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| Applied Measurement in… | 7 |
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| Forsyth, Robert A. | 2 |
| Coffman, Don D. | 1 |
| Kingsbury, G. Gage | 1 |
| Mills, Craig N. | 1 |
| Stocking, Martha L. | 1 |
| Vispoel, Walter P. | 1 |
| Way, Walter D. | 1 |
| Wise, Stephen L. | 1 |
| Zara, Anthony R. | 1 |
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| Journal Articles | 7 |
| Reports - Research | 4 |
| Reports - Evaluative | 3 |
| Information Analyses | 2 |
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Peer reviewedKingsbury, G. Gage; Zara, Anthony R. – Applied Measurement in Education, 1989
Several classical approaches and alternative approaches to item selection for computerized adaptive testing (CAT) are reviewed and compared. The study also describes procedures for constrained CAT that may be added to classical item selection approaches to allow them to be used for applied testing. (TJH)
Descriptors: Adaptive Testing, Computer Assisted Testing, Test Construction, Test Length
Peer reviewedWise, Stephen L. – Applied Measurement in Education, 1994
This article summarizes prior research findings on self-adapted testing (SAT) and examines the hypothesis that positive effects from SAT are the result of examinees perceiving greater control over the testing situation, which may lead to reduced test anxiety and improved performance. Prior research on perceived control is also discussed. (SLD)
Descriptors: Adaptive Testing, Cognitive Processes, Computer Assisted Testing, Educational Research
Peer reviewedForsyth, Robert A.; And Others – Applied Measurement in Education, 1992
Two criteria defined in previous research that can be used to evaluate the validity of normative data provided for customized tests are discussed. Results of an exploratory investigation of the validity of such data for about 2,500 fifth graders in a 1989 study are reported. (SLD)
Descriptors: Adaptive Testing, Elementary School Students, Evaluation Criteria, Evaluation Methods
Peer reviewedMills, 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
Peer reviewedWay, Walter D.; And Others – Applied Measurement in Education, 1989
The effects of using item response theory (IRT) ability estimates based on customized tests formed by selecting areas from a nationally standardized achievement test were examined. For some populations, in some conditions, IRT ability estimates can be equivalent to scores based on full-length tests. (SLD)
Descriptors: Achievement Tests, Adaptive Testing, Content Validity, Elementary Education
Peer reviewedForsyth, Robert A.; And Others – Applied Measurement in Education, 1992
Eighth grade teachers in three local school districts helped customize two standardized norm-referenced tests for ninth graders to investigate effects of deleting some items and adding locally constructed items. Results indicate that percentile ranks for the customized tests could be very different from those for the complete test. (SLD)
Descriptors: Adaptive Testing, Comparative Testing, Elementary Secondary Education, Grade 9
Peer reviewedVispoel, Walter P.; Coffman, Don D. – Applied Measurement in Education, 1994
Computerized-adaptive (CAT) and self-adapted (SAT) music listening tests were compared for efficiency, reliability, validity, and motivational benefits with 53 junior high school students. Results demonstrate trade-offs, with greater potential motivational benefits for SAT and greater efficiency for CAT. SAT elicited more favorable responses from…
Descriptors: Adaptive Testing, Computer Assisted Testing, Efficiency, Item Response Theory
