Publication Date
| In 2026 | 0 |
| Since 2025 | 8 |
| Since 2022 (last 5 years) | 44 |
| Since 2017 (last 10 years) | 113 |
| Since 2007 (last 20 years) | 302 |
Descriptor
Source
Author
Publication Type
Education Level
Audience
| Practitioners | 47 |
| Researchers | 34 |
| Teachers | 29 |
| Policymakers | 3 |
| Administrators | 2 |
Location
| Australia | 58 |
| Canada | 14 |
| Oregon | 11 |
| Netherlands | 10 |
| Missouri | 9 |
| Turkey | 9 |
| United Kingdom | 8 |
| United States | 8 |
| Massachusetts | 7 |
| Florida | 6 |
| Germany | 6 |
| More ▼ | |
Laws, Policies, & Programs
| Elementary and Secondary… | 16 |
| Individuals with Disabilities… | 8 |
| Elementary and Secondary… | 3 |
| Comprehensive Education… | 2 |
| Education Consolidation… | 1 |
| Family Educational Rights and… | 1 |
| Rehabilitation Act 1973 | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Download full textLieberman, Marcus; And Others – 1972
The Objective-Item Bank presented covers 16 sections of four subject areas in each of four grade levels. The four areas are: Language Arts, Math, Social Studies, and Science. The four grade levels are: Primary, Intermediate, Junior High, and High School. The Objective-Item Bank provides school administrators with an initial starting point for…
Descriptors: Behavioral Objectives, Curriculum Development, Individualized Instruction, Item Banks
Lieberman, Marcus; And Others – 1972
The Objective-Item Bank presented covers 16 sections of four subject areas in each of four grade levels. The four areas are: Language Arts, Math, Social Studies, and Science. The four grade levels are: Primary, Intermediate, Junior High, and High School. The Objective-Item Bank provides school administrators with an initial starting point for…
Descriptors: Behavioral Objectives, Curriculum Development, Elementary Education, Individualized Instruction
Lieberman, Marcus; And Others – 1972
The Objective-Item Bank presented covers 16 sections of four subject areas in each of four grade levels. The four areas are: Language Arts, Math, Social Studies, and Science. The four grade levels are: Primary, Intermediate, Junior High, and High School. The Objective-Item Bank provides school administrators with an initial starting point for…
Descriptors: Behavioral Objectives, Curriculum Development, High Schools, Individualized Instruction
Lieberman, Marcus; And Others – 1972
The Objective-Item Bank presented covers 16 sections of four subject areas in each of four grade levels. The four areas are: Language Arts, Math, Social Studies, and Science. The four grade levels are: Primary, Intermediate, Junior High, and High School. The Objective-Item Bank provides school administrators with an initial starting point for…
Descriptors: Behavioral Objectives, Curriculum Development, Individualized Instruction, Item Banks
Lieberman, Marcus; And Others – 1972
The Objective-Item Bank presented covers 16 sections of four subject areas in each of four grade levels. The four areas are: Language Arts, Math, Social Studies, and Science. The four grade levels are: Primary, Intermediate, Junior High, and High School. The Objective-Item Bank provides school administrators with an initial starting point for…
Descriptors: Behavioral Objectives, Curriculum Development, Elementary Education, Individualized Instruction
Lieberman, Marcus; And Others – 1972
The Objective-Item Bank presented covers 16 sections of four subject areas in each of four grade levels. The four areas are: Language Arts, Math, Social Studies, and Science. The four grade levels are: Primary, Intermediate, Junior High, and High School. The Objective-Item Bank provides school administrators with an initial starting point for…
Descriptors: Behavioral Objectives, Curriculum Development, High Schools, Individualized Instruction
Peer reviewedHiscox, Michael D. – Educational Measurement: Issues and Practice, 1985
While there is much enthusiasm about the potential of microcomputers in test development and item banking, testing specialists have no interest in actually purchasing a turnkey test construction system. Focusing development efforts on providing methods to assist test directors, rather than external systems which replace institutionalized…
Descriptors: Computer Assisted Testing, Computer Software, Item Banks, Microcomputers
Peer reviewedFriesen, R. J., Ed. – Journal of Chemical Education, 1976
Supplies the names of British publications that contain chemistry questions, most of them at the high school level. (MLH)
Descriptors: Books, Chemistry, Instructional Materials, Item Banks
Habick, Timothy – 1999
With the advent of computer-based testing (CBT) and the need to increase the number of items available in computer adaptive test pools, the idea of item variants was conceived. An item variant can be defined as an item with content based on an existing item to a greater or lesser degree. Item variants were first proposed as a way to enhance test…
Descriptors: Adaptive Testing, Computer Assisted Testing, Item Banks, Test Construction
Optimal Stratification of Item Pools in a-Stratified Computerized Adaptive Testing. Research Report.
van der Linden, Wim J. – 2000
A method based on 0-1 linear programming (LP) is presented to stratify an item pool optimally for use in "alpha"-stratified adaptive testing. Because the 0-1 LP model belongs to the subclass of models with a network-flow structure, efficient solutions are possible. The method is applied to a previous item pool from the computerized…
Descriptors: Adaptive Testing, Computer Assisted Testing, Item Banks, Linear Programming
Goldstein, Harvey – Forum for the Discussion of New Trends in Education, 1979
The author critiques the objective measurement movement, particularly the Rasch model, as misguided and overly simplistic. (SJL)
Descriptors: Ability Identification, Educational Assessment, Elementary Secondary Education, Item Banks
Peer reviewedPopyuk, William – System, 1980
Lists five objectives in creating an item bank for language proficiency test items and describes the design of an item bank card. Briefly discusses item analysis and population distribution in this system and points out the numerous advantages of the system and conditions for its success. (PMJ)
Descriptors: Item Analysis, Item Banks, Language Proficiency, Language Tests
Peer reviewedByrne, Colin J. – British Journal of Educational Technology, 1976
Explains what question banks are and how they work, with descriptions of a number of computer assisted test preparation systems selected to illustrate the variety in operation. Indicates costs. (Author/LS)
Descriptors: Computer Oriented Programs, Costs, Item Banks, State of the Art Reviews
Peer reviewedGlas, Cees A. W.; van der Linden, Wim J. – Applied Psychological Measurement, 2003
Developed a multilevel item response (IRT) model that allows for differences between the distributions of item parameters of families of item clones. Results from simulation studies based on an item pool from the Law School Admission Test illustrate the accuracy of the item pool calibration and adaptive testing procedures based on the model. (SLD)
Descriptors: Adaptive Testing, Computer Assisted Testing, Item Banks, Item Response Theory
Peer reviewedQuellmalz, Edys; Schank, Patricia; Hinojosa, Thomas; Padilla, Christine – Practical Assessment, Research & Evaluation, 1999
Describes work in progress at SRI International in the Performance Assessment Links in Science (PALS) project, which is developing an online, standards-based, interactive resource bank of science performance assessments. Coupled with the development of the resource bank is a program of research on effective use of these resources. (SLD)
Descriptors: Computer Assisted Testing, Item Banks, Online Systems, Performance Based Assessment
