The computerized adaptive tests (CAT) apply an adaptive process in which the items are tailored to individuals' ability scores. The multidimensional CAT (MCAT) designs differ in terms of different item selection, ability estimation, and termination methods being used. This study aims at investigating the performance of the MCAT designs used to…

This study investigates the effect of several design and administration choices on item exposure and person/item parameter recovery under a multistage test (MST) design. In a simulation study, we examine whether number-correct (NC) or item response theory (IRT) methods are differentially effective at routing students to the correct next stage(s)…

Educational and psychological constructs are normally measured by multifaceted dimensions. The measured construct is defined and measured by a set of related subdomains. A bifactor model can accurately describe such data with both the measured construct and the related subdomains. However, a limitation of the bifactor model is the orthogonality…

An automated item selection procedure in Mokken scale analysis partitions a set of items into one or more Mokken scales, if the data allow. Two algorithms are available that pursue the same goal of selecting Mokken scales of maximum length: Mokken's original automated item selection procedure (AISP) and a genetic algorithm (GA). Minimum…

Computer-adaptive classification tests focus on classifying respondents in different proficiency groups (e.g., for pass/fail decisions). To date, adaptive classification testing has been dominated by research on dichotomous response formats and classifications in two groups. This article extends this line of research to polytomous classification…

Examined the effects of test length and sample size on the alternate forms reliability and equating of simulated mathematics tests composed of constructed response items scaled using the two-parameter partial credit model. Results suggest that, to obtain acceptable reliabilities and accurate equated scores, tests should have at least 8 6-point…

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…

The purpose of the present research was to study, systematically, the "goodness-of-fit" of the one-, two-, and three-parameter logistic models. We studied, using computer-simulated test data, the effects of four variables: variation in item discrimination parameters, the average value of the pseudo-chance level parameters, test length,…

The purpose of the investigation was to obtain some relationships among (1) test lengths, (2) shape of domain-score distributions, (3) advancement scores, and (4) several criterion-referenced test score reliability and validity indices. The study was conducted using computer simulation methods. The values of variables under study were set to be…

Performance assessments in education and credentialing are becoming popular. At the same time, there do not exist any well established and validated methods for setting standards on performance assessments. This paper describes several of the new standard-setting methods that are emerging for use with performance assessments and considers their…

The issue of test-item selection in support of decision making in adaptive testing is considered. The number of items needed to make a decision is compared for two approaches: selecting items from an item pool that are most informative at the decision point or selecting items that are most informative at the examinee's ability level. The first…