure the attributes in the cognitive model. The…

Item-level information, such as difficulty and discrimination are invaluable to the test assembly, equating, and scoring practices. Estimating these parameters within the context of large-scale performance assessments is often hindered by the use of unbalanced designs for assigning examinees to tasks and raters because such designs result in very…

The objective of the present investigation was to compare the adequacy of two cognitive models for predicting examinee performance on a sample of algebra I and II items from the March 2005 administration of the SAT[TM]. The two models included one generated from verbal reports provided by 21 examinees as they solved the SAT[TM] items, and the…

A general approach to the identification of individuals mismeasured by a standardized psychological test is reviewed. The method, originated by M. V. Levine and F. Drasgow (1988), has the advantage of statistical optimality. Use of optimal methods requires a psychometric model for normal responding and one for aberrant responding. (SLD)

The item-response-theory-based (IRT) rule-space model was used to diagnose student knowledge about how exponents behave in multiplication and division in a sample of 431 tenth-grade students. Implications for using feedback from the rule-space model in instruction and assessment are discussed. (SLD)