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Showing 901 to 915 of 1,334 results Save | Export
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Halkitis, Perry N. – Journal of Outcome Measurement, 1998
The precision of a computerized adaptive test (CAT) with a limited item pool was measured using test results from 4,494 nursing students. Regardless of the item pool size, CAT provides greater precision in measurement with a smaller number of items administered even when the choice of items is limited, but CAT fails to achieve equiprecision along…
Descriptors: Ability Identification, Adaptive Testing, College Students, Computer Assisted Testing
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Wise, Stephen L. – Applied Measurement in Education, 1994
This article summarizes prior research findings on self-adapted testing (SAT) and examines the hypothesis that positive effects from SAT are the result of examinees perceiving greater control over the testing situation, which may lead to reduced test anxiety and improved performance. Prior research on perceived control is also discussed. (SLD)
Descriptors: Adaptive Testing, Cognitive Processes, Computer Assisted Testing, Educational Research
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Bridgeman, Brent; Cline, Frederick – Journal of Educational Measurement, 2004
Time limits on some computer-adaptive tests (CATs) are such that many examinees have difficulty finishing, and some examinees may be administered tests with more time-consuming items than others. Results from over 100,000 examinees suggested that about half of the examinees must guess on the final six questions of the analytical section of the…
Descriptors: Guessing (Tests), Timed Tests, Adaptive Testing, Computer Assisted Testing
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Weiss, David J. – Measurement and Evaluation in Counseling and Development, 2004
Computerized adaptive testing (CAT) is described and compared with conventional tests, and its advantages summarized. Some item response theory concepts used in CAT are summarized and illustrated. The author describes the potential usefulness of CAT in counseling and education and reviews some current issues in the implementation of CAT.
Descriptors: Item Response Theory, Computer Assisted Testing, Counselor Training, Testing
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Revuelta, Javier – Journal of Educational and Behavioral Statistics, 2004
This article presents a psychometric model for estimating ability and item-selection strategies in self-adapted testing. In contrast to computer adaptive testing, in self-adapted testing the examinees are allowed to select the difficulty of the items. The item-selection strategy is defined as the distribution of difficulty conditional on the…
Descriptors: Psychometrics, Adaptive Testing, Test Items, Evaluation Methods
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Rabinowitz, Stanley; Ananda, Sri; Bell, Andrew – Journal of Applied Testing Technology, 2005
This paper focuses on this assessment issue: How do you increase the validity of assessments of ELL student performance on core academic content? We begin by exploring NCLB expectations for ELL assessments and an increasingly popular approach to meeting these requirements proposed by some states--translation of assessments into students' native…
Descriptors: Validity, Second Language Learning, English (Second Language), Federal Legislation
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Lei, Pui-Wa; Chen, Shu-Ying; Yu, Lan – Journal of Educational Measurement, 2006
Mantel-Haenszel and SIBTEST, which have known difficulty in detecting non-unidirectional differential item functioning (DIF), have been adapted with some success for computerized adaptive testing (CAT). This study adapts logistic regression (LR) and the item-response-theory-likelihood-ratio test (IRT-LRT), capable of detecting both unidirectional…
Descriptors: Evaluation Methods, Test Bias, Computer Assisted Testing, Multiple Regression Analysis
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Al-A'ali, Mansoor – Educational Technology & Society, 2007
Computer adaptive testing is the study of scoring tests and questions based on assumptions concerning the mathematical relationship between examinees' ability and the examinees' responses. Adaptive student tests, which are based on item response theory (IRT), have many advantages over conventional tests. We use the least square method, a…
Descriptors: Educational Testing, Higher Education, Elementary Secondary Education, Student Evaluation
Zwick, Rebecca – 1995
This paper describes a study, now in progress, of new methods for representing the sampling variability of Mantel-Haenszel differential item functioning (DIF) results, based on the system for categorizing the severity of DIF that is now in place at the Educational Testing Service. The methods, which involve a Bayesian elaboration of procedures…
Descriptors: Adaptive Testing, Bayesian Statistics, Classification, Computer Assisted Testing
Carlson, Sybil B.; Ward, William C. – 1988
Issues concerning the cost and feasibility of using Formulating Hypotheses (FH) test item types for the Graduate Record Examinations have slowed research into their use. This project focused on two major issues that need to be addressed in considering FH items for operational use: the costs of scoring and the assignment of scores along a range of…
Descriptors: Adaptive Testing, Computer Assisted Testing, Costs, Pilot Projects
De Ayala, R. J. – 1995
This study extended item parameter recovery studies in item response theory to the nominal response model (NRM). The NRM may be used with computerized adaptive testing, testlets, demographic items, and items whose alternatives provide educational diagnostic information. Moreover, with the increasing popularity of performance-based assessment, the…
Descriptors: Ability, Adaptive Testing, Computer Assisted Testing, Educational Diagnosis
Lunz, Mary E.; Bergstrom, Betty A. – 1995
The Board of Registry (BOR) certifies medical technologists and other laboratory personnel. The BOR has studied adaptive testing for over 6 years and now administers all 17 BOR certification examinations using computerized adaptive testing (CAT). This paper presents an overview of the major research efforts from 1989 to the present related to test…
Descriptors: Adaptive Testing, Computer Assisted Testing, Decision Making, Equated Scores
Wainer, Howard; And Others – 1991
A series of computer simulations was run to measure the relationship between testlet validity and the factors of item pool size and testlet length for both adaptive and linearly constructed testlets. Results confirmed the generality of earlier empirical findings of H. Wainer and others (1991) that making a testlet adaptive yields only marginal…
Descriptors: Adaptive Testing, Computer Assisted Testing, Computer Simulation, Item Banks
Mislevy, Robert J.; Wu, Pao-Kuei – 1988
The basic equations of item response theory provide a foundation for inferring examinees' abilities and items' operating characteristics from observed responses. In practice, though, examinees will usually not have provided a response to every available item--for reasons that may or may not have been intended by the test administrator, and that…
Descriptors: Ability, Adaptive Testing, Equations (Mathematics), Estimation (Mathematics)
Wise, Steven L.; And Others – 1997
The degree to which item review on a computerized adaptive test (CAT) could be used by examinees to inflate their scores artificially was studied. G. G. Kingsbury (1996) described a strategy in which examinees could use the changes in item difficulty during a CAT to determine which items' answers are incorrect and should be changed during item…
Descriptors: Achievement Gains, Adaptive Testing, College Students, Computer Assisted Testing
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