@article {315,
	title = {Differences between self-adapted and computerized adaptive tests: A meta-analysis},
	journal = {Journal of Educational Measurement},
	volume = {38},
	number = {3},
	year = {2001},
	pages = {235-247},
	abstract = {Self-adapted testing has been described as a variation of computerized adaptive testing that reduces test anxiety and thereby enhances test performance. The purpose of this study was to gain a better understanding of these proposed effects of self-adapted tests (SATs); meta-analysis procedures were used to estimate differences between SATs and computerized adaptive tests (CATs) in proficiency estimates and post-test anxiety levels across studies in which these two types of tests have been compared. After controlling for measurement error the results showed that SATs yielded proficiency estimates that were 0.12 standard deviation units higher and post-test anxiety levels that were 0.19 standard deviation units lower than those yielded by CATs. The authors speculate about possible reasons for these differences and discuss advantages and disadvantages of using SATs in operational settings. (PsycINFO Database Record (c) 2005 APA )},
	keywords = {Adaptive Testing, Computer Assisted Testing, Scores computerized adaptive testing, Test, Test Anxiety},
	author = {Pitkin, A. K. and Vispoel, W. P.}
}
@article {758,
	title = {The development and evaluation of a computerized adaptive test of tonal memory},
	journal = {Journal of Research in Music Education},
	volume = {41},
	year = {1993},
	pages = {111-136},
	author = {Vispoel, W. P.}
}
@conference {903,
	title = {The development and evaluation of a computerized adaptive testing system},
	booktitle = {Paper presented at the annual meeting of the American Educational Research Association},
	year = {1991},
	note = {ERIC No. ED 338 711)},
	address = {Chicago IL},
	author = {De la Torre, R. and Vispoel, W. P.}
}
