@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 = {

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
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.

}, url = {http://www.testpublishers.org/journal-of-applied-testing-technology}, author = {Kingsbury, G. G. and Wise, S. L.} } @inbook {1808, title = {Adaptive item calibration: A process for estimating item parameters within a computerized adaptive test}, year = {2009}, note = {{PDF File, 286 KB} {PDF File, 286 KB}}, address = {D. J. Weiss (Ed.), Proceedings of the 2009 GMAC Conference on Computerized Adaptive Testing.}, abstract = {The characteristics of an adaptive test change the characteristics of the field testing that is necessary to add items to an existing measurement scale. The process used to add field-test items to the adaptive test might lead to scale drift or disrupt the test by administering items of inappropriate difficulty. The current study makes use of the transitivity of examinee and item in item response theory to describe a process for adaptive item calibration. In this process an item is successively administered to examinees whose ability levels match the performance of a given field-test item. By treating the item as if it were taking an adaptive test, examinees can be selected who provide the most information about the item at its momentary difficulty level. This should provide a more efficient procedure for estimating item parameters. The process is described within the context of the one-parameter logistic IRT model. The process is then simulated to identify whether it can be more accurate and efficient than random presentation of field-test items to examinees. Results indicated that adaptive item calibration might provide a viable approach to item calibration within the context of an adaptive test. It might be most useful for expanding item pools in settings with small sample sizes or needs for large numbers of items.}, author = {Kingsbury, G. G.} } @article {594, title = {ICAT: An adaptive testing procedure for the identification of idiosyncratic knowledge patterns}, journal = {Zeitschrift f{\"u}r Psychologie / Journal of Psychology}, volume = {216(1)}, year = {2008}, pages = {40{\textendash}48}, author = {Kingsbury, G. G. and Houser, R.L.} } @article {225, title = {ICAT: An adaptive testing procedure for the identification of idiosyncratic knowledge patterns}, journal = {Zeitschrift f{\"u}r Psychologie}, volume = {216}, number = {1}, year = {2008}, pages = {40-48}, abstract = {

Traditional adaptive tests provide an efficient method for estimating student achievements levels, by adjusting the characteristicsof the test questions to match the performance of each student. These traditional adaptive tests are not designed to identify diosyncraticknowledge patterns. As students move through their education, they learn content in any number of different ways related to their learning style and cognitive development. This may result in a student having different achievement levels from one content area to another within a domain of content. This study investigates whether such idiosyncratic knowledge patterns exist. It discusses the differences between idiosyncratic knowledge patterns and multidimensionality. Finally, it proposes an adaptive testing procedure that can be used to identify a student\’s areas of strength and weakness more efficiently than current adaptive testing approaches. The findings of the study indicate that a fairly large number of students may have test results that are influenced by their idiosyncratic knowledge patterns. The findings suggest that these patterns persist across time for a large number of students, and that the differences in student performance between content areas within a subject domain are large enough to allow them to be useful in instruction. Given the existence of idiosyncratic patterns of knowledge, the proposed testing procedure may enable us to provide more useful information to teachers. It should also allow us to differentiate between idiosyncratic patterns or knowledge, and important mutidimensionality in the testing data.

}, keywords = {computerized adaptive testing}, author = {Kingsbury, G. G. and Houser, R.L.} } @inbook {1810, title = {ICAT: An adaptive testing procedure to allow the identification of idiosyncratic knowledge patterns}, year = {2007}, note = {{PDF file, 161 KB}}, address = {D. J. Weiss (Ed.). Proceedings of the 2007 GMAC Conference on Computerized Adaptive Testing.}, author = {Kingsbury, G. G. and Houser, R.L.} } @conference {977, title = {Computer adaptive testing and the No Child Left Behind Act}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {2004}, note = {{PDF file, 117 KB}}, address = {San Diego CA}, author = {Kingsbury, G. G. and Hauser, C.} } @conference {223, title = {An empirical comparison of achievement level estimates from adaptive tests and paper-and-pencil tests}, booktitle = {annual meeting of the American Educational Research Association}, year = {2002}, address = {New Orleans, LA. USA}, keywords = {computerized adaptive testing}, author = {Kingsbury, G. G.} } @conference {972, title = {An empirical comparison of achievement level estimates from adaptive tests and paper-and-pencil tests}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {2002}, note = {{PDF file, 134 KB}}, address = {New Orleans LA}, author = {Kingsbury, G. G.} } @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 {978, title = {A comparison of conventional and adaptive testing procedures for making single-point decisions}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1999}, note = {$\#$KI99-1}, address = {Montreal, Canada}, author = {Kingsbury, G. G. and A Zara} } @inbook {1809, title = {Developing computerized adaptive tests for school children}, year = {1999}, address = {F. Drasgow and J. B. Olson-Buchanan (Eds.), Innovations in computerized assessment (pp. 93-115). Mahwah NJ: Erlbaum.}, author = {Kingsbury, G. G. and Houser, R.L.} } @conference {979, title = {A procedure to compare conventional and adaptive testing procedures for making single-point decisions}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1999}, address = {Montreal, Canada}, author = {Kingsbury, G. G. and A Zara} } @conference {971, title = {Standard errors of proficiency estimates in stratum scored CAT}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1999}, address = {Montreal, Canada}, author = {Kingsbury, G. G.} } @conference {969, title = {Item pool development and maintenance}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1997}, address = {Chicago IL}, author = {Kingsbury, G. G.} } @conference {970, title = {Some questions that must be addressed to develop and maintain an item pool for use in an adaptive test}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1997}, address = {Chicago IL}, author = {Kingsbury, G. G.} } @conference {968, title = {Item review and adaptive testing}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1996}, address = {New York}, author = {Kingsbury, G. G.} } @article {224, title = {Assessing the utility of item response models: computerized adaptive testing}, journal = {Educational Measurement: Issues and Practice}, volume = {12}, number = {1}, year = {1993}, pages = {21-27}, keywords = {computerized adaptive testing}, author = {Kingsbury, G. G. and Houser, R.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.} } @conference {976, title = {A practical examination of the use of free-response questions in computerized adaptive testing}, booktitle = {Paper presented to the annual meeting of the American Educational Research Association: Atlanta GA.}, year = {1993}, note = {{PDF file, 30 KB}}, author = {Kingsbury, G. G. and Houser, R.L.} } @article {593, title = {A comparison of procedures for content-sensitive item selection}, journal = {Applied Measurement in Education}, year = {1991}, author = {Kingsbury, G. G.} } @article {596, title = {A comparison of procedures for content-sensitive item selection in computerized adaptive tests}, journal = {Applied Measurement in Education}, volume = {4}, year = {1991}, pages = {241-261}, author = {Kingsbury, G. G. and A Zara} } @article {592, title = {Adapting adaptive testing: Using the MicroCAT Testing System in a local school district}, journal = {Educational Measurement: Issues and Practice}, volume = {29 (2)}, year = {1990}, pages = {3-6}, author = {Kingsbury, G. G.} } @conference {975, title = {Assessing the utility of item response models: Computerized adaptive testing}, booktitle = {A paper presented to the annual meeting of the National Council of Measurement in Education}, year = {1990}, address = {Boston MA}, author = {Kingsbury, G. G. and Houser, R.L.} } @conference {974, title = {Assessing the impact of using item parameter estimates obtained from paper-and-pencil testing for computerized adaptive testing}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1989}, note = {$\#$KI89-01}, address = {San Francisco}, author = {Kingsbury, G. G. and Houser, R.L.} } @article {595, title = {Procedures for selecting items for computerized adaptive tests}, journal = {Applied Measurement in Education}, volume = {2}, year = {1989}, pages = {359-375}, author = {Kingsbury, G. G. and A Zara} } @conference {973, title = {A comparison of achievement level estimates from computerized adaptive testing and paper-and-pencil testing}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {1988}, note = {{PDF file, 43 KB}}, address = {New Orleans LA}, author = {Kingsbury, G. G. and Houser, R.L.} } @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 {1807, title = {Computerized adaptive testing: A pilot project}, year = {1986}, address = {W. C. Ryan (ed.), Proceedings: NECC 86, National Educational Computing Conference (pp.172-176). Eugene OR: University of Oregon, International Council on Computers in Education.}, author = {Kingsbury, G. G.} } @article {222, title = {Adaptive self-referenced testing as a procedure for the measurement of individual change due to instruction: A comparison of the reliabilities of change estimates obtained from conventional and adaptive testing procedures}, journal = {Dissertation Abstracts International}, volume = {45}, number = {9-B}, year = {1985}, pages = {3057}, keywords = {computerized adaptive testing}, author = {Kingsbury, G. G.} } @book {1678, title = {Adaptive self-referenced testing as a procedure for the measurement of individual change in instruction: A comparison of the reliabilities of change estimates obtained from conventional and adaptive testing procedures}, year = {1984}, address = {Unpublished doctoral dissertation, Univerity of Minnesota, Minneapolis}, author = {Kingsbury, G. G.} } @inbook {1812, title = {A comparison of IRT-based adaptive mastery testing and a sequential mastery testing procedure}, year = {1983}, address = {D. J. Weiss (Ed.), New horizons in testing: Latent trait test theory and computerized adaptive testing (pp. 257-283). New York: Academic Press.}, author = {Kingsbury, G. G. and Weiss, D. J.} } @inbook {226, title = {A comparison of IRT-based adaptive mastery testing and a sequential mastery testing procedure.}, booktitle = {New horizons in testing: Latent trait test theory and computerized adaptive testing}, year = {1983}, pages = {258-283}, publisher = {Academic Press.}, organization = {Academic Press.}, address = {New York, NY. USA}, author = {Kingsbury, G. G. and Weiss, D. J.} } @booklet {1423, title = {A validity comparison of adaptive and conventional strategies for mastery testing (Research Report 81-3)}, year = {1981}, note = {{PDF file, 1.855 MB}}, address = {Minneapolis, Department of Psychology, Psychometric Methods Program, Computerized Adaptive Testing Laboratory}, author = {Kingsbury, G. G. and Weiss, D. J.} } @booklet {1422, title = {An alternate-forms reliability and concurrent validity comparison of Bayesian adaptive and conventional ability tests (Research Report 80-5)}, year = {1980}, note = {{PDF file, 1.11 MB}}, address = {Minneapolis, Department of Psychology, Psychometric Methods Program, Computerized Adaptive Testing Laboratory}, author = {Kingsbury, G. G. and Weiss, D. J.} } @booklet {1421, title = {A comparison of adaptive, sequential, and conventional testing strategies for mastery decisions (Research Report 80-4)}, year = {1980}, note = {{PDF file, 1.905 MB}}, address = {Minneapolis, Department of Psychology, Psychometric Methods Program, Computerized Adaptive Testing Laboratory}, author = {Kingsbury, G. G. and Weiss, D. J.} } @inbook {1811, title = {A comparison of ICC-based adaptive mastery testing and the Waldian probability ratio method}, year = {1980}, note = {51 MB}}, address = {D. J. Weiss (Ed.). Proceedings of the 1979 Computerized Adaptive Testing Conference (pp. 120-139). Minneapolis MN: University of Minnesota, Department of Psychology, Psychometric Methods Program, Computerized Adaptive Testing Laboratory}, author = {Kingsbury, G. G. and Weiss, D. J.} } @booklet {1420, title = {An adaptive testing strategy for mastery decisions (Research Report 79-5)}, year = {1979}, note = {{PDF file, 2.146 MB}}, address = {Minneapolis: University of Minnesota, Department of Psychology, Psychometric Methods Program}, author = {Kingsbury, G. G. and Weiss, D. J.} } @booklet {1327, title = {Calibration of an item pool for the adaptive measurement of achievement (Research Report 77-5)}, year = {1977}, address = {Minneapolis: Department of Psychology, Psychometric Methods Program}, author = {Bejar, I. I. and Weiss, D. J. and Kingsbury, G. G.} }