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Vispoel, Walter P. – Educational and Psychological Measurement, 2000
Compared results from computerized vocabulary tests under conditions in which item review was permitted or not permitted. Results from 177 college students reveal that performance gains after review were greater for examinees of high ability, and that review was desired more by examinees with higher test anxiety. The major drawback to review was…
Descriptors: Ability, College Students, Computer Assisted Testing, Higher Education
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Waterhouse, Julie Keith; Beeman, Pamela Butler – Journal of Professional Nursing, 2001
Discriminant analysis was used to identify variables predictive of success in the computerized National Council Licensure Examination for Registered Nurses with data from 289 nursing graduates. Using seven significant predictors, 94% of passes and 92% of failures were correctly identified. (Contains 23 references.) (SK)
Descriptors: Computer Assisted Testing, Discriminant Analysis, Higher Education, Licensing Examinations (Professions)
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Wise, Steven L.; And Others – Applied Measurement in Education, 1994
The hypothesis that previously found effects of self-adapted testing (SAT) are attributable to examinees' having an increased perception of control over a stressful testing situation was studied with 377 college students who took computerized adaptive tests or SAT. The strongest preference for SAT was seen in individuals with the highest…
Descriptors: Adaptive Testing, College Students, Computer Assisted Testing, Higher Education
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Vincent, Annette; Ross, Dianne – Learning Organization, 2001
Describes multiple intelligences, personality types, and learning styles. Identifies online instruments for identifying them. Gives strategies for teaching each type. (Contains 26 references.) (SK)
Descriptors: Cognitive Style, Computer Assisted Testing, Educational Strategies, Individualized Instruction
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Kolen, Michael J. – Educational Assessment, 1999
Develops a conceptual framework that addresses score comparability for performance assessments, adaptive tests, paper-and-pencil tests, and alternate item pools for computerized tests. Outlines testing situation aspects that might threaten score comparability and describes procedures for evaluating the degree of score comparability. Suggests ways…
Descriptors: Adaptive Testing, Comparative Analysis, Computer Assisted Testing, Performance Based Assessment
Olson, Allan – American School Board Journal, 2000
The Northwest Evaluation Association, serving over 300 U.S. school districts, is developing an Internet-enabled assessment system that adapts questions to each student's performance. Shorter, adaptive tests help students avoid frustrations or boredom caused by too-difficult or -easy questions. Scores are as valid as traditional test scores. (MLH)
Descriptors: Accountability, Achievement Tests, Computer Assisted Testing, Elementary Secondary Education
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Nicewander, W. Alan; Thomasson, Gary L. – Applied Psychological Measurement, 1999
Derives three reliability estimates for the Bayes modal estimate (BME) and the maximum-likelihood estimate (MLE) of theta in computerized adaptive tests (CATs). Computes the three reliability estimates and the true reliabilities of both BME and MLE for seven simulated CATs. Results show the true reliabilities for BME and MLE to be nearly identical…
Descriptors: Ability, Adaptive Testing, Bayesian Statistics, Computer Assisted Testing
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Ahrens, Kathleen – Journal of East Asian Linguistics, 2001
Demonstrates that both meanings of an ambiguity are accessed at the onset of the ambiguity when the context is biased towards the secondary meaning. This evidence does not support the context-dependent model, which says that contextual bias should aid the processor in selecting a meaning. (Author/VWL)
Descriptors: Ambiguity, Cognitive Processes, Computer Assisted Testing, Mandarin Chinese
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Neugent, Lan W. – T.H.E. Journal, 2004
Embarking on a high-stakes online testing program is a major enterprise that requires planning, teamwork, communication, flexibility and good problem-solving skills. It is important to be aware of the issues that one may confront and what hurdles might have to be overcome to be successful in the job. The Virginia Department of Education…
Descriptors: Federal Legislation, Testing Programs, Administrative Organization, State Standards
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Olson, Allan – Educational Leadership, 2005
Most educators agree that the primary criterion of school success is the ongoing growth and achievement of every student even in the midst of constant debate about the state of the US education and conflicting opinions regarding the value of No Child Left Behind (NCLB). Standardized tests have their place, but computerized adaptive testing aimed…
Descriptors: Federal Legislation, Standardized Tests, Adaptive Testing, Educational Improvement
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Williams, John E.; Weed, Nathan C. – Assessment, 2004
There are eight commercially available computer-based test interpretations (CBTIs) for the Minnesota Multiphasic Personality Inventory-2 (MMPI-2), of which few have been empirically evaluated. Prospective users of these programs have little scientific data to guide choice of a program. This study compared ratings of these eight CBTIs. Test users…
Descriptors: Rating Scales, Measurement Techniques, Test Interpretation, Personality Measures
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Smith, Brooke; Caputi, Peter – Journal of Educational Computing Research, 2004
Test equivalence can be evaluated in terms of four aspects: psychometric, behavioral, experiential, and individual differences (i.e., relativity of equivalence) (Honaker, 1988). This study examined the psychometric properties of the Attitude Towards Computerized Assessment Scale (ATCAS) designed to assess one of these criteria, namely,…
Descriptors: Measures (Individuals), Psychometrics, Testing, Factor Analysis
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McCrudden, Matthew T.; Schraw, Gregory; Kambe, Gretchen – Journal of Educational Psychology, 2005
The authors examined the effect of prereading relevance instructions on reading time and learning for 2 types of text. Experiment 1 found that relevance instructions increased learning for relevant segments without increasing reading time when reading a scientific text sentence by sentence on a computer. In contrast, the same segments were learned…
Descriptors: Reading Comprehension, Recall (Psychology), Performance Factors, Instructional Effectiveness
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Kelly, P. Adam – Journal of Educational Computing Research, 2005
Powers, Burstein, Chodorow, Fowles, and Kukich (2002) suggested that automated essay scoring (AES) may benefit from the use of "general" scoring models designed to score essays irrespective of the prompt for which an essay was written. They reasoned that such models may enhance score credibility by signifying that an AES system measures the same…
Descriptors: Essays, Models, Writing Evaluation, Validity
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Davis, Laurie Laughlin – Applied Psychological Measurement, 2004
Choosing a strategy for controlling item exposure has become an integral part of test development for computerized adaptive testing (CAT). This study investigated the performance of six procedures for controlling item exposure in a series of simulated CATs under the generalized partial credit model. In addition to a no-exposure control baseline…
Descriptors: Adaptive Testing, Computer Assisted Testing, Test Items, Achievement Tests
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