@inbook {26,
	title = {CAT for certification and licensure},
	booktitle = {Innovations in computerized assessment},
	year = {1999},
	note = {Using Smart Source ParsingInnovations in computerized assessment. (pp. 67-91). xiv, 266pp},
	pages = {67-91},
	publisher = {Lawrence Erlbaum Associates},
	organization = {Lawrence Erlbaum Associates},
	address = {Mahwah, N.J.},
	abstract = {(from the chapter) This chapter discusses implementing computerized adaptive testing (CAT) for high-stakes examinations that determine whether or not a particular candidate will be certified or licensed. The experience of several boards who have chosen to administer their licensure or certification examinations using the principles of CAT illustrates the process of moving into this mode of administration. Examples of the variety of options that can be utilized within a CAT administration are presented, the decisions that boards must make to implement CAT are discussed, and a timetable for completing the tasks that need to be accomplished is provided. In addition to the theoretical aspects of CAT, practical issues and problems are reviewed. (PsycINFO Database Record (c) 2002 APA, all rights reserved).},
	keywords = {computerized adaptive testing},
	author = {Bergstrom, Betty A. and Lunz, M. E.}
}
@inbook {25,
	title = {The equivalence of Rasch item calibrations and ability estimates across modes of administration},
	booktitle = {Objective measurement: Theory into practice},
	volume = {2},
	year = {1994},
	pages = {122-128},
	publisher = {Ablex Publishing Co.},
	organization = {Ablex Publishing Co.},
	address = {Norwood, N.J. USA},
	keywords = {computerized adaptive testing},
	author = {Bergstrom, Betty A. and Lunz, M. E.}
}
@article {27,
	title = {Altering the level of difficulty in computer adaptive testing},
	journal = {Applied Measurement in Education},
	volume = {5},
	number = {2},
	year = {1992},
	note = {Lawrence Erlbaum, US},
	pages = {137-149},
	abstract = {Examines the effect of altering test difficulty on examinee ability measures and test length in a computer adaptive test. The 225 Ss were randomly assigned to 3 test difficulty conditions and given a variable length computer adaptive test. Examinees in the hard, medium, and easy test condition took a test targeted at the 50\%, 60\%, or 70\% probability of correct response. The results show that altering the probability of a correct response does not affect estimation of examinee ability and that taking an easier computer adaptive test only slightly increases the number of items necessary to reach specified levels of precision. (PsycINFO Database Record (c) 2002 APA, all rights reserved).},
	keywords = {computerized adaptive testing},
	author = {Bergstrom, Betty A. and Lunz, M. E. and Gershon, R. C.}
}
