Rapid growth in the use of internet-based instructional technology (IT) necessitates greater attention to the pedagogical implications of this transition. Though much of the literature on the uses of IT focuses on outcomes and student learning, we also need to ask whether and how different technologies force us to reconceive the boundaries for…

The IRT (Item Response Theory) has been studied and applied in computer-based test for decades. However, almost of all these existing studies evaluated focus merely on test questions with text-based (or static text/graphic) type of presentation form illustrated exclusively. In this paper, we present our study on test questions using both…

This article discusses a study which was designed to explore how online scaffolding can be incorporated to support knowledge acquisition in asynchronous discussion. A group of Singapore preservice teachers engaged in collaborative critiquing of videos before they embarked on their video projects to illustrate what constitutes good and bad video…

The purpose of the study was to determine comparability of an online version to the original paper-pencil version of Defining Issues Test 2 (DIT2). This study employed methods from both Classical Test Theory (CTT) and Item Response Theory (IRT). Findings from CTT analyses supported the reliability and discriminant validity of both versions.…

HIV-related behaviors, self-reported using Web-delivered or paper-pencil modes, were collected from two convenience samples of college students at a major university in the southeastern U.S. To enhance the equivalence of the comparisons, a subset pool of participants from each group, proportionally matched on key demographic variables including…

Background: This study assessed whether data-collection formats, computerized versus paper-and-pencil, affect response patterns and descriptive statistics for adolescent health assessment surveys. Youth were assessed as part of a health risk reduction program. Methods: Baseline data from 1131 youth were analyzed. Participants completed the…

When an examination consists, in whole or in part, of constructed response items, it is a common practice to allow the examinee to choose among a variety of questions. This procedure is usually adopted so that the limited number of items that can be completed in the allotted time does not unfairly affect the examinee. This results in the de facto…

This paper discusses a computer-based prototype called TestMaker that enables educators to create computer-based tests. Given the functional needs of faculty, the host of research implications computer technology has for assessment, and current educational perspectives such as constructivism and their impact on testing, the purposes for developing…

Examinee response times from a computerized adaptive test taken by 204 examinees taking a certification examination were analyzed using a hierarchical linear model. Two equations were posed: a within-person model and a between-person model. Variance within persons was eight times greater than variance between persons. Several variables…

This report summarizes the results from two studies. The first assessed the comparability of scores derived from linear computer-based (CBT) and computer adaptive (CAT) versions of the three Graduate Record Examinations (GRE) General Test measures. A verbal CAT was taken by 1,507, a quantitative CAT by 1,354, and an analytical CAT by 995…

There is a considerable interest at Educational Testing Service (ETS) to include performance-based, natural language constructed-response items on standardized tests. Such items can be developed, but the projected time and costs required to have these items scored by human graders would be prohibitive. In order for ETS to include these types of…

Most use of multimedia technology in teaching and learning to date has emphasized the teaching aspect only. An application of multimedia in examinations has been neglected. This paper addresses how multimedia technology can be applied to the automatization of assessment, by proposing a prototype of a multimedia question bank, which is able to…

Differences in test performance on time-limited tests may be due in part to differential response-time rates between subgroups, rather than real differences in the knowledge, skills, or developed abilities of interest. With computer-administered tests, response times are available and may be used to address this issue. This study investigates…

At Humber College (HC) in Toronto, Ontario, Canada, the Digital Electronics (DE) program utilizes a computerized learning infrastructure called Computer Managed Learning (CML). The program, which has been under development for several years, is flexible enough to build a unique program of studies for each individual student and allows for the…

One important and promising application of item response theory (IRT) is computerized adaptive testing (CAT). The implementation of a nominal response model-based CAT (NRCAT) was studied. Item pool characteristics for the NRCAT as well as the comparative performance of the NRCAT and a CAT based on the three-parameter logistic (3PL) model were…