@article {2484,
	title = {Evaluating Content Alignment in Computerized Adaptive Testing},
	journal = {Educational Measurement: Issues and Practice},
	volume = {34},
	number = {41-48},
	year = {2015},
	abstract = {The alignment between a test and the content domain it measures represents key evidence for the validation of test score inferences. Although procedures have been developed for evaluating the content alignment of linear tests, these procedures are not readily applicable to computerized adaptive tests (CATs), which require large item pools and do not use fixed test forms. This article describes the decisions made in the development of CATs that influence and might threaten content alignment. It outlines a process for evaluating alignment that is sensitive to these threats and gives an empirical example of the process.},
	doi = {http://dx.doi.org/10.1111/emip.12094},
	author = {Wise, S. L. and Kingsbury, G. G. and Webb, N. L.}
}
@article {2038,
	title = {Creating a K-12 Adaptive Test: Examining the Stability of Item Parameter Estimates and Measurement Scales},
	journal = {Journal of Applied Testing Technology},
	volume = {12},
	year = {2011},
	abstract = {<p>Development of adaptive tests used in K-12 settings requires the creation of stable measurement scales to measure the growth of individual students from one grade to the next, and to measure change in groups from one year to the next. Accountability systems<br />
	like No Child Left Behind require stable measurement scales so that accountability has meaning across time. This study examined the stability of the measurement scales used with the Measures of Academic Progress. Difficulty estimates for test questions from the reading and mathematics scales were examined over a period ranging from 7 to 22 years. Results showed high correlations between item difficulty estimates from the time at which they where originally calibrated and the current calibration. The average drift in item difficulty estimates was less than .01 standard deviations. The average impact of change in item difficulty estimates was less than the smallest reported difference on the score scale for two actual tests. The findings of the study indicate that an IRT scale can be stable enough to allow consistent measurement of student achievement.</p>
},
	url = {http://www.testpublishers.org/journal-of-applied-testing-technology},
	author = {Kingsbury, G. G. and Wise, S. L.}
}
@article {202,
	title = {Assisted self-adapted testing: A comparative study},
	journal = {European Journal of Psychological Assessment},
	volume = {20},
	number = {1},
	year = {2004},
	pages = {2-9},
	abstract = {A new type of self-adapted test (S-AT), called Assisted Self-Adapted Test (AS-AT), is presented. It differs from an ordinary S-AT in that prior to selecting the difficulty category, the computer advises examinees on their best difficulty category choice, based on their previous performance. Three tests (computerized adaptive test, AS-AT, and S-AT) were compared regarding both their psychometric (precision and efficiency) and psychological (anxiety) characteristics. Tests were applied in an actual assessment situation, in which test scores determined 20\% of term grades. A sample of 173 high school students participated. Neither differences in posttest anxiety nor ability were obtained. Concerning precision, AS-AT was as precise as CAT, and both revealed more precision than S-AT. It was concluded that AS-AT acted as a CAT concerning precision. Some hints, but not conclusive support, of the psychological similarity between AS-AT and S-AT was also found. (PsycINFO Database Record (c) 2005 APA ) (journal abstract)},
	keywords = {Adaptive Testing, Anxiety, Computer Assisted Testing, Psychometrics, Test},
	author = {Hontangas, P. and Olea, J. and Ponsoda, V. and Revuelta, J. and Wise, S. L.}
}
@article {811,
	title = {Self-adapted testing: An overview},
	journal = {International Journal of Continuing Engineering Education and Life-Long Learning},
	volume = {12},
	year = {2002},
	pages = {107-122},
	author = {Wise, S. L. and Ponsoda, V. and Olea, J.}
}
@article {573,
	title = {The choice of item difficulty in self adapted testing},
	journal = {European Journal of Psychological Assessment},
	volume = {16},
	year = {2000},
	pages = {3-12},
	author = {Hontangas, P. and Ponsoda, V. and Olea, J. and Wise, S. L.}
}
@article {2089,
	title = {Practical issues in developing and maintaining a computerized adaptive testing program},
	journal = {Psicologica},
	volume = {21},
	year = {2000},
	pages = {135-155},
	author = {Wise, S. L. and Kingsbury, G. G.}
}
@conference {1266,
	title = {Comparison of stratum scored and maximum likelihood scoring},
	booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education},
	year = {1999},
	address = {Montreal, Canada},
	author = {Wise, S. L.}
}
@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.}
}
@conference {1267,
	title = {The rationale and principles of stratum scoring},
	booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education},
	year = {1999},
	address = {Montreal, Canada},
	author = {Wise, S. L.}
}
@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.}
}
@conference {1264,
	title = {Examinee issues in CAT},
	booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education},
	year = {1997},
	note = {[ERIC ED 408 329]},
	address = {Chicago IL},
	author = {Wise, S. L.}
}
@article {667,
	title = {An investigation of self-adapted testing in a Spanish high school population},
	journal = {Educational and Psychological Measurement},
	volume = {57},
	year = {1997},
	pages = {210-221},
	author = {Ponsoda, V. and Wise, S. L. and Olea, J. and Revuelta, J.}
}
@conference {1265,
	title = {Overview of practical issues in a CAT program},
	booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education},
	year = {1997},
	note = {[ERIC ED 408 330]},
	address = {Chicago IL},
	author = {Wise, S. L.}
}
@article {687,
	title = {The role of item feedback in self-adapted testing},
	journal = {Educational and Psychological Measurement},
	volume = {57},
	year = {1997},
	pages = {85-98},
	author = {Roos, L. L. and Wise, S. L. and Plake, B. S.}
}
@article {686,
	title = {Conducting self-adapted testing using MicroCAT},
	journal = {Educational and Psychological Measurement},
	volume = {56},
	year = {1996},
	pages = {821-827},
	author = {Roos, L. L. and Wise, S. L. and Yoes, M. E. and Rocklin, T. R.}
}
@conference {1263,
	title = {A critical analysis of the argument for and against item review in computerized adaptive testing},
	booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education},
	year = {1996},
	address = {New York},
	author = {Wise, S. L.}
}
@conference {1262,
	title = {Item review and answer changing in computerized adaptive tests},
	booktitle = {Paper presented at the Third European Conference on Psychological Assessment},
	year = {1995},
	address = {Trier, Germany},
	author = {Wise, S. L.}
}
@conference {1076,
	title = {Tests adaptivos y autoadaptados informatizados: Effects en la ansiedad y en la pecision de las estimaciones [SATs and CATS: Effects on enxiety and estimate precision]},
	booktitle = {Paper presented at the Fourth Symposium de Metodologia de las Ciencies del Comportamiento},
	year = {1995},
	address = {Murcia, Spain},
	author = {Olea, J. and Ponsoda, V. and Wise, S. L.}
}
@conference {1270,
	title = {Comparing computerized adaptive and self-adapted tests: The influence of examinee achievement locus of control},
	booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education},
	year = {1994},
	address = {New Orleans LA},
	author = {Wise, S. L. and Roos, L. L. and Plake, B. S.}
}
@article {812,
	title = {The relationship between examinee anxiety and preference for self-adapted testing},
	journal = {Applied Measurement in Education },
	volume = {7},
	year = {1994},
	pages = {81-91},
	author = {Wise, S. L. and Roos, L. L. and Plake, B. S., and Nebelsick-Gullett, L. J.}
}
@article {807,
	title = {Understanding self-adapted testing: The perceived control hypothesis},
	journal = {Applied Measurement in Education},
	volume = {7},
	year = {1994},
	pages = {15-24},
	author = {Wise, S. L.}
}
@conference {1269,
	title = {An investigation of restricted self-adapted testing},
	booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education},
	year = {1993},
	address = {Atlanta GA},
	author = {Wise, S. L. and Kingsbury, G. G. and Houser, R.L.}
}
@article {810,
	title = {A comparison of self-adapted and computerized adaptive achievement tests},
	journal = {Journal of Educational Measurement},
	volume = {29},
	year = {1992},
	pages = {329-339},
	author = {Wise, S. L. and Plake, S. S and Johnson, P. L. and Roos, S. L.}
}
@conference {1129,
	title = {The effects of feedback in computerized adaptive and self-adapted tests},
	booktitle = {Paper presented at the annual meeting of the NMCE},
	year = {1992},
	address = {San Francisco},
	author = {Roos, L. L. and Plake, B. S. and Wise, S. L.}
}
@article {585,
	title = {Correlates of examinee item choice behavior in self-adapted testing},
	journal = {Mid-Western Educational Researcher},
	volume = {4},
	year = {1991},
	pages = {25-28},
	author = {Johnson, J. L. and Roos, L. L. and Wise, S. L. and Plake, B. S.}
}
@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.}
}
