An integer programming approach to item pool design is presented that can be used to calculate an optimal blueprint for an item pool to support an existing testing program. The results are optimal in the sense that they minimize the efforts involved in actually producing the items as revealed by current item writing patterns. Also, an adaptation…

A version of sequential mastery testing is studied in which response behavior is modeled by an item response theory (IRT) model. First, a general theoretical framework is sketched that is based on a combination of Bayesian sequential decision theory and item response theory. A discussion follows on how IRT based sequential mastery testing can be…

The capability of the DIMTEST statistical test to assess essential dimensionality of the model underlying item responses of real tests as opposed to simulated tests was investigated. A variety of real test data from difference sources was used to assess essential dimensionality. Based on DIMTEST results, some test data are assessed as fitting an…

Item bias has been a major concern for test developers during recent years. The Mantel-Haenszel statistic has been among the preferred methods for identifying biased items. The statistic's performance in identifying uniform bias in simulated data modeled by producing various levels of difference in the (item difficulty) b-parameter for reference…

The project reported here consisted of a sensitivity review of the items of Forms 11, 12, and 13 of the Armed Services Vocational Aptitude Battery (ASVAB). Because administration of this battery is a required step in the accession process, it should be free from perceived bias or offensiveness that could detract from the measurement process. In…

In previous research, no relationship was found between test factor structure and test hierarchical structure. This study found some correspondence between test factor structure and test inter-item dependency structure, as measured by a log-linear model. There was an inconsistency, however, which warrants further study: more significant two-item…

Reliabilities are compared for two types of test score data: number correct, and item response patterns. Item-pattern scoring using three-parameter item response theory takes into account how many and which items a student answers correctly. This procedure theoretically results in greater reliability than does number-correct scoring. Empirical…

Concern has been expressed over the item response theory (IRT) assumption that a person's ability can be estimated in a unidimensional latent space. To examine whether or not the response to an item requires only a single latent ability, unidimensional ability estimates were compared for data generated from the multidimensional item response…

Many applications of educational testing have a missing data aspect (MDA). This MDA is perhaps most pronounced in item banking, where each examinee responds to a different subtest of items from a large item pool and where both person and item parameter estimates are needed. The Rasch model is emphasized, and its non-parametric counterpart (the…

Two of the standards contained in the third draft of the new Joint Technical Standards for Test Development and Revision are discussed: Standard 3.13, mandating the use of multicultural material and the avoidance of material offensive to any major ethnic, cultural, or gender group; and Standard 3.14, mandating research and subsequent test revision…

The distribution of a certain item response theory (IRT) based person fit index to identify systematic types of aberrance is discussed. For the Rasch model, it is proved that: (1) the joint distribution of subtest-residuals (the components of the index) is asymptotically multivariate normal; and (2) the distribution of the index is asymptotically…

Methods and indices based on item response theory (IRT) for detecting and diagnosing aberrant response patterns are reviewed. These indices are divided into three groups: (1) residuals-based; (2) likelihood-based; and (3) ratio of covariances-based (extended cautions). For each index, the determination of its sampling distribution as well as its…

This brief overview notes that an adaptive test differs from standardized achievement tests in that it does not consist of a certain set of items that are administered to a group of examinees. Instead, the test is individualized for each examinee. The items administered to the examinee are selected from a large pool of items on the basis of the…

This paper attempts to provide some initial information about the use of a variety of item response theory (IRT) models in the item selection process; its purpose is to compare the information curves derived from the selection of items characterized by several different IRT models and their associated parameter estimation programs. These…

This document consists of test items which are applicable to biology courses throughout Australia (irrespective of course materials used); assess key concepts within course statement (for both core and optional studies); assess a wide range of cognitive processes; and are relevant to current biological concepts. These items are arranged under…