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Direct linkWang, Wenhao; Kingston, Neal M.; Davis, Marcia H.; Tiemann, Gail C.; Tonks, Stephen; Hock, Michael – Educational Measurement: Issues and Practice, 2021
Adaptive tests are more efficient than fixed-length tests through the use of item response theory; adaptive tests also present students questions that are tailored to their proficiency level. Although the adaptive algorithm is straightforward, developing a multidimensional computer adaptive test (MCAT) measure is complex. Evidence-centered design…
Descriptors: Evidence Based Practice, Reading Motivation, Adaptive Testing, Computer Assisted Testing
Peer reviewedKingsbury, G. Gage; Houser, Ronald L. – Educational Measurement: Issues and Practice, 1993
The utility of item response theory (IRT) models in computerized adaptive tests is considered. Measurement questions that have been answered using IRT, and those that might be overlooked because of IRT, are reviewed. Areas in which fuller use of IRT could improve adaptive testing practices are identified. (SLD)
Descriptors: Adaptive Testing, Computer Assisted Testing, Educational Assessment, Elementary Secondary Education
