In defense of retaining the "latent trait theory" term, instead of replacing it with "item response theory" as some recent research would have it, the following objectives are outlined: (1) investigation of theory and method for estimating the operating characteristics of discrete item responses using a minimum number of…

In the methods and approaches developed for estimating the operating characteristics of the discrete item responses, the maximum likelihood estimate of the examinee based upon the "Old Test" has an important role. When Old Test does not provide a sufficient amount of test information for the upper and lower part of the ability interval,…

A series of four vocabulary norming tests was used to develop a large, homogeneous pool of vocabulary test items for use in computer-administered adaptive testing research. Five hundred seventy-five unique vocabulary knowledge items were divided among the four norming tests, and administered to separate groups of college undergraduates. Norming…

A two-stage adaptive test and a conventional peaked test were constructed and administered on a time-shared computer system to students in undergraduate psychology courses. (The two-stage adaptive test consisted of a routing test followed by one of a series of measurement tests.) Comparison of the score distributions showed that the two-stage test…

Several important implications in latent trait theory, with implications for individualized or tailored testing, are pointed out. A way of using the information function in tailored testing in connection with the standard error estimation of the ability level using maximum likelihood estimation is suggested. (Author/JKS)

The testlet, a bundle of test items, alleviates some problems associated with computerized adaptive testing: context effects, lack of robustness, and item difficulty ordering. While testlets may be linear or hierarchical, the most useful ones are four-level hierarchical units, containing 15 items and partitioning examinees into 16 classes. (GDC)

An experiment was conducted that contrasted a variant of computerized adaptive testing, self-adapted testing, with two traditional tests. Participants completed a self-report of text anxiety and were randomly assigned to take one of the three tests of verbal ability. Subjects generally chose more difficult items as the test progressed. (Author/LMO)

This study examines the effect of item response time across 30 items on ability estimates in a high stakes computer adaptive graduate admissions examination. Examinees were categorized according to 4 item response time patterns, and the categories are compared in terms of ability estimates. Significant differences between response time patterns…

Information provided for computerized adaptive test (CAT) simulees was compared under two conditions on two moderately correlated trait composites, mathematics and reading comprehension. The first condition used information provided by in-scale items alone, while the second condition used information provided by in- and out-of-scale items together…

Recent developments of person-fit analysis in computerized adaptive testing (CAT) are discussed. Methods from statistical process control are presented that have been proposed to classify an item score pattern as fitting or misfitting the underlying item response theory (IRT) model in a CAT. Most person-fit research in CAT is restricted to…

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…