Computerized adaptive tests (CATs) pose major obstacles to the traditional assessment of differential item functioning (DIF). This paper proposes a modification of the SIBTEST DIF procedure for CATs, called CATSIB. CATSIB matches test takers on estimated ability based on unidimensional item response theory. To control for impact-induced Type I…

An important problem facing institutions of higher education is the number of students reporting that they are not adequately prepared for the difficulty of college-level courses. To meet this problem, a computerized adaptive testing package was developed that permitted remote placement testing of high school students via the World Wide Web. The…

This report, based on a survey completed by testing directors in states that are members of the Southern Regional Education Board (SREB), describes the status of online testing in SREB states. Overall, SREB states are paying limited attention to online testing. Only Virginia is moving systematically to implement online testing. By spring 2004, all…

A computerized adaptive test (CAT) administration usually requires a large supply of items with accurately estimated psychometric properties, such as item response theory (IRT) parameter estimates, to ensure the precision of examinee ability estimation. However, an estimated IRT model of a given item in any given pool does not always correctly…

This paper focuses on a version of sequential mastery testing (i.e., classifying students as a master/nonmaster or continuing testing and administering another item or testlet) in which response behavior is modeled by a multidimensional item response theory (IRT) model. First, a general theoretical framework is outlined that is based on a…

Chapters in this book present the challenges and dilemmas faced by researchers as they created new computerized assessments, focusing on issues addressed in developing, scoring, and administering the assessments. Chapters are: (1) "Beyond Bells and Whistles; An Introduction to Computerized Assessment" (Julie B. Olson-Buchanan and Fritz Drasgow);…

This paper traces the course of the consequences of viewing test responses as simply providing dichotomous data concerning ordinal relations. It begins by proposing that the score matrix is best considered to be items-plus-persons by items-plus-persons, and recording the wrongs as well as the rights. (Author/CTM)

Monte Carlo research with TAILOR, a program using implied orders as a basis for tailored testing, is reported. TAILOR typically required about half the available items to estimate, for each simulated examinee, the responses on the remainder. (Author/CTM)

TAILOR, a computer program which implements an approach to tailored testing, was examined by Monte Carlo methods. The evaluation showed the procedure to be highly reliable and capable of reducing the required number of tests items by about one half. (Author/JKS)

Some alternative criteria for item selection in adaptive testing are proposed that take into account uncertainty in the ability estimates. A simulation study shows that the likelihood weighted information criterion is a good alternative to the maximum information criterion. Another good alternative uses a Bayesian expected a posteriori estimator.…

An item selection procedure for computerized adaptive testing based on average global information is proposed. Results from simulation studies comparing the approach with the usual maximum item information item selection indicate that the new method leads to improvement in terms of bias and mean squared error reduction under many circumstances.…

Mixed integer linear programing models for customizing two-stage tests are presented. Model constraints are imposed with respect to test composition, administration time, inter-item dependencies, and other practical considerations. The models can be modified for use in the construction of multistage tests. (Author/TJH)

A study of Scholastic Aptitude Test scores for nine groups of students with disabilities taking special test administrations found differences in score levels among disability groups but no significant differences of measurement precision and no evidence of disadvantage for disabled students. (Author/MSE)

Two simple empirical approximate Bayes estimators are introduced for estimating domain scores under binomial and hypergeometric distributions respectively. Criteria are established regarding use of these functions over maximum likelihood estimation counterparts. (SLD)

An experiment is reported in which 225 high school students were asked to choose among several multiple-choice items but then were required to answer them all. It is concluded that allowing choice while having fair tests is only possible when choice is irrelevant in terms of difficulty. (SLD)