@article {2737, title = {Efficiency of Targeted Multistage Calibration Designs Under Practical Constraints: A Simulation Study}, journal = {Journal of Educational Measurement}, volume = {56}, number = {1}, year = {2019}, pages = {121-146}, abstract = {Abstract Calibration of an item bank for computer adaptive testing requires substantial resources. In this study, we investigated whether the efficiency of calibration under the Rasch model could be enhanced by improving the match between item difficulty and student ability. We introduced targeted multistage calibration designs, a design type that considers ability-related background variables and performance for assigning students to suitable items. Furthermore, we investigated whether uncertainty about item difficulty could impair the assembling of efficient designs. The results indicated that targeted multistage calibration designs were more efficient than ordinary targeted designs under optimal conditions. Limited knowledge about item difficulty reduced the efficiency of one of the two investigated targeted multistage calibration designs, whereas targeted designs were more robust.}, doi = {10.1111/jedm.12203}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/jedm.12203}, author = {Berger, St{\'e}phanie and Verschoor, Angela J. and Eggen, Theo J. H. M. and Moser, Urs} } @conference {2651, title = {Adaptive Item and Feedback Selection in Personalized Learning with a Network Approach}, booktitle = {IACAT 2017 Conference}, year = {2017}, month = {08/2017}, publisher = {Niigata Seiryo University}, organization = {Niigata Seiryo University}, address = {Niigata, Japan}, abstract = {

Personalized learning is a term used to describe educational systems that adapt student-specific curriculum sequencing, pacing, and presentation based on their unique backgrounds, knowledge, preferences, interests, and learning goals. (Chen, 2008; Netcoh, 2016). The technological approach to personalized learning provides data-driven models to incorporate these adaptations automatically. Examples of applications include online learning systems, educational games, and revision-aid systems. In this study we introduce Bayesian networks as a methodology to implement an adaptive framework within a personalized learning environment. Existing ideas from Computerized Adaptive Testing (CAT) with Item Response Theory (IRT), where choices about content provision are based on maximizing information, are related to the goals of personalized learning environments. Personalized learning entails other goals besides efficient ability estimation by maximizing information, such as an adaptive configuration of preferences and feedback to the student. These considerations will be discussed and their application in networks will be illustrated.

Adaptivity in Personalized Learning.In standard CAT\’s there is a focus on selecting items that provide maximum information about the ability of an individual at a certain point in time (Van der Linden \& Glas, 2000). When learning is the main goal of testing, alternative adaptive item selection methods were explored by Eggen (2012). The adaptive choices made in personalized learning applications require additional adaptivity with respect to the following aspects; the moment of feedback, the kind of feedback, and the possibility for students to actively influence the learning process.

Bayesian Networks and Personalized Learning.Personalized learning aims at constructing a framework to incorporate all the aspects mentioned above. Therefore, the goal of this framework is not only to focus on retrieving ability estimates by choosing items on maximum information, but also to construct a framework that allows for these other factors to play a role. Plajner and Vomlel (2016) have already applied Bayesian Networks to adaptive testing, selecting items with help of entropy reduction. Almond et al. (2015) provide a reference work on Bayesian Networks in Educational Assessment. Both acknowledge the potential of the method in terms of features such as modularity options to build finer-grained models. IRT does not allow to model sub-skills very easily and to gather information on fine-grained level, due to its dependency on the assumption of generally one underlying trait. The local independence assumption in IRT implies being interested in mainly the student\’s overall ability on the subject of interest. When the goal is to improve student\’s learning, we are not just interested in efficiently coming to their test score on a global subject. One wants a model that is able to map\ educational problems and talents in detail over the whole educational program, while allowing for dependency between items. The moment in time can influence topics to be better mastered than others, and this is exactly what we can to get out of a model. The possibility to model flexible structures, estimate abilities on a very detailed level for sub-skills and to easily incorporate other variables such as feedback in Bayesian Networks makes it a very promising method for making adaptive choices in personalized learning. It is shown in this research how item and feedback selection can be performed with help of the promising Bayesian Networks. A student involvement possibility is also introduced and evaluated.

References

Almond, R. G., Mislevy, R. J., Steinberg, L. S., Yan, D., \& Williamson, D. M. (2015). Bayesian Networks in Educational Assessment. Test. New York: Springer Science+Business Media. http://doi.org/10.1007/978-0-387-98138-3

Eggen, T.J.H.M. (2012) Computerized Adaptive Testing Item Selection in Computerized Adaptive Learning Systems. In: Eggen. TJHM \& Veldkamp, BP.. (Eds). Psychometrics in Practice at RCEC. Enschede: RCEC

Netcoh, S. (2016, March). \“What Do You Mean by \‘Personalized Learning?\’. Croscutting Conversations in Education \– Research, Reflections \& Practice. Blogpost.

Plajner, M., \& Vomlel, J. (2016). Student Skill Models in Adaptive Testing. In Proceedings of the Eighth International Conference on Probabilistic Graphical Models (pp. 403-414).

Van der Linden, W. J., \& Glas, C. A. (2000). Computerized adaptive testing: Theory and practice. Dordrecht: Kluwer Academic Publishers.

Session Video

}, keywords = {feedback selection, item selection, network approach, personalized learning}, author = {Nikky van Buuren and Hendrik Straat and Theo Eggen and Jean-Paul Fox} } @conference {2652, title = {Efficiency of Targeted Multistage Calibration Designs under Practical Constraints: A Simulation Study}, booktitle = {IACAT 2017 Conference}, year = {2017}, month = {08/2017}, publisher = {Niigata Seiryo University}, organization = {Niigata Seiryo University}, address = {Niigata, Japan}, abstract = {

Calibration of an item bank for computer adaptive testing requires substantial resources. In this study, we focused on two related research questions. First, we investigated whether the efficiency of item calibration under the Rasch model could be enhanced by calibration designs that optimize the match between item difficulty and student ability (Berger, 1991). Therefore, we introduced targeted multistage calibration designs, a design type that refers to a combination of traditional targeted calibration designs and multistage designs. As such, targeted multistage calibration designs consider ability-related background variables (e.g., grade in school), as well as performance (i.e., outcome of a preceding test stage) for assigning students to suitable items.

Second, we explored how limited a priori knowledge about item difficulty affects the efficiency of both targeted calibration designs and targeted multistage calibration designs. When arranging items within a given calibration design, test developers need to know the item difficulties to locate items optimally within the design. However, usually, no empirical information about item difficulty is available before item calibration. Owing to missing empirical data, test developers might fail to assign all items to the most suitable location within a calibration design.

Both research questions were addressed in a simulation study in which we varied the calibration design, as well as the accuracy of item distribution across the different booklets or modules within each design (i.e., number of misplaced items). The results indicated that targeted multistage calibration designs were more efficient than ordinary targeted designs under optimal conditions. Especially, targeted multistage calibration designs provided more accurate estimates for very easy and 52 IACAT 2017 ABSTRACTS BOOKLET very difficult items. Limited knowledge about item difficulty during test construction impaired the efficiency of all designs. The loss of efficiency was considerably large for one of the two investigated targeted multistage calibration designs, whereas targeted designs were more robust.

References

Berger, M. P. F. (1991). On the efficiency of IRT models when applied to different sampling designs. Applied Psychological Measurement, 15(3), 293\–306. doi:10.1177/014662169101500310

Session Video

}, keywords = {CAT, Efficiency, Multistage Calibration}, url = {https://drive.google.com/file/d/1ko2LuiARKqsjL_6aupO4Pj9zgk6p_xhd/view?usp=sharing}, author = {Stephanie Berger and Angela J. Verschoor and Theo Eggen and Urs Moser} } @conference {2642, title = {The Implementation of Nationwide High Stakes Computerized (adaptive) Testing in the Netherlands}, booktitle = {IACAT 2017 Conference}, year = {2017}, month = {08/2017}, publisher = {Niigata Seiryo University}, organization = {Niigata Seiryo University}, address = {Niigata, Japan}, abstract = {

In this presentation the challenges of implementation of (adaptive) digital testing in the Facet system in the Netherlands is discussed. In the Netherlands there is a long tradition of implementing adaptive testing in educational settings. Already since the late nineties of the last century adaptive testing was used mostly in low stakes testing. Several CATs were implemented in student monitoring systems for primary education and in the general subjects language and arithmetic in vocational education. The only nationwide implemented high stakes CAT is the WISCAT-pabo: an arithmetic test for students in the first year of primary school teacher colleges. The psychometric advantages of item based adaptive testing are obvious. For example efficiency and high measurement precision. But there are also some disadvantages such as the impossibility of reviewing items during and after the test. During the test the student is not in control of his own test; e.q . he can only navigate forward to the next item. This is one of the reasons other methods of testing, such as multistage-testing, with adaptivity not on the item level but on subtest level, has become more popular to use in high stakes testing.

A main challenge of computerized (adaptive) testing is the implementation of the item bank and the test workflow in a digital system. Since 2014 a nationwide new digital system (Facet) was introduced in the Netherlands, with connections to the digital systems of different parties based on international standards (LTI and QTI). The first nationwide tests in the Facet-system were flexible exams Dutch and arithmetic for vocational (and secondary) education, taken as item response theory-based equated linear multiple forms tests, which are administered during 5 periods in a year. Nowadays there are some implementations of different methods of (multistage) adaptive testing in the same Facet system (DTT en Acet).

In this conference, other presenters of Cito will elaborate on the psychometric characteristics of this other adaptive testing methods. In this contribution, the system architecture and interoperability of the Facet system will be explained. The emphasis is on the implementation and the problems to be solved by using this digital system in all phases of the (adaptive) testing process: item banking, test construction, designing, publication, test taking, analyzing and reporting to the student. An evaluation of the use of the system will be presented.

Session Video

}, keywords = {High stakes CAT, Netherlands, WISCAT}, url = {https://drive.google.com/open?id=1Kn1PvgioUYaOJ5pykq-_XWnwDU15rRsf}, author = {Mia van Boxel and Theo Eggen} } @article {2529, title = {Latent-Class-Based Item Selection for Computerized Adaptive Progress Tests}, journal = {Journal of Computerized Adaptive Testing}, volume = {5}, year = {2017}, pages = {22-43}, keywords = {computerized adaptive progress test, item selection method, Kullback-Leibler information, Latent class analysis, log-odds scoring}, issn = {2165-6592}, doi = {10.7333/1704-0502022}, url = {http://iacat.org/jcat/index.php/jcat/article/view/62/29}, author = {van Buuren, Nikky and Eggen, Theo J. H. M.} } @article {2492, title = {Multidimensional Computerized Adaptive Testing for Classifying Examinees With Within-Dimensionality}, journal = {Applied Psychological Measurement}, volume = {40}, number = {6}, year = {2016}, pages = {387-404}, abstract = {A classification method is presented for adaptive classification testing with a multidimensional item response theory (IRT) model in which items are intended to measure multiple traits, that is, within-dimensionality. The reference composite is used with the sequential probability ratio test (SPRT) to make decisions and decide whether testing can be stopped before reaching the maximum test length. Item-selection methods are provided that maximize the determinant of the information matrix at the cutoff point or at the projected ability estimate. A simulation study illustrates the efficiency and effectiveness of the classification method. Simulations were run with the new item-selection methods, random item selection, and maximization of the determinant of the information matrix at the ability estimate. The study also showed that the SPRT with multidimensional IRT has the same characteristics as the SPRT with unidimensional IRT and results in more accurate classifications than the latter when used for multidimensional data.}, doi = {10.1177/0146621616648931}, url = {http://apm.sagepub.com/content/40/6/387.abstract}, author = {van Groen, Maaike M. and Eggen, Theo J. H. M. and Veldkamp, Bernard P.} } @article {2326, title = {Item Selection Methods Based on Multiple Objective Approaches for Classifying Respondents Into Multiple Levels}, journal = {Applied Psychological Measurement}, volume = {38}, number = {3}, year = {2014}, pages = {187-200}, abstract = {

Computerized classification tests classify examinees into two or more levels while maximizing accuracy and minimizing test length. The majority of currently available item selection methods maximize information at one point on the ability scale, but in a test with multiple cutting points selection methods could take all these points simultaneously into account. If for each cutting point one objective is specified, the objectives can be combined into one optimization function using multiple objective approaches. Simulation studies were used to compare the efficiency and accuracy of eight selection methods in a test based on the sequential probability ratio test. Small differences were found in accuracy and efficiency between different methods depending on the item pool and settings of the classification method. The size of the indifference region had little influence on accuracy but considerable influence on efficiency. Content and exposure control had little influence on accuracy and efficiency.

}, doi = {10.1177/0146621613509723}, url = {http://apm.sagepub.com/content/38/3/187.abstract}, author = {van Groen, Maaike M. and Eggen, Theo J. H. M. and Veldkamp, Bernard P.} } @article {2230, title = {Multistage Computerized Adaptive Testing With Uniform Item Exposure}, journal = {Applied Measurement in Education}, volume = {25}, number = {2}, year = {2012}, pages = {118-141}, doi = {10.1080/08957347.2012.660363}, url = {http://www.tandfonline.com/doi/abs/10.1080/08957347.2012.660363}, author = {Edwards, Michael C. and Flora, David B. and Thissen, David} } @booklet {154, title = {Cross-cultural development of an item list for computer-adaptive testing of fatigue in oncological patients}, journal = {Health and Quality of Life Outcomes}, volume = {9}, number = {1}, year = {2011}, note = {Health Qual Life Outcomes. 2011 Mar 29;9(1):19.}, month = {March 29, 2011}, pages = {10}, edition = {2011/03/31}, abstract = {ABSTRACT: INTRODUCTION: Within an ongoing project of the EORTC Quality of Life Group, we are developing computerized adaptive test (CAT) measures for the QLQ-C30 scales. These new CAT measures are conceptualised to reflect the same constructs as the QLQ-C30 scales. Accordingly, the Fatigue-CAT is intended to capture physical and general fatigue. METHODS: The EORTC approach to CAT development comprises four phases (literature search, operationalisation, pre-testing, and field testing). Phases I-III are described in detail in this paper. A literature search for fatigue items was performed in major medical databases. After refinement through several expert panels, the remaining items were used as the basis for adapting items and/or formulating new items fitting the EORTC item style. To obtain feedback from patients with cancer, these English items were translated into Danish, French, German, and Spanish and tested in the respective countries. RESULTS: Based on the literature search a list containing 588 items was generated. After a comprehensive item selection procedure focusing on content, redundancy, item clarity and item difficulty a list of 44 fatigue items was generated. Patient interviews (n=52) resulted in 12 revisions of wording and translations. DISCUSSION: The item list developed in phases I-III will be further investigated within a field-testing phase (IV) to examine psychometric characteristics and to fit an item response theory model. The Fatigue CAT based on this item bank will provide scores that are backward-compatible to the original QLQ-C30 fatigue scale.}, isbn = {1477-7525 (Electronic)1477-7525 (Linking)}, author = {Giesinger, J. M. and Petersen, M. A. and Groenvold, M. and Aaronson, N. K. and Arraras, J. I. and Conroy, T. and Gamper, E. M. and Kemmler, G. and King, M. T. and Oberguggenberger, A. S. and Velikova, G. and Young, T. and Holzner, B. and Eortc-Qlg, E. O.} } @article {2042, title = {Design of a Computer-Adaptive Test to Measure English Literacy and Numeracy in the Singapore Workforce: Considerations, Benefits, and Implications}, journal = {Journal of Applied Testing Technology}, volume = {12}, year = {2011}, abstract = {

A computer adaptive test CAT) is a delivery methodology that serves the larger goals of the assessment system in which it is embedded. A thorough analysis of the assessment system for which a CAT is being designed is critical to ensure that the delivery platform is appropriate and addresses all relevant complexities. As such, a CAT engine must be designed to conform to the
validity and reliability of the overall system. This design takes the form of adherence to the assessment goals and objectives of the adaptive assessment system. When the assessment is adapted for use in another country, consideration must be given to any necessary revisions including content differences. This article addresses these considerations while drawing, in part, on the process followed in the development of the CAT delivery system designed to test English language workplace skills for the Singapore Workforce Development Agency. Topics include item creation and selection, calibration of the item pool, analysis and testing of the psychometric properties, and reporting and interpretation of scores. The characteristics and benefits of the CAT delivery system are detailed as well as implications for testing programs considering the use of a
CAT delivery system.

}, url = {http://www.testpublishers.org/journal-of-applied-testing-technology}, author = {Jacobsen, J. and Ackermann, R. and Eg{\"u}ez, J. and Ganguli, D. and Rickard, P. and Taylor, L.} } @conference {2106, title = {Item Selection Methods based on Multiple Objective Approaches for Classification of Respondents into Multiple Levels}, booktitle = {Annual Conference of the International Association for Computerized Adaptive Testing}, year = {2011}, month = {10/2011}, abstract = {

Is it possible to develop new item selection methods which take advantage of the fact that we want to classify into multiple categories? New methods: Taking multiple points on the ability scale into account; Based on multiple objective approaches.

Conclusions

}, keywords = {adaptive classification test, CAT, item selection, sequential classification test}, author = {Maaike van Groen and Theo Eggen and Bernard Veldkamp} } @conference {2105, title = {A Test Assembly Model for MST}, booktitle = {Annual Conference of the International Association for Computerized Adaptive Testing}, year = {2011}, month = {10/2011}, abstract = {

This study is just a short exploration in the matter of optimization of a MST. It is extremely hard or maybe impossible to chart influence of item pool and test specifications on optimization process. Simulations are very helpful in finding an acceptable MST.

}, keywords = {CAT, mst, multistage testing, Rasch, routing, tif}, author = {Angela Verschoor and Ingrid Radtke and Theo Eggen} } @article {113, title = {Detection of aberrant item score patterns in computerized adaptive testing: An empirical example using the CUSUM}, journal = {Personality and Individual Differences}, volume = {48}, number = {8}, year = {2010}, pages = {921-925}, abstract = {The scalability of individual trait scores on a computerized adaptive test (CAT) was assessed through investigating the consistency of individual item score patterns. A sample of N = 428 persons completed a personality CAT as part of a career development procedure. To detect inconsistent item score patterns, we used a cumulative sum (CUSUM) procedure. Combined information from the CUSUM, other personality measures, and interviews showed that similar estimated trait values may have a different interpretation.Implications for computer-based assessment are discussed.}, keywords = {CAT, computerized adaptive testing, CUSUM approach, person Fit}, isbn = {01918869}, author = {Egberink, I. J. L. and Meijer, R. R. and Veldkamp, B. P. and Schakel, L. and Smid, N. G.} } @inbook {2067, title = {Three-Category Adaptive Classification Testing}, booktitle = {Elements of Adaptive Testing}, year = {2010}, pages = {373-387}, chapter = {19}, doi = {10.1007/978-0-387-85461-8}, author = {Theo Eggen} } @inbook {1959, title = {Computerized classification testing in more than two categories by using stochastic curtailment}, year = {2009}, note = {{PDF file, 298 KB}}, address = {D. J. Weiss (Ed.), Proceedings of the 2009 GMAC Conference on Computerized Adaptive Testing.}, author = {Wouda, J. T. and Theo Eggen} } @inbook {1960, title = {Constrained item selection using a stochastically curtailed SPRT}, year = {2009}, note = {{PDF File, 298 KB}{PDF File, 298 KB}}, address = {D. J. Weiss (Ed.), Proceedings of the 2009 GMAC Conference on Computerized Adaptive Testing.}, author = {Wouda, J. T. and Theo Eggen} } @article {138, title = {Development of an item bank for the assessment of depression in persons with mental illnesses and physical diseases using Rasch analysis}, journal = {Rehabilitation Psychology}, volume = {54}, number = {2}, year = {2009}, note = {Forkmann, ThomasBoecker, MarenNorra, ChristineEberle, NicoleKircher, TiloSchauerte, PatrickMischke, KarlWesthofen, MartinGauggel, SiegfriedWirtz, MarkusResearch Support, Non-U.S. Gov{\textquoteright}tUnited StatesRehabilitation psychologyRehabil Psychol. 2009 May;54(2):186-97.}, month = {May}, pages = {186-97}, edition = {2009/05/28}, abstract = {OBJECTIVE: The calibration of item banks provides the basis for computerized adaptive testing that ensures high diagnostic precision and minimizes participants{\textquoteright} test burden. The present study aimed at developing a new item bank that allows for assessing depression in persons with mental and persons with somatic diseases. METHOD: The sample consisted of 161 participants treated for a depressive syndrome, and 206 participants with somatic illnesses (103 cardiologic, 103 otorhinolaryngologic; overall mean age = 44.1 years, SD =14.0; 44.7\% women) to allow for validation of the item bank in both groups. Persons answered a pool of 182 depression items on a 5-point Likert scale. RESULTS: Evaluation of Rasch model fit (infit < 1.3), differential item functioning, dimensionality, local independence, item spread, item and person separation (>2.0), and reliability (>.80) resulted in a bank of 79 items with good psychometric properties. CONCLUSIONS: The bank provides items with a wide range of content coverage and may serve as a sound basis for computerized adaptive testing applications. It might also be useful for researchers who wish to develop new fixed-length scales for the assessment of depression in specific rehabilitation settings.}, keywords = {Adaptation, Psychological, Adult, Aged, Depressive Disorder/*diagnosis/psychology, Diagnosis, Computer-Assisted, Female, Heart Diseases/*psychology, Humans, Male, Mental Disorders/*psychology, Middle Aged, Models, Statistical, Otorhinolaryngologic Diseases/*psychology, Personality Assessment/statistics \& numerical data, Personality Inventory/*statistics \& numerical data, Psychometrics/statistics \& numerical data, Questionnaires, Reproducibility of Results, Sick Role}, isbn = {0090-5550 (Print)0090-5550 (Linking)}, author = {Forkmann, T. and Boecker, M. and Norra, C. and Eberle, N. and Kircher, T. and Schauerte, P. and Mischke, K. and Westhofen, M. and Gauggel, S. and Wirtz, M.} } @article {112, title = {A mixed integer programming model for multiple stage adaptive testing}, journal = {European Journal of Operational Research}, volume = {193}, number = {2}, year = {2009}, note = {doi: DOI: 10.1016/j.ejor.2007.10.047}, pages = {342-350}, abstract = {The last decade has seen paper-and-pencil (P\&P) tests being replaced by computerized adaptive tests (CATs) within many testing programs. A CAT may yield several advantages relative to a conventional P\&P test. A CAT can determine the questions or test items to administer, allowing each test form to be tailored to a test taker{\textquoteright}s skill level. Subsequent items can be chosen to match the capability of the test taker. By adapting to a test taker{\textquoteright}s ability, a CAT can acquire more information about a test taker while administering fewer items. A Multiple Stage Adaptive test (MST) provides a means to implement a CAT that allows review before the administration. The MST format is a hybrid between the conventional P\&P and CAT formats. This paper presents mixed integer programming models for MST assembly problems. Computational results with commercial optimization software will be given and advantages of the models evaluated.}, keywords = {Education, Integer programming, Linear programming}, isbn = {0377-2217}, author = {Edmonds, J. and Armstrong, R. D.} } @article {2127, title = {CAT-MD: Computerized adaptive testing on mobile devices}, journal = {International Journal of Web-Based Learning and Teaching Technologies}, volume = {3}, number = {1}, year = {2008}, pages = {13-20}, author = {Triantafillou, E. and Georgiadou, E. and Economides, A. A.} } @article {117, title = {An initial application of computerized adaptive testing (CAT) for measuring disability in patients with low back pain}, journal = {BMC Musculoskelet Disorders}, volume = {9}, number = {1}, year = {2008}, note = {Journal articleBMC musculoskeletal disordersBMC Musculoskelet Disord. 2008 Dec 18;9(1):166.}, month = {Dec 18}, pages = {166}, edition = {2008/12/20}, abstract = {ABSTRACT: BACKGROUND: Recent approaches to outcome measurement involving Computerized Adaptive Testing (CAT) offer an approach for measuring disability in low back pain (LBP) in a way that can reduce the burden upon patient and professional. The aim of this study was to explore the potential of CAT in LBP for measuring disability as defined in the International Classification of Functioning, Disability and Health (ICF) which includes impairments, activity limitation, and participation restriction. METHODS: 266 patients with low back pain answered questions from a range of widely used questionnaires. An exploratory factor analysis (EFA) was used to identify disability dimensions which were then subjected to Rasch analysis. Reliability was tested by internal consistency and person separation index (PSI). Discriminant validity of disability levels were evaluated by Spearman correlation coefficient (r), intraclass correlation coefficient [ICC(2,1)] and the Bland-Altman approach. A CAT was developed for each dimension, and the results checked against simulated and real applications from a further 133 patients. RESULTS: Factor analytic techniques identified two dimensions named "body functions" and "activity-participation". After deletion of some items for failure to fit the Rasch model, the remaining items were mostly free of Differential Item Functioning (DIF) for age and gender. Reliability exceeded 0.90 for both dimensions. The disability levels generated using all items and those obtained from the real CAT application were highly correlated (i.e. >0.97 for both dimensions). On average, 19 and 14 items were needed to estimate the precise disability levels using the initial CAT for the first and second dimension. However, a marginal increase in the standard error of the estimate across successive iterations substantially reduced the number of items required to make an estimate. CONCLUSIONS: Using a combination approach of EFA and Rasch analysis this study has shown that it is possible to calibrate items onto a single metric in a way that can be used to provide the basis of a CAT application. Thus there is an opportunity to obtain a wide variety of information to evaluate the biopsychosocial model in its more complex forms, without necessarily increasing the burden of information collection for patients.}, isbn = {1471-2474 (Electronic)}, author = {Elhan, A. H. and Oztuna, D. and Kutlay, S. and Kucukdeveci, A. A. and Tennant, A.} } @inbook {1764, title = {Choices in CAT models in the context of educational testing}, year = {2007}, note = {{PDF file, 123 KB}}, address = {D. J. Weiss (Ed.), Proceedings of the 2007 GMAC Conference on Computerized Adaptive Testing.}, author = {Theo Eggen} } @conference {114, title = {Choices in CAT models in the context of educattional testing}, booktitle = {GMAC Conference on Computerized Adaptive Testing}, year = {2007}, month = {June 7, 2007}, publisher = {Graduate Management Admission Council}, organization = {Graduate Management Admission Council}, address = {St. Paul, MN}, author = {Theo Eggen} } @article {730, title = {The design and evaluation of a computerized adaptive test on mobile devices}, journal = {Computers \& Education}, volume = {49.}, year = {2007}, author = {Triantafillou, E. and Georgiadou, E. and Economides, A. A.} } @inbook {1763, title = {The development of a computerized adaptive test for integrity}, year = {2007}, note = {{PDf file, 290 KB}}, address = {D. J. Weiss (Ed.), Proceedings of the 2007 GMAC Conference on Computerized Adaptive Testing.}, author = {Egberink, I. J. L. and Veldkamp, B. P.} } @article {111, title = {Evaluation of computer adaptive testing systems}, journal = {International Journal of Web-Based Learning and Teaching Technologies}, volume = {2}, number = {1}, year = {2007}, pages = {70-87}, publisher = {IGI Global: US}, abstract = {Many educational organizations are trying to reduce the cost of the exams, the workload and delay of scoring, and the human errors. Also, they try to increase the accuracy and efficiency of the testing. Recently, most examination organizations use computer adaptive testing (CAT) as the method for large scale testing. This article investigates the current state of CAT systems and identifies their strengths and weaknesses. It evaluates 10 CAT systems using an evaluation framework of 15 domains categorized into three dimensions: educational, technical, and economical. The results show that the majority of the CAT systems give priority to security, reliability, and maintainability. However, they do not offer to the examinee any advanced support and functionalities. Also, the feedback to the examinee is limited and the presentation of the items is poor. Recommendations are made in order to enhance the overall quality of a CAT system. For example, alternative multimedia items should be available so that the examinee would choose a preferred media type. Feedback could be improved by providing more information to the examinee or providing information anytime the examinee wished. (PsycINFO Database Record (c) 2007 APA, all rights reserved)}, keywords = {computer adaptive testing systems, examination organizations, systems evaluation}, isbn = {1548-1093 (Print); 1548-1107 (Electronic)}, author = {Economides, A. A. and Roupas, C} } @inbook {1762, title = {Exploring potential designs for multi-form structure computerized adaptive tests with uniform item exposure}, year = {2007}, note = {{PDF file, 295 KB}}, address = {D. J. Weiss (Ed.), Proceedings of the 2007 GMAC Conference on Computerized Adaptive Testing.}, author = {Edwards, M. C. and Thissen, D.} } @article {2271, title = {Hypothetischer Einsatz adaptiven Testens bei der Messung von Bildungsstandards in Mathematik [Hypothetical use of adaptive testing for the measurement of educational standards in mathematics] . }, journal = {Zeitschrift f{\"u}r Erziehungswissenschaft}, volume = {8}, year = {2007}, pages = {169-184}, author = {Frey, A. and Ehmke, T.} } @article {2208, title = {A multiple objective test assembly approach for exposure control problems in computerized adaptive testing}, number = {2007-1}, year = {2007}, institution = {Cito}, address = {Arnhem, The Netherlands}, author = {Veldkamp, B. P. and Verschoor, Angela J. and Theo Eggen} } @article {555, title = {A review of item exposure control strategies for computerized adaptive testing developed from 1983 to 2005}, journal = {Journal of Technology,Learning, and Assessment,}, volume = { 5(8)}, year = {2007}, note = {http://www.jtla.org. {PDF file, 326 KB}}, abstract = {Since researchers acknowledged the several advantages of computerized adaptive testing (CAT) over traditional linear test administration, the issue of item exposure control has received increased attention. Due to CAT{\textquoteright}s underlying philosophy, particular items in the item pool may be presented too often and become overexposed, while other items are rarely selected by the CAT algorithm and thus become underexposed. Several item exposure control strategies have been presented in the literature aiming to prevent overexposure of some items and to increase the use rate of rarely or never selected items. This paper reviews such strategies that appeared in the relevant literature from 1983 to 2005. The focus of this paper is on studies that have been conducted in order to evaluate the effectiveness of item exposure control strategies for dichotomous scoring, polytomous scoring and testlet-based CAT systems. In addition, the paper discusses the strengths and weaknesses of each strategy group using examples from simulation studies. No new research is presented but rather a compendium of models is reviewed with an overall objective of providing researchers of this field, especially newcomers, a wide view of item exposure control strategies.}, author = {Georgiadou, E. and Triantafillou, E. and Economides, A. A.} } @article {54, title = {A system for interactive assessment and management in palliative care}, journal = {Journal of Pain Symptom Management}, volume = {33}, number = {6}, year = {2007}, note = {Chang, Chih-HungBoni-Saenz, Alexander ADurazo-Arvizu, Ramon ADesHarnais, SusanLau, Denys TEmanuel, Linda LR21CA113191/CA/United States NCIResearch Support, N.I.H., ExtramuralReviewUnited StatesJournal of pain and symptom managementJ Pain Symptom Manage. 2007 Jun;33(6):745-55. Epub 2007 Mar 23.}, pages = {745-55}, edition = {2007/03/16}, abstract = {The availability of psychometrically sound and clinically relevant screening, diagnosis, and outcome evaluation tools is essential to high-quality palliative care assessment and management. Such data will enable us to improve patient evaluations, prognoses, and treatment selections, and to increase patient satisfaction and quality of life. To accomplish these goals, medical care needs more precise, efficient, and comprehensive tools for data acquisition, analysis, interpretation, and management. We describe a system for interactive assessment and management in palliative care (SIAM-PC), which is patient centered, model driven, database derived, evidence based, and technology assisted. The SIAM-PC is designed to reliably measure the multiple dimensions of patients{\textquoteright} needs for palliative care, and then to provide information to clinicians, patients, and the patients{\textquoteright} families to achieve optimal patient care, while improving our capacity for doing palliative care research. This system is innovative in its application of the state-of-the-science approaches, such as item response theory and computerized adaptive testing, to many of the significant clinical problems related to palliative care.}, keywords = {*Needs Assessment, Humans, Medical Informatics/*organization \& administration, Palliative Care/*organization \& administration}, isbn = {0885-3924 (Print)}, author = {Chang, C-H. and Boni-Saenz, A. A. and Durazo-Arvizu, R. A. and DesHarnais, S. and Lau, D. T. and Emanuel, L. L.} } @article {554, title = {Evaluation parameters for computer adaptive testing}, journal = {British Journal of Educational Technology}, volume = {Vol. 37}, year = {2006}, pages = {261-278}, author = {Georgiadou, E. and Triantafillou, E. and Economides, A. A.} } @article {116, title = {Optimal testing with easy or difficult items in computerized adaptive testing}, journal = {Applied Psychological Measurement}, volume = {30}, number = {5}, year = {2006}, pages = {379-393}, publisher = {Sage Publications: US}, abstract = {Computerized adaptive tests (CATs) are individualized tests that, from a measurement point of view, are optimal for each individual, possibly under some practical conditions. In the present study, it is shown that maximum information item selection in CATs using an item bank that is calibrated with the one- or the two-parameter logistic model results in each individual answering about 50\% of the items correctly. Two item selection procedures giving easier (or more difficult) tests for students are presented and evaluated. Item selection on probability points of items yields good results only with the one-parameter logistic model and not with the two-parameter logistic model. An alternative selection procedure, based on maximum information at a shifted ability level, gives satisfactory results with both models. (PsycINFO Database Record (c) 2007 APA, all rights reserved)}, keywords = {computer adaptive tests, individualized tests, Item Response Theory, item selection, Measurement}, isbn = {0146-6216 (Print)}, author = {Theo Eggen and Verschoor, Angela J.} } @article {2147, title = {Optimal Testing With Easy or Difficult Items in Computerized Adaptive Testing}, journal = {Applied Psychological Measurement}, volume = {30}, number = {5}, year = {2006}, pages = {379-393}, abstract = {

Computerized adaptive tests (CATs) are individualized tests that, from a measurement point of view, are optimal for each individual, possibly under some practical conditions. In the present study, it is shown that maximum information item selection in CATs using an item bank that is calibrated with the one or the two-parameter logistic model results in each individual answering about 50\% of the items correctly. Two item selection procedures giving easier (or more difficult) tests for students are presented and evaluated. Item selection on probability points of items yields good results only with the one-parameter logistic model and not with the two-parameter logistic model. An alternative selection procedure, based on maximum information at a shifted ability level, gives satisfactory results with both models. Index terms: computerized adaptive testing, item selection, item response theory

}, doi = {10.1177/0146621606288890}, url = {http://apm.sagepub.com/content/30/5/379.abstract}, author = {Theo Eggen and Verschoor, Angela J.} } @inbook {1759, title = {Adaptive orientation methods in computer adaptive testing}, year = {2005}, address = {Proceedings E-Learn 2005 World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, pp. 1290-1295, Vancouver, Canada, AACE, October 2005.}, author = {Economides, A. A.} } @inbook {1760, title = {Computer adaptive testing quality requirements}, year = {2005}, address = {Proceedings E-Learn 2005 World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, pp. 288-295, Vancouver, Canada, AACE, October 2005.}, author = {Economides, A. A.} } @article {121, title = {Data pooling and analysis to build a preliminary item bank: an example using bowel function in prostate cancer}, journal = {Evaluation and the Health Professions}, volume = {28}, number = {2}, year = {2005}, note = {0163-2787 (Print)Journal Article}, pages = {142-59}, abstract = {Assessing bowel function (BF) in prostate cancer can help determine therapeutic trade-offs. We determined the components of BF commonly assessed in prostate cancer studies as an initial step in creating an item bank for clinical and research application. We analyzed six archived data sets representing 4,246 men with prostate cancer. Thirty-one items from validated instruments were available for analysis. Items were classified into domains (diarrhea, rectal urgency, pain, bleeding, bother/distress, and other) then subjected to conventional psychometric and item response theory (IRT) analyses. Items fit the IRT model if the ratio between observed and expected item variance was between 0.60 and 1.40. Four of 31 items had inadequate fit in at least one analysis. Poorly fitting items included bleeding (2), rectal urgency (1), and bother/distress (1). A fifth item assessing hemorrhoids was poorly correlated with other items. Our analyses supported four related components of BF: diarrhea, rectal urgency, pain, and bother/distress.}, keywords = {*Quality of Life, *Questionnaires, Adult, Aged, Data Collection/methods, Humans, Intestine, Large/*physiopathology, Male, Middle Aged, Prostatic Neoplasms/*physiopathology, Psychometrics, Research Support, Non-U.S. Gov{\textquoteright}t, Statistics, Nonparametric}, author = {Eton, D. T. and Lai, J. S. and Cella, D. and Reeve, B. B. and Talcott, J. A. and Clark, J. A. and McPherson, C. P. and Litwin, M. S. and Moinpour, C. M.} } @inbook {1773, title = {The development of the adaptive item language assessment (AILA) for mixed-ability students}, year = {2005}, address = {Proceedings E-Learn 2005 World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, 643-650, Vancouver, Canada, AACE, October 2005.}, author = {Giouroglou, H. and Economides, A. A.} } @inbook {1772, title = {An implemented theoretical framework for a common European foreign language adaptive assessment}, year = {2005}, address = {Proceedings ICODL 2005, 3rd ternational Conference on Open and Distance Learning {\textquoteright}Applications of Pedagogy and Technology{\textquoteright},339-350,Greek Open University, Patra, Greece}, author = {Giouroglou, H. and Economides, A. A.} } @inbook {1761, title = {Personalized feedback in CAT}, year = {2005}, address = {WSEAS Transactions on Advances in Engineering Education, Issue 3, Volume 2,174-181, July 2005.}, author = {Economides, A. A.} } @article {605, title = {Adaptive exploration of user knowledge in computer based testing}, journal = {WSEAS Transactions on Communications}, volume = {3 (1)}, year = {2004}, pages = {322-327}, author = {Lamboudis, D. and Economides, A. A.} } @book {1667, title = {Contributions to the theory and practice of computerized adaptive testing}, year = {2004}, address = {Arnhem, The Netherlands: Citogroep}, author = {Theo Eggen} } @booklet {1370, title = {Optimal testing with easy items in computerized adaptive testing (Measurement and Research Department Report 2004-2)}, year = {2004}, address = {Arnhem, The Netherlands: Cito Group}, author = {Theo Eggen and Verschoor, A. J.} } @inbook {1771, title = {State-of-the-art and adaptive open-closed items in adaptive foreign language assessment}, year = {2004}, address = {Proceedings 4th Hellenic Conference with ternational Participation: Informational and Communication Technologies in Education, Athens,747-756}, author = {Giouroglou, H. and Economides, A. A.} } @conference {830, title = {A study of multiple stage adaptive test designs}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {2004}, note = {{PDF file, 288 KB}}, address = {San Diego CA}, author = {Armstrong, R. D. and Edmonds, J.} } @inbook {1818, title = {Adaptive exploration of assessment results under uncertainty}, year = {2003}, address = {Proceedings 3rd IEEE ternational Conference on Advanced Learning Technologies, ICALT {\textquoteright}03,~460-461, 2003.}, author = {Lamboudis, D. and Economides, A. A. and Papastergiou, A.} } @booklet {1312, title = {The assembly of multiple stage adaptive tests with discrete items}, year = {2003}, address = {Newtown, PA: Law School Admission Council Report}, author = {Armstrong, R. D. and Edmonds, J.J.} } @conference {928, title = {Cognitive CAT in foreign language assessment}, booktitle = {Proceedings 11th International PEG Conference}, year = {2003}, address = {Powerful ICT Tools for Learning and Teaching, PEG {\textquoteright}03, CD-ROM, 2003}, author = {Giouroglou, H. and Economides, A. A.} } @conference {912, title = {Optimal testing with easy items in computerized adaptive testing}, booktitle = {Paper presented at the conference of the International Association for Educational Assessment}, year = {2003}, address = {Manchester UK}, author = {Theo Eggen and Verschoor, A.} } @article {456, title = {A study of the feasibility of Internet administration of a computerized health survey: The Headache Impact Test (HIT)}, journal = {Quality of Life Research}, volume = { 12}, year = {2003}, pages = { 953-961}, author = {Bayliss, M.S. and Dewey, J.E. and Dunlap, I and et. al.} } @article {412, title = {Evaluation of selection procedures for computerized adaptive testing with polytomous items}, journal = {Applied Psychological Measurement}, volume = {26}, number = {4}, year = {2002}, note = {References .Sage Publications, US}, pages = {393-411}, abstract = {In the present study, a procedure that has been used to select dichotomous items in computerized adaptive testing was applied to polytomous items. This procedure was designed to select the item with maximum weighted information. In a simulation study, the item information function was integrated over a fixed interval of ability values and the item with the maximum area was selected. This maximum interval information item selection procedure was compared to a maximum point information item selection procedure. Substantial differences between the two item selection procedures were not found when computerized adaptive tests were evaluated on bias and the root mean square of the ability estimate. }, keywords = {computerized adaptive testing}, author = {van Rijn, P. W. and Theo Eggen and Hemker, B. T. and Sanders, P. F.} } @article {681, title = {Evaluation of selection procedures for computerized adaptive testing with polytomous items}, journal = {Applied Psychological Measurement}, volume = {26}, year = {2002}, pages = {393-411}, author = {van Rijn, P. W. and Theo Eggen and Hemker, B. T. and Sanders, P. F.} } @booklet {1624, title = {An exploration of potentially problematic adaptive tests}, year = {2002}, note = {Princeton NJ: Educational Testing Service.}, address = {Research Report 02-05)}, author = {Stocking, M. and Steffen, M. Golub-Smith, M. L. and Eignor, D. R.} } @inbook {119, title = {Generating abstract reasoning items with cognitive theory}, booktitle = {Item generation for test development}, year = {2002}, note = {Using Smart Source ParsingItem generation for test development. (pp. 219-250). Mahwah, NJ : Lawrence Erlbaum Associates, Publishers. xxxii, 412 pp}, pages = {219-250}, publisher = {Lawrence Erlbaum Associates, Inc.}, organization = {Lawrence Erlbaum Associates, Inc.}, address = {Mahwah, N.J. USA}, abstract = {(From the chapter) Developed and evaluated a generative system for abstract reasoning items based on cognitive theory. The cognitive design system approach was applied to generate matrix completion problems. Study 1 involved developing the cognitive theory with 191 college students who were administered Set I and Set II of the Advanced Progressive Matrices. Study 2 examined item generation by cognitive theory. Study 3 explored the psychometric properties and construct representation of abstract reasoning test items with 728 young adults. Five structurally equivalent forms of Abstract Reasoning Test (ART) items were prepared from the generated item bank and administered to the Ss. In Study 4, the nomothetic span of construct validity of the generated items was examined with 728 young adults who were administered ART items, and 217 young adults who were administered ART items and the Advanced Progressive Matrices. Results indicate the matrix completion items were effectively generated by the cognitive design system approach. (PsycINFO Database Record (c) 2005 APA )}, keywords = {Cognitive Processes, Measurement, Reasoning, Test Construction, Test Items, Test Validity, Theories}, author = {Embretson, S. E.}, editor = {P. Kyllomen} } @article {9, title = {Evaluation of an MMPI-A short form: Implications for adaptive testing}, journal = {Journal of Personality Assessment}, volume = {76}, number = {1}, year = {2001}, pages = {76-89}, abstract = {Reports some psychometric properties of an MMPI-Adolescent version (MMPI-A; J. N. Butcher et al, 1992) short form based on administration of the 1st 150 items of this test instrument. The authors report results for both the MMPI-A normative sample of 1,620 adolescents (aged 14-18 yrs) and a clinical sample of 565 adolescents (mean age 15.2 yrs) in a variety of treatment settings. The authors summarize results for the MMPI-A basic scales in terms of Pearson product-moment correlations generated between full administration and short-form administration formats and mean T score elevations for the basic scales generated by each approach. In this investigation, the authors also examine single-scale and 2-point congruences found for the MMPI-A basic clinical scales as derived from standard and short-form administrations. The authors present the relative strengths and weaknesses of the MMPI-A short form and discuss the findings in terms of implications for attempts to shorten the item pool through the use of computerized adaptive assessment approaches. (PsycINFO Database Record (c) 2005 APA )}, keywords = {Adaptive Testing, Mean, Minnesota Multiphasic Personality Inventory, Psychometrics, Statistical Correlation, Statistical Samples, Test Forms}, author = {Archer, R. P. and Tirrell, C. A. and Elkins, D. E.} } @booklet {1623, title = {A method for building a realistic model of test taker behavior for computerized adaptive testing (Research Report 01-22)}, year = {2001}, address = {Princeton NJ: Educational Testing Service}, author = {Stocking, M. L. and Steffen, M. and Eignor, D. R.} } @booklet {1368, title = {Overexposure and underexposure of items in computerized adaptive testing (Measurement and Research Department Reports 2001-1)}, year = {2001}, note = {{PDF file, 276 KB}}, address = {Arnhem, The Netherlands: CITO Groep}, author = {Theo Eggen} } @booklet {1564, title = {Scoring alternatives for incomplete computerized adaptive tests (Research Report 01-20)}, year = {2001}, address = {Princeton NJ: Educational Testing Service}, author = {Way, W. D. and Gawlick, L. A. and Eignor, D. R.} } @inbook {1938, title = {Caveats, pitfalls, and unexpected consequences of implementing large-scale computerized testing}, year = {2000}, address = {Wainer, H. (Ed). Computerized adaptive testing: A primer (2nd ed.). pp. 271-299. Mahwah, NJ: Lawrence Erlbaum Associates.}, author = {Wainer, H., and Eignor, D. R.} } @book {1710, title = {Computerized adaptive testing: A primer (2nd edition)}, year = {2000}, address = {Hillsdale, N. J. : Lawrence Erlbaum Associates}, author = {Wainer, H., and Dorans, N. and Eignor, D. R. and Flaugher, R. and Green, B. F. and Mislevy, R. and Steinberg, L. and Thissen, D.} } @article {115, title = {Computerized adaptive testing for classifying examinees into three categories}, journal = {Educational and Psychological Measurement}, volume = {60}, number = {5}, year = {2000}, pages = {713-34}, abstract = {The objective of this study was to explore the possibilities for using computerized adaptive testing in situations in which examinees are to be classified into one of three categories.Testing algorithms with two different statistical computation procedures are described and evaluated. The first computation procedure is based on statistical testing and the other on statistical estimation. Item selection methods based on maximum information (MI) considering content and exposure control are considered. The measurement quality of the proposed testing algorithms is reported. The results of the study are that a reduction of at least 22\% in the mean number of items can be expected in a computerized adaptive test (CAT) compared to an existing paper-and-pencil placement test. Furthermore, statistical testing is a promising alternative to statistical estimation. Finally, it is concluded that imposing constraints on the MI selection strategy does not negatively affect the quality of the testing algorithms}, keywords = {computerized adaptive testing, Computerized classification testing}, author = {Theo Eggen and Straetmans, G. J. J. M.} } @booklet {1509, title = {A selection procedure for polytomous items in computerized adaptive testing (Measurement and Research Department Reports 2000-5)}, year = {2000}, address = {Arnhem, The Netherlands: Cito}, author = {Rijn, P. W. van, and Theo Eggen and Hemker, B. T. and Sanders, P. F.} } @article {808, title = {Examinee judgments of changes in item difficulty: Implications for item review in computerized adaptive testing}, journal = {Applied Measurement in Education}, volume = {12}, year = {1999}, pages = {185-198}, author = {Wise, S. L. and Finney, S. J., and Enders, C. K. and Freeman, S.A. and Severance, D.D.} } @article {539, title = {Generating items during testing: Psychometric issues and models}, journal = {Psychometrika}, volume = {64}, year = {1999}, pages = {407-433}, author = {Embretson, S. E.} } @article {536, title = {Item selection in adaptive testing with the sequential probability ratio test}, journal = {Applied Psychological Measurement}, volume = {23}, year = {1999}, note = {[Reprinted as Chapter 6 in $\#$EG04-01]}, pages = {249-261}, author = {Theo Eggen} } @article {377, title = {Computerized adaptive testing: What it is and how it works}, journal = {Educational Technology}, volume = {38}, number = {1}, year = {1998}, pages = {45-52}, abstract = {Describes the workings of computerized adaptive testing (CAT). Focuses on the key concept of information and then discusses two important components of a CAT system: the calibrated item bank and the testing algorithm. Describes a CAT that was designed for making placement decisions on the basis of two typical test administrations and notes the most significant differences between traditional paper-based testing and CAT. (AEF)}, author = {Straetmans, G. J. J. M. and Theo Eggen} } @booklet {1367, title = {Item selection in adaptive testing with the sequential probability ratio test (Measurement and Research Department Report, 98-1)}, year = {1998}, note = {[see APM paper, 1999; also reprinted as Chapter 6 in $\#$EG04-01.]}, address = {Arnhem, The Netherlands: Cito.}, author = {Theo Eggen} } @booklet {1514, title = {The relationship between computer familiarity and performance on computer-based TOEFL test tasks (Research Report 98-08)}, year = {1998}, address = {Princeton NJ: Educational Testing Service}, author = {Taylor, C. and Jamieson, J. and Eignor, D. R. and Kirsch, I.} } @conference {1268, title = {The accuracy of examinee judgments of relative item difficulty: Implication for computerized adaptive testing}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1997}, address = {Chicago}, author = {Wise, S. L. and Freeman, S.A. and Finney, S. J. and Enders, C. K. and Severance, D.D.} } @booklet {1369, title = {Computerized adaptive testing for classifying examinees into three categories (Measurement and Research Department Rep 96-3)}, year = {1996}, note = {$\#$EG96-3 . [Reprinted in Chapter 5 in $\#$EG04-01]}, address = {Arnhem, The Netherlands: Cito}, author = {Theo Eggen and Straetmans, G. J. J. M.} } @article {699, title = {Computerized adaptive testing for reading assessment and diagnostic assessment}, journal = {Journal of Developmental Education}, number = {20}, year = {1996}, pages = {18-20}, author = {Shermis, M. D. and et. al.} } @conference {913, title = {Comparability studies for the GRE CAT General Test and the NCLEX using CAT}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1995}, address = {San Francisco}, author = {Eignor, D. R. and Schaffer, G.A.} } @article {527, title = {Computer adaptive testing: Assessment of the future}, journal = {Curriculum/Technology Quarterly}, volume = {4 (2)}, year = {1994}, pages = {1-3}, author = {Diones, R. and Everson, H.} } @conference {914, title = {Establishing the comparability of the NCLEX using CAT with traditional NCLEX examinations}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1994}, address = {New Orleans, LA}, author = {Eignor, D. R. and Way, W. D. and Amoss, K.E.} } @conference {915, title = {Pinpointing PRAXIS I CAT characteristics through simulation procedures}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1994}, address = {New Orleans, LA}, author = {Eignor, D. R. and Folk, V.G., and Li, M.-Y. and Stocking, M. L.} } @booklet {1372, title = {Case studies in computer adaptive test design through simulation (Research Report RR-93-56)}, year = {1993}, note = {$\#$EI93-56 (also presented at the 1993 National Council on Measurement in Education meeting in Atlanta GA)}, address = {Princeton NJ: Educational Testing Service}, author = {Eignor, D. R. and Stocking, M. L. and Way, W. D. and Steffen, M.} } @booklet {1373, title = {Case studies in computerized adaptive test design through simulation (Research Report 93-56)}, year = {1993}, address = {Princeton NJ: Educational Testing Service}, author = {Eignor, D. R. and Way, W. D. and Stocking, M. and Steffen, M.} } @booklet {1371, title = {Deriving comparable scores for computer adaptive and conventional tests: An example using the SAT}, number = {(ETS Research Report RR-93-5)}, year = {1993}, note = {$\#$EI93-55 (Also presented at the 1993 National Council on Measurement in Education meeting in Atlanta GA.)}, address = {Princeton NJ: Educational Testing Service}, author = {Eignor, D. R.} } @booklet {1374, title = {Computerized adaptive assessment of cognitive abilities among disabled adults}, year = {1992}, address = {ERIC Document No ED301274}, author = {Engdahl, B.} } @article {118, title = {Computerized adaptive testing: Its potential substantive contribution to psychological research and assessment}, journal = {Current Directions in Psychological Science}, volume = {1}, number = {4}, year = {1992}, pages = {129-133}, author = {Embretson, S. E.} } @article {809, title = {Providing item feedback in computer-based tests: Effects of initial success and failure}, journal = {Educational and Psychological Measurement}, volume = {49}, year = {1989}, pages = {479-486}, author = {Wise, S. L. and Plake, B. S. and et. al.} } @article {591, title = {Computerized adaptive testing: A four-year-old pilot study shows that CAT can work}, journal = {Technological Horizons in Education}, volume = {16 (4)}, year = {1988}, pages = {73-76}, author = {Kingsbury, G. G. and et. al.} } @inbook {1765, title = {Applications of sequential testing procedures to performance testing}, year = {1978}, address = {D. J. Weiss (Ed.), Proceedings of the 1977 Computerized Adaptive Testing Conference. Minneapolis MN: University of Minnesota, Department of Psychology, Psychometric Methods Program.}, author = {Epstein, K. I. and Knerr, C. S.} } @inbook {1970, title = {Adaptive Testing Applied to Hierarchically Structured Objectives-Based Programs}, year = {1977}, address = {D. J. Weiss (Ed.), Proceedings of the 1977 Computerized Adaptive Testing Conference. Minneapolis MN: University of Minnesota, Department of Psychology, Psychometric Methods Program}, author = {Hambleton, R. K. and Eignor, D. R.} } @article {540, title = {Application of tailored testing to achievement measurement}, journal = {Behavior Research Methods and Instrumentation}, volume = {9}, year = {1977}, pages = {158-161}, author = {English, R. A. and Reckase, M. D. and Patience, W. M.} } @proceedings {120, title = {Applications of sequential testing procedures to performance testing}, journal = {1977 Computerized Adaptive Testing Conference}, year = {1977}, publisher = {University of Minnesota}, address = {Minneapolis, MN. USA}, author = {Epstein, K. I. and Knerr, C. S.} } @article {538, title = {Individual intelligence testing without the examiner: reliability of an automated method}, journal = {Journal of Consulting and Clinical Psychology}, volume = {38}, year = {1972}, pages = {9-14}, author = {Elwood, D. L. and Griffin, H.R.} } @article {537, title = {Automation of psychological testing}, journal = {American Psychologist}, volume = {24}, year = {1969}, pages = {287-289}, author = {Elwood, D. L.} }