The widespread availability of internet access in daily life has resulted in a greater acceptance of online assessment methods. E-assessment platforms offer various features such as randomizing questions and answers, utilizing extensive question banks, setting time limits, and managing access during online exams. Electronic assessment enables…

The examination of the testing mode effect has received increased attention as higher education has shifted to remote testing during the COVID-19 pandemic. We believe the testing mode effect consists of four components: the ability to physically write on the test, the method of answer recording, the proctoring/testing environment, and the effect…

The study covers the development and testing of the alternative mechanics survey (AMS), a modified force concept inventory (FCI), which used automatically marked free-response questions. Data were collected over a period of three academic years from 611 participants who were taking physics classes at high school and university level. A total of…

The automated assembly of alternate test forms for online delivery provides an alternative to computer-administered, fixed test forms, or computerized-adaptive tests when a testing program migrates from paper/pencil testing to computer-based testing. The weighted deviations model (WDM) heuristic particularly promising for automated test assembly…

People use external knowledge representations (EKRs) to identify, depict, transform, store, share, and archive information. Learning how to work with EKRs is central to becoming proficient in virtually every discipline. As such, EKRs play central roles in curriculum, instruction, and assessment. Five key roles of EKRs in educational assessment are…

This book discusses adapting pencil-and-paper tests to computerized testing. Mention is made of models for graded responses to items and of possibilities beyond pencil-and-paper-tests, but the book is essentially about dichotomously scored test items. Contrasts between item response theory and classical test theory are described. (SLD)

The web-based formative assessment developed in this research is named Formative Assessment Module of the Web-based Assessment and Test Analysis System (FAM-WATA). FAM-WATA is a multiple-choice web-based formative assessment module containing six effective strategies: 'repeat the test', 'correct answers are not given', 'query scores', 'ask…

TESTAT is a supplementary module for the popular SYSTAT statistical package for the personal computer. The program performs test analyses based on classical test theory and item response theory. Limitations and advantages are discussed. (SLD)

A network-flow model is formulated for constructing parallel tests based on classical test theory while using test reliability as the criterion. Practitioners can specify a test-difficulty distribution for values of item difficulties as well as test-composition requirements. An empirical study illustrates the reliability of generated tests. (SLD)

The symposium, "Taming the Rasch Tiger: Using Item Response Theory in Practical Educational Measurement," was organized to deemphasize the technical complexities of item response theory (IRT) and to show the audience how IRT can be used in practical educational measurement. Four papers from the symposium are summarized and comments are…

A continuum of item-writing methods is proposed ranging from informal-subjective methods to algorithmic-objective methods. Examples of techniques include objective-based item writing, amplified objectives, item forms, facet design, domain-referenced concept testing, and computerized techniques. (Author/CP)

Describes a study to pilot-test a new reading assessment instrument designed to function in a computerized adaptive testing (CAT) environment. Indicates that the measure showed fair internal consistency and correlated well with other tests. Discusses advantages and disadvantages of CAT systems and describes the HyperCAT testing program. (23…

This document reviews several theoretical frameworks of problem-solving, provides a definition of the construct, suggests ways of measuring the construct, focuses on issues for assessment, and provides specifications for the computer-based assessment of problem solving. As defined in the model of the Center for Research on Evaluation, Standards,…

In an adaptive test, the test administrator chooses test items sequentially during the test, in such a way as to adapt test difficulty to examinee ability as shown during testing. An effectively designed adaptive test can resolve the dilemma inherent in conventional test design. By tailoring tests to individuals, the adaptive test can…

For many years personalization of achievement testing has been impossible in all but the simplest forms. Recently, item response theory (IRT), or latent trait theory, has emerged as a valuable tool which brings far greater flexibility to the process than had previously been possible. The single parameter Rasch Model, a mathematical model developed…