@article {2694, title = {Adaptive Testing With a Hierarchical Item Response Theory Model}, journal = {Applied Psychological Measurement}, volume = {43}, number = {1}, year = {2019}, pages = {51-67}, abstract = {The hierarchical item response theory (H-IRT) model is very flexible and allows a general factor and subfactors within an overall structure of two or more levels. When an H-IRT model with a large number of dimensions is used for an adaptive test, the computational burden associated with interim scoring and selection of subsequent items is heavy. An alternative approach for any high-dimension adaptive test is to reduce dimensionality for interim scoring and item selection and then revert to full dimensionality for final score reporting, thereby significantly reducing the computational burden. This study compared the accuracy and efficiency of final scoring for multidimensional, local multidimensional, and unidimensional item selection and interim scoring methods, using both simulated and real item pools. The simulation study was conducted under 10 conditions (i.e., five test lengths and two H-IRT models) with a simulated sample of 10,000 students. The study with the real item pool was conducted using item parameters from an actual 45-item adaptive test with a simulated sample of 10,000 students. Results indicate that the theta estimations provided by the local multidimensional and unidimensional item selection and interim scoring methods were relatively as accurate as the theta estimation provided by the multidimensional item selection and interim scoring method, especially during the real item pool study. In addition, the multidimensional method required the longest computation time and the unidimensional method required the shortest computation time.}, doi = {10.1177/0146621618765714}, url = {https://doi.org/10.1177/0146621618765714}, author = {Wenhao Wang and Neal Kingston} } @article {2724, title = {Application of Dimension Reduction to CAT Item Selection Under the Bifactor Model}, journal = {Applied Psychological Measurement}, volume = {43}, number = {6}, year = {2019}, pages = {419-434}, abstract = {Multidimensional computerized adaptive testing (MCAT) based on the bifactor model is suitable for tests with multidimensional bifactor measurement structures. Several item selection methods that proved to be more advantageous than the maximum Fisher information method are not practical for bifactor MCAT due to time-consuming computations resulting from high dimensionality. To make them applicable in bifactor MCAT, dimension reduction is applied to four item selection methods, which are the posterior-weighted Fisher D-optimality (PDO) and three non-Fisher information-based methods{\textemdash}posterior expected Kullback{\textendash}Leibler information (PKL), continuous entropy (CE), and mutual information (MI). They were compared with the Bayesian D-optimality (BDO) method in terms of estimation precision. When both the general and group factors are the measurement objectives, BDO, PDO, CE, and MI perform equally well and better than PKL. When the group factors represent nuisance dimensions, MI and CE perform the best in estimating the general factor, followed by the BDO, PDO, and PKL. How the bifactor pattern and test length affect estimation accuracy was also discussed.}, doi = {10.1177/0146621618813086}, url = {https://doi.org/10.1177/0146621618813086}, author = {Xiuzhen Mao and Jiahui Zhang and Tao Xin} } @article {2673, title = {Adaptive Item Selection Under Matroid Constraints}, journal = {Journal of Computerized Adaptive Testing}, volume = {6}, year = {2018}, pages = {15-36}, doi = {10.7333/1808-0602015}, url = {http://www.iacat.org/jcat/index.php/jcat/article/view/64/32}, author = {Daniel Bengs and Ulf Brefeld and Ulf Kr{\"o}hne} } @conference {2667, title = {Adapting Linear Models for Optimal Test Design to More Complex Test Specifications}, booktitle = {IACAT 2017 Conference}, year = {2017}, month = {08/2017}, publisher = {Niigata Seiryo University}, organization = {Niigata Seiryo University}, address = {Niigata, Japan}, abstract = {

Combinatorial optimization (CO) has proven to be a very helpful approach for addressing test assembly issues and for providing solutions. Furthermore, CO has been applied for several test designs, including: (1) for the development of linear test forms; (2) for computerized adaptive testing and; (3) for multistage testing. In his seminal work, van der Linden (2006) laid out the basis for using linear models for simultaneously assembling exams and item pools in a variety of conditions: (1) for single tests and multiple tests; (2) with item sets, etc. However, for some testing programs, the number and complexity of test specifications can grow rapidly. Consequently, the mathematical representation of the test assembly problem goes beyond most approaches reported either in van der Linden\’s book or in the majority of other publications related to test assembly. In this presentation, we extend van der Linden\’s framework by including the concept of blocks for test specifications. We modify the usual mathematical notation of a test assembly problem by including this concept and we show how it can be applied to various test designs. Finally, we will demonstrate an implementation of this approach in a stand-alone software, called the ATASolver.

Session Video

}, keywords = {Complex Test Specifications, Linear Models, Optimal Test Design}, author = {Maxim Morin} } @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 {2653, title = {Adaptivity in a Diagnostic Educational Test}, booktitle = {IACAT 2017 Conference}, year = {2017}, month = {08/2017}, publisher = {Niigata Seiryo University}, organization = {Niigata Seiryo University}, address = {Niigata, Japan}, abstract = {

During the past five years a diagnostic educational test for three subjects (writing Dutch, writing English and math) has been developed in the Netherlands. The test informs students and their teachers about the students\’ strengths and weaknesses in such a manner that the learning process can be adjusted to their personal needs. It is a computer-based assessment for students in five different educational tracks midway secondary education that can yield diagnoses of many sub-skills. One of the main challenges at the outset of the development was to devise a way to deliver many diagnoses within a reasonably testing time. The answer to this challenge was to make the DET adaptive.

In this presentation we will discuss first how the adaptivity is shaped towards the purpose of the Diagnostic Educational Test. The adaptive design, particularly working with item blocks, will be discussed as well as the implemented adaptive rules. We will also show a simulation of different adaptive paths of students and some empirical information on the paths students took through the test

Session Video

}, keywords = {CAT, Diagnostic tests, Education}, author = {Sanneke Schouwstra} } @conference {2658, title = {Analysis of CAT Precision Depending on Parameters of the Item Pool}, booktitle = {IACAT 2017 Conference}, year = {2017}, month = {08/2017}, publisher = {Niigata Seiryo University}, organization = {Niigata Seiryo University}, address = {Niigata, Japan}, abstract = {

The purpose of this research project is to analyze the measurement precision of a latent variable depending on parameters of the item pool. The influence of the following factors is analyzed:

Factor A \– range of variation of items in the pool. This factor varies on three levels with the following ranges in logits: a1 \– [-3.0; +3.0], a2 - [-4.0; +4.0], a3 - [-5.0; +5.0].

Factor B \– number of items in the pool. The factor varies on six levels with the following number of items for every factor: b1 - 128, b2 - 256, b3 \– 512, b4 - 1024, b5 \– 2048, b6 \– 4096. The items are evenly distributed in each of the variation ranges.

Factor C \– examinees\’ proficiency varies at 30 levels (c1, c2, \…, c30), which are evenly distributed in the range [-3.0; +3.0] logit.

The investigation was based on a simulation experiment within the framework of the theory of latent variables.

Response Y is the precision of measurement of examinees\’ proficiency, which is calculated as the difference between the true levels of examinees\’ proficiency and estimates obtained by means of adaptive testing. Three factor ANOVA was used for data processing.

The following results were obtained:

1. Factor A is significant. Ceteris paribus, the greater the range of variation of items in the pool, the higher the estimation precision is.

2. Factor B is significant. Ceteris paribus, the greater the number of items in the pool, the higher the estimation precision is.

3. Factor C is statistically insignificant at level \α = .05. It means that the precision of estimation of examinees\’ proficiency is the same within the range of their variation.

4. The only significant interaction among all interactions is AB. The significance of this interaction is explained by the fact that increasing the number of items in the pool decreases the effect of the range of variation of items in the pool.\ 

Session Video

}, keywords = {CAT, Item parameters, Precision}, url = {https://drive.google.com/file/d/1Bwe58kOQRgCSbB8x6OdZTDK4OIm3LQI3/view?usp=drive_web}, author = {Anatoly Maslak and Stanislav Pozdniakov} } @article {2602, title = {Application of Binary Searching for Item Exposure Control in Cognitive Diagnostic Computerized Adaptive Testing}, journal = {Applied Psychological Measurement}, volume = {41}, number = {7}, year = {2017}, pages = {561-576}, abstract = {Cognitive diagnosis has emerged as a new generation of testing theory for educational assessment after the item response theory (IRT). One distinct feature of cognitive diagnostic models (CDMs) is that they assume the latent trait to be discrete instead of continuous as in IRT. From this perspective, cognitive diagnosis bears a close resemblance to searching problems in computer science and, similarly, item selection problem in cognitive diagnostic computerized adaptive testing (CD-CAT) can be considered as a dynamic searching problem. Previously, item selection algorithms in CD-CAT were developed from information indices in information science and attempted to achieve a balance among several objectives by assigning different weights. As a result, they suffered from low efficiency from a tug-of-war competition among multiple goals in item selection and, at the same time, put an undue responsibility of assigning the weights for these goals by trial and error on users. Based on the searching problem perspective on CD-CAT, this article adapts the binary searching algorithm, one of the most well-known searching algorithms in searching problems, to item selection in CD-CAT. The two new methods, the stratified dynamic binary searching (SDBS) algorithm for fixed-length CD-CAT and the dynamic binary searching (DBS) algorithm for variable-length CD-CAT, can achieve multiple goals without any of the aforementioned issues. The simulation studies indicate their performances are comparable or superior to the previous methods.}, doi = {10.1177/0146621617707509}, url = {https://doi.org/10.1177/0146621617707509}, author = {Chanjin Zheng and Chun Wang} } @article {2600, title = {ATS-PD: An Adaptive Testing System for Psychological Disorders}, journal = {Educational and Psychological Measurement}, volume = {77}, number = {5}, year = {2017}, pages = {792-815}, abstract = {The clinical assessment of mental disorders can be a time-consuming and error-prone procedure, consisting of a sequence of diagnostic hypothesis formulation and testing aimed at restricting the set of plausible diagnoses for the patient. In this article, we propose a novel computerized system for the adaptive testing of psychological disorders. The proposed system combines a mathematical representation of psychological disorders, known as the {\textquotedblleft}formal psychological assessment,{\textquotedblright} with an algorithm designed for the adaptive assessment of an individual{\textquoteright}s knowledge. The assessment algorithm is extended and adapted to the new application domain. Testing the system on a real sample of 4,324 healthy individuals, screened for obsessive-compulsive disorder, we demonstrate the system{\textquoteright}s ability to support clinical testing, both by identifying the correct critical areas for each individual and by reducing the number of posed questions with respect to a standard written questionnaire.}, doi = {10.1177/0013164416652188}, url = {https://doi.org/10.1177/0013164416652188}, author = {Ivan Donadello and Andrea Spoto and Francesco Sambo and Silvana Badaloni and Umberto Granziol and Giulio Vidotto} } @article {2384, title = {Assessing Individual-Level Impact of Interruptions During Online Testing}, journal = {Journal of Educational Measurement}, volume = {52}, number = {1}, year = {2015}, pages = {80{\textendash}105}, abstract = {With an increase in the number of online tests, the number of interruptions during testing due to unexpected technical issues seems to be on the rise. For example, interruptions occurred during several recent state tests. When interruptions occur, it is important to determine the extent of their impact on the examinees{\textquoteright} scores. Researchers such as Hill and Sinharay et~al. examined the impact of interruptions at an aggregate level. However, there is a lack of research on the assessment of impact of interruptions at an individual level. We attempt to fill that void. We suggest four methodological approaches, primarily based on statistical hypothesis testing, linear regression, and item response theory, which can provide evidence on the individual-level impact of interruptions. We perform a realistic simulation study to compare the Type~I error rate and power of the suggested approaches. We then apply the approaches to data from the 2013 Indiana Statewide Testing for Educational Progress-Plus~(ISTEP+) test that experienced interruptions.}, issn = {1745-3984}, doi = {10.1111/jedm.12064}, url = {http://dx.doi.org/10.1111/jedm.12064}, author = {Sinharay, Sandip and Wan, Ping and Choi, Seung W. and Kim, Dong-In} } @article {2387, title = {a-Stratified Computerized Adaptive Testing in the Presence of Calibration Error}, journal = {Educational and Psychological Measurement}, volume = {75}, number = {2}, year = {2015}, pages = {260-283}, abstract = {a-Stratified computerized adaptive testing with b-blocking (AST), as an alternative to the widely used maximum Fisher information (MFI) item selection method, can effectively balance item pool usage while providing accurate latent trait estimates in computerized adaptive testing (CAT). However, previous comparisons of these methods have treated item parameter estimates as if they are the true population parameter values. Consequently, capitalization on chance may occur. In this article, we examined the performance of the AST method under more realistic conditions where item parameter estimates instead of true parameter values are used in the CAT. Its performance was compared against that of the MFI method when the latter is used in conjunction with Sympson{\textendash}Hetter or randomesque exposure control. Results indicate that the MFI method, even when combined with exposure control, is susceptible to capitalization on chance. This is particularly true when the calibration sample size is small. On the other hand, AST is more robust to capitalization on chance. Consistent with previous investigations using true item parameter values, AST yields much more balanced item pool usage, with a small loss in the precision of latent trait estimates. The loss is negligible when the test is as long as 40 items.}, doi = {10.1177/0013164414530719}, url = {http://epm.sagepub.com/content/75/2/260.abstract}, author = {Cheng, Ying and Patton, Jeffrey M. and Shao, Can} } @article {2286, title = {The applicability of multidimensional computerized adaptive testing to cognitive ability measurement in organizational assessment}, journal = {International Journal of Testing}, volume = {13}, year = {2013}, pages = {123-139}, issn = {1530-5058}, doi = {10.1080/15305058.2012.672352}, author = {Makransky, G. and Glas, C. A. W.} } @article {2294, title = {The Applicability of Multidimensional Computerized Adaptive Testing for Cognitive Ability Measurement in Organizational Assessment}, journal = {International Journal of Testing}, volume = {13}, number = {2}, year = {2013}, pages = {123-139}, doi = {10.1080/15305058.2012.672352}, url = {http://www.tandfonline.com/doi/abs/10.1080/15305058.2012.672352}, author = {Makransky, Guido and Glas, Cees A. W.} } @article {2303, title = {The Application of the Monte Carlo Approach to Cognitive Diagnostic Computerized Adaptive Testing With Content Constraints}, journal = {Applied Psychological Measurement}, volume = {37}, number = {6}, year = {2013}, pages = {482-496}, abstract = {

The Monte Carlo approach which has previously been implemented in traditional computerized adaptive testing (CAT) is applied here to cognitive diagnostic CAT to test the ability of this approach to address multiple content constraints. The performance of the Monte Carlo approach is compared with the performance of the modified maximum global discrimination index (MMGDI) method on simulations in which the only content constraint is on the number of items that measure each attribute. The results of the two simulation experiments show that (a) the Monte Carlo method fulfills all the test requirements and produces satisfactory measurement precision and item exposure results and (b) the Monte Carlo method outperforms the MMGDI method when the Monte Carlo method applies either the posterior-weighted Kullback\–Leibler algorithm or the hybrid Kullback\–Leibler information as the item selection index. Overall, the recovery rate of the knowledge states, the distribution of the item exposure, and the utilization rate of the item bank are improved when the Monte Carlo method is used.

}, doi = {10.1177/0146621613486015}, url = {http://apm.sagepub.com/content/37/6/482.abstract}, author = {Mao, Xiuzhen and Xin, Tao} } @inbook {2274, title = {Adaptives Testen [Adaptive testing].}, booktitle = {Testtheorie und Fragebogenkonstruktion}, year = {2012}, publisher = {Heidelberg: Springer}, organization = {Heidelberg: Springer}, address = {Berlin}, author = {Frey, A.} } @conference {2080, title = {Adaptive Item Calibration and Norming: Unique Considerations of a Global Deployment}, booktitle = {Annual Conference of the International Association for Computerized Adaptive Testing}, year = {2011}, month = {10/2011}, keywords = {CAT, common item equating, Figural Reasoning Test, item calibration, norming}, author = {Alexander Schwall and Evan Sinar} } @article {365, title = {Applying computerized adaptive testing to the CES-D scale: A simulation study}, journal = {Psychiatry Research}, year = {2011}, note = {Psychiatry Res. 2011 Jan 3.}, month = {Jan 3}, edition = {2011/01/07}, abstract = {In this paper we studied the appropriateness of developing an adaptive version of the Center of Epidemiological Studies-Depression (CES-D, Radloff, 1977) scale. Computerized Adaptive Testing (CAT) involves the computerized administration of a test in which each item is dynamically selected from a pool of items until a pre-specified measurement precision is reached. Two types of analyses were performed using the CES-D responses of a large sample of adolescents (N=1392). First, it was shown that the items met the psychometric requirements needed for CAT. Second, CATs were simulated by using the existing item responses as if they had been collected adaptively. CATs selecting only a small number of items gave results which, in terms of depression measurement and criterion validity, were only marginally different from the results of full CES-D assessment. It was concluded that CAT is a very fruitful way of improving the efficiency of the CES-D questionnaire. The discussion addresses the strengths and limitations of the application of CAT in mental health research.}, isbn = {0165-1781 (Print)0165-1781 (Linking)}, issn = {21208660}, author = {Smits, N. and Cuijpers, P. and van Straten, A.} } @article {2295, title = {Applying computerized adaptive testing to the CES-D scale: A simulation study}, journal = {Psychiatry Research}, volume = {188}, year = {2011}, pages = {147{\textendash}155}, author = {Smits, N. and Cuijpers, P. and van Straten, A.} } @inbook {2069, title = {Adaptive Mastery Testing Using a Multidimensional IRT Model}, booktitle = {Elements of Adaptive Testing}, year = {2010}, pages = {409-431}, chapter = {21}, doi = {10.1007/978-0-387-85461-8}, author = {Glas, C. A. W. and Vos, H. J.} } @inbook {2054, title = {Adaptive Tests for Measuring Anxiety and Depression}, booktitle = {Elements of Adaptive Testing}, year = {2010}, pages = {123-136}, chapter = {6}, doi = {10.1007/978-0-387-85461-8}, author = {Walter, O. B.} } @inbook {2061, title = {Assembling an Inventory of Multistage Adaptive Testing Systems}, booktitle = {Elements of Adaptive Testing}, year = {2010}, pages = {247-266}, chapter = {13}, doi = {10.1007/978-0-387-85461-8}, author = {Breithaupt, K and Ariel, A. and Hare, D. R.} } @article {2046, title = {An automatic online calibration design in adaptive testing}, journal = {Journal of Applied Testing Technology}, volume = {11}, year = {2010}, author = {Makransky, G. and Glas, C. A. W.} } @inbook {1833, title = {Adaptive computer-based tasks under an assessment engineering paradigm}, year = {2009}, note = {{PDF File, 289 KB}}, address = {D. J. Weiss (Ed.), Proceedings of the 2009 GMAC Conference on Computerized Adaptive Testing.}, author = {Luecht, RM} } @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 {206, title = {An adaptive testing system for supporting versatile educational assessment}, journal = {Computers and Education}, volume = {52}, number = {1}, year = {2009}, note = {doi: DOI: 10.1016/j.compedu.2008.06.007}, pages = {53-67}, abstract = {With the rapid growth of computer and mobile technology, it is a challenge to integrate computer based test (CBT) with mobile learning (m-learning) especially for formative assessment and self-assessment. In terms of self-assessment, computer adaptive test (CAT) is a proper way to enable students to evaluate themselves. In CAT, students are assessed through a process that uses item response theory (IRT), a well-founded psychometric theory. Furthermore, a large item bank is indispensable to a test, but when a CAT system has a large item bank, the test item selection of IRT becomes more tedious. Besides the large item bank, item exposure mechanism is also essential to a testing system. However, IRT all lack the above-mentioned points. These reasons have motivated the authors to carry out this study. This paper describes a design issue aimed at the development and implementation of an adaptive testing system. The system can support several assessment functions and different devices. Moreover, the researchers apply a novel approach, particle swarm optimization (PSO) to alleviate the computational complexity and resolve the problem of item exposure. Throughout the development of the system, a formative evaluation was embedded into an integral part of the design methodology that was used for improving the system. After the system was formally released onto the web, some questionnaires and experiments were conducted to evaluate the usability, precision, and efficiency of the system. The results of these evaluations indicated that the system provides an adaptive testing for different devices and supports versatile assessment functions. Moreover, the system can estimate students{\textquoteright} ability reliably and validly and conduct an adaptive test efficiently. Furthermore, the computational complexity of the system was alleviated by the PSO approach. By the approach, the test item selection procedure becomes efficient and the average best fitness values are very close to the optimal solutions.}, keywords = {Architectures for educational technology system, Distance education and telelearning}, isbn = {0360-1315}, author = {Huang, Y-M. and Lin, Y-T. and Cheng, S-C.} } @inbook {1805, title = {Adequacy of an item pool measuring proficiency in English language to implement a CAT procedure}, year = {2009}, note = {{PDF File, 160 KB}}, address = {D. J. Weiss (Ed.), Proceedings of the 2009 GMAC Conference on Computerized Adaptive Testing.}, author = {Karino, C. A. and Costa, D. R. and Laros, J. A.} } @inbook {1769, title = {Applications of CAT in admissions to higher education in Israel: Twenty-two years of experience}, year = {2009}, note = {{PDF file, 326 KB}}, address = {D. J. Weiss (Ed.), Proceedings of the 2009 GMAC Conference on Computerized Adaptive Testing.}, author = {Gafni, N. and Cohen, Y. and Roded, K and Baumer, M and Moshinsky, A.} } @inbook {1864, title = {An approach to implementing adaptive testing using item response theory both offline and online}, year = {2009}, note = {{PDF File, 172 KB}}, address = {D. J. Weiss (Ed.), Proceedings of the 2009 GMAC Conference on Computerized Adaptive Testing.}, author = {Padaki, M. and Natarajan, V.} } @inbook {1732, title = {Assessing the equivalence of Internet-based vs. paper-and-pencil psychometric tests.}, year = {2009}, note = {PDF File, 142 K}, address = { D. J. Weiss (Ed.), Proceedings of the 2009 GMAC Conference on Computerized Adaptive Testing.}, author = {Baumer, M and Roded, K and Gafni, N.} } @inbook {1836, title = {An automatic online calibration design in adaptive testing}, year = {2009}, note = {{PDF file, 365 KB}}, address = {D. J. Weiss (Ed.), Proceedings of the 2009 GMAC Conference on Computerized Adaptive Testing.}, author = {Makransky, G.} } @article {590, title = {Adaptive measurement of individual change}, journal = {Zeitschrift f{\"u}r Psychologie / Journal of Psychology}, volume = {216}, year = {2008}, note = {{PDF file, 568 KB}}, pages = {49-58}, doi = {10.1027/0044-3409.216.1.49}, author = {Kim-Kang, G. and Weiss, D. J.} } @article {742, title = {Adaptive models of psychological testing}, journal = {Zeitschrift f{\"u}r Psychologie / Journal of Psychology}, volume = {216(1)}, year = {2008}, pages = {3{\textendash}11}, author = {van der Linden, W. J.} } @article {2104, title = {Adaptive Models of Psychological Testing}, journal = {Zeitschrift f{\"u}r Psychologie / Journal of Psychology}, volume = {216}, year = {2008}, pages = {1-2}, doi = {10.1027/0044-3409.216.1.49}, author = {van der Linden, W. J.} } @article {212, title = {Adaptive short forms for outpatient rehabilitation outcome assessment}, journal = {American Journal of Physical Medicine and Rehabilitation}, volume = {87}, number = {10}, year = {2008}, note = {Jette, Alan MHaley, Stephen MNi, PengshengMoed, RichardK02 HD45354-01/HD/NICHD NIH HHS/United StatesR01 HD43568/HD/NICHD NIH HHS/United StatesResearch Support, N.I.H., ExtramuralResearch Support, U.S. Gov{\textquoteright}t, Non-P.H.S.Research Support, U.S. Gov{\textquoteright}t, P.H.S.United StatesAmerican journal of physical medicine \& rehabilitation / Association of Academic PhysiatristsAm J Phys Med Rehabil. 2008 Oct;87(10):842-52.}, month = {Oct}, pages = {842-52}, edition = {2008/09/23}, abstract = {OBJECTIVE: To develop outpatient Adaptive Short Forms for the Activity Measure for Post-Acute Care item bank for use in outpatient therapy settings. DESIGN: A convenience sample of 11,809 adults with spine, lower limb, upper limb, and miscellaneous orthopedic impairments who received outpatient rehabilitation in 1 of 127 outpatient rehabilitation clinics in the United States. We identified optimal items for use in developing outpatient Adaptive Short Forms based on the Basic Mobility and Daily Activities domains of the Activity Measure for Post-Acute Care item bank. Patient scores were derived from the Activity Measure for Post-Acute Care computerized adaptive testing program. Items were selected for inclusion on the Adaptive Short Forms based on functional content, range of item coverage, measurement precision, item exposure rate, and data collection burden. RESULTS: Two outpatient Adaptive Short Forms were developed: (1) an 18-item Basic Mobility Adaptive Short Form and (2) a 15-item Daily Activities Adaptive Short Form, derived from the same item bank used to develop the Activity Measure for Post-Acute Care computerized adaptive testing program. Both Adaptive Short Forms achieved acceptable psychometric properties. CONCLUSIONS: In outpatient postacute care settings where computerized adaptive testing outcome applications are currently not feasible, item response theory-derived Adaptive Short Forms provide the efficient capability to monitor patients{\textquoteright} functional outcomes. The development of Adaptive Short Form functional outcome instruments linked by a common, calibrated item bank has the potential to create a bridge to outcome monitoring across postacute care settings and can facilitate the eventual transformation from Adaptive Short Forms to computerized adaptive testing applications easier and more acceptable to the rehabilitation community.}, keywords = {*Activities of Daily Living, *Ambulatory Care Facilities, *Mobility Limitation, *Treatment Outcome, Disabled Persons/psychology/*rehabilitation, Female, Humans, Male, Middle Aged, Questionnaires, Rehabilitation Centers}, isbn = {1537-7385 (Electronic)}, author = {Jette, A. M. and Haley, S. M. and Ni, P. and Moed, R.} } @article {394, title = {Are we ready for computerized adaptive testing?}, journal = {Psychiatric Services}, volume = {59}, number = {4}, year = {2008}, note = {Unick, George JShumway, MarthaHargreaves, WilliamCommentUnited StatesPsychiatric services (Washington, D.C.)Psychiatr Serv. 2008 Apr;59(4):369.}, month = {Apr}, pages = {369}, edition = {2008/04/02}, keywords = {*Attitude of Health Personnel, *Diagnosis, Computer-Assisted/instrumentation, Humans, Mental Disorders/*diagnosis, Software}, isbn = {1075-2730 (Print)1075-2730 (Linking)}, author = {Unick, G. J. and Shumway, M. and Hargreaves, W.} } @article {88, title = {Assessing self-care and social function using a computer adaptive testing version of the pediatric evaluation of disability inventory}, journal = {Archives of Physical Medicine and Rehabilitation}, volume = {89}, number = {4}, year = {2008}, note = {Coster, Wendy JHaley, Stephen MNi, PengshengDumas, Helene MFragala-Pinkham, Maria AK02 HD45354-01A1/HD/NICHD NIH HHS/United StatesR41 HD052318-01A1/HD/NICHD NIH HHS/United StatesR43 HD42388-01/HD/NICHD NIH HHS/United StatesComparative StudyResearch Support, N.I.H., ExtramuralUnited StatesArchives of physical medicine and rehabilitationArch Phys Med Rehabil. 2008 Apr;89(4):622-9.}, month = {Apr}, pages = {622-629}, edition = {2008/04/01}, abstract = {OBJECTIVE: To examine score agreement, validity, precision, and response burden of a prototype computer adaptive testing (CAT) version of the self-care and social function scales of the Pediatric Evaluation of Disability Inventory compared with the full-length version of these scales. DESIGN: Computer simulation analysis of cross-sectional and longitudinal retrospective data; cross-sectional prospective study. SETTING: Pediatric rehabilitation hospital, including inpatient acute rehabilitation, day school program, outpatient clinics; community-based day care, preschool, and children{\textquoteright}s homes. PARTICIPANTS: Children with disabilities (n=469) and 412 children with no disabilities (analytic sample); 38 children with disabilities and 35 children without disabilities (cross-validation sample). INTERVENTIONS: Not applicable. MAIN OUTCOME MEASURES: Summary scores from prototype CAT applications of each scale using 15-, 10-, and 5-item stopping rules; scores from the full-length self-care and social function scales; time (in seconds) to complete assessments and respondent ratings of burden. RESULTS: Scores from both computer simulations and field administration of the prototype CATs were highly consistent with scores from full-length administration (r range, .94-.99). Using computer simulation of retrospective data, discriminant validity, and sensitivity to change of the CATs closely approximated that of the full-length scales, especially when the 15- and 10-item stopping rules were applied. In the cross-validation study the time to administer both CATs was 4 minutes, compared with over 16 minutes to complete the full-length scales. CONCLUSIONS: Self-care and social function score estimates from CAT administration are highly comparable with those obtained from full-length scale administration, with small losses in validity and precision and substantial decreases in administration time.}, keywords = {*Disability Evaluation, *Social Adjustment, Activities of Daily Living, Adolescent, Age Factors, Child, Child, Preschool, Computer Simulation, Cross-Over Studies, Disabled Children/*rehabilitation, Female, Follow-Up Studies, Humans, Infant, Male, Outcome Assessment (Health Care), Reference Values, Reproducibility of Results, Retrospective Studies, Risk Factors, Self Care/*standards/trends, Sex Factors, Sickness Impact Profile}, isbn = {1532-821X (Electronic)0003-9993 (Linking)}, author = {Coster, W. J. and Haley, S. M. and Ni, P. and Dumas, H. M. and Fragala-Pinkham, M. A.} } @conference {phankokkruad2008automated, title = {An Automated Decision System for Computer Adaptive Testing Using Genetic Algorithms}, booktitle = {Software Engineering, Artificial Intelligence, Networking, and Parallel/Distributed Computing, 2008. SNPD{\textquoteright}08. Ninth ACIS International Conference on}, year = {2008}, pages = {655{\textendash}660}, publisher = {IEEE}, organization = {IEEE}, abstract = {This paper proposes an approach to solve the triangle decision tree problem for computer adaptive testing (CAT) using genetic algorithms (GAs). In this approach, item response theory (IRT) parameters composed of discrimination, difficulty, and guess are firstly obtained and stored in an item bank. Then a fitness function, which is based on IRT parameters, of GAs for obtaining an optimal solution is set up. Finally, the GAs is applied to the parameters of the item bank so that an optimal decision tree is generated. Based on a six-level triangle-decision tree for examination items, the experimental results show that the optimal decision tree can be generated correctly when compared with the standard patterns.}, author = {Phankokkruad, M. and Woraratpanya, K.} } @inbook {1874, title = {Adaptive estimators of trait level in adaptive testing: Some proposals}, year = {2007}, note = {{PDF file, 125 KB}}, address = {D. J. Weiss (Ed.), Proceedings of the 2007 GMAC Conference on Computerized Adaptive Testing.}, author = {Ra{\^\i}che, G. and Blais, J. G. and Magis, D.} } @inbook {1895, title = {Adaptive testing with the multi-unidimensional pairwise preference model}, year = {2007}, note = {{PDF file, 145 KB}}, address = {D. J. Weiss (Ed.), Proceedings of the 2007 GMAC Conference on Computerized Adaptive Testing.}, author = {Stark, S. and Chernyshenko, O. S.} } @article {123, title = {Applying item response theory and computer adaptive testing: The challenges for health outcomes assessment}, journal = {Quality of Life Research}, volume = {16}, number = {Suppl 1}, year = {2007}, note = {Fayers, Peter MNetherlandsQuality of life research : an international journal of quality of life aspects of treatment, care and rehabilitationQual Life Res. 2007;16 Suppl 1:187-94. Epub 2007 Apr 7.}, pages = {187-194}, edition = {2007/04/10}, abstract = {OBJECTIVES: We review the papers presented at the NCI/DIA conference, to identify areas of controversy and uncertainty, and to highlight those aspects of item response theory (IRT) and computer adaptive testing (CAT) that require theoretical or empirical research in order to justify their application to patient reported outcomes (PROs). BACKGROUND: IRT and CAT offer exciting potential for the development of a new generation of PRO instruments. However, most of the research into these techniques has been in non-healthcare settings, notably in education. Educational tests are very different from PRO instruments, and consequently problematic issues arise when adapting IRT and CAT to healthcare research. RESULTS: Clinical scales differ appreciably from educational tests, and symptoms have characteristics distinctly different from examination questions. This affects the transferring of IRT technology. Particular areas of concern when applying IRT to PROs include inadequate software, difficulties in selecting models and communicating results, insufficient testing of local independence and other assumptions, and a need of guidelines for estimating sample size requirements. Similar concerns apply to differential item functioning (DIF), which is an important application of IRT. Multidimensional IRT is likely to be advantageous only for closely related PRO dimensions. CONCLUSIONS: Although IRT and CAT provide appreciable potential benefits, there is a need for circumspection. Not all PRO scales are necessarily appropriate targets for this methodology. Traditional psychometric methods, and especially qualitative methods, continue to have an important role alongside IRT. Research should be funded to address the specific concerns that have been identified.}, isbn = {0962-9343 (Print)}, author = {Fayers, P. M.} } @article {2174, title = {Automated Simultaneous Assembly of Multistage Testlets for a High-Stakes Licensing Examination}, journal = {Educational and Psychological Measurement}, volume = {67}, number = {1}, year = {2007}, pages = {5-20}, abstract = {

Many challenges exist for high-stakes testing programs offering continuous computerized administration. The automated assembly of test questions to exactly meet content and other requirements, provide uniformity, and control item exposure can be modeled and solved by mixed-integer programming (MIP) methods. A case study of the computerized licensing examination of the American Institute of Certified Public Accountants is offered as one application of MIP techniques for test assembly. The solution illustrates assembly for a computer-adaptive multistage testing design. However, the general form of the constraint-based solution can be modified to generate optimal test designs for paper-based or computerized administrations, regardless of the specific psychometric model. An extension of this methodology allows for long-term planning for the production and use of test content on the basis of an exact psychometric test designs and administration schedules.

}, doi = {10.1177/0013164406288162}, url = {http://epm.sagepub.com/content/67/1/5.abstract}, author = {Breithaupt, Krista and Hare, Donovan R.} } @article {2233, title = {A {\^a}{\texteuro}{\oe}Rearrangement Procedure{\^a}{\texteuro} For Scoring Adaptive Tests with Review Options}, journal = {International Journal of Testing}, volume = {7}, number = {4}, year = {2007}, pages = {387-407}, doi = {10.1080/15305050701632262}, url = {http://www.tandfonline.com/doi/abs/10.1080/15305050701632262}, author = {Papanastasiou, Elena C. and Reckase, Mark D.} } @article {189, title = {Adaptive success control in computerized adaptive testing}, journal = {Psychology Science}, volume = {48}, number = {4}, year = {2006}, pages = {436-450}, publisher = {Pabst Science Publishers: Germany}, abstract = {In computerized adaptive testing (CAT) procedures within the framework of probabilistic test theory the difficulty of an item is adjusted to the ability of the respondent, with the aim of maximizing the amount of information generated per item, thereby also increasing test economy and test reasonableness. However, earlier research indicates that respondents might feel over-challenged by a constant success probability of p = 0.5 and therefore cannot come to a sufficiently high answer certainty within a reasonable timeframe. Consequently response time per item increases, which -- depending on the test material -- can outweigh the benefit of administering optimally informative items. Instead of a benefit, the result of using CAT procedures could be a loss of test economy. Based on this problem, an adaptive success control algorithm was designed and tested, adapting the success probability to the working style of the respondent. Persons who need higher answer certainty in order to come to a decision are detected and receive a higher success probability, in order to minimize the test duration (not the number of items as in classical CAT). The method is validated on the re-analysis of data from the Adaptive Matrices Test (AMT, Hornke, Etzel \& Rettig, 1999) and by the comparison between an AMT version using classical CAT and an experimental version using Adaptive Success Control. The results are discussed in the light of psychometric and psychological aspects of test quality. (PsycINFO Database Record (c) 2007 APA, all rights reserved)}, keywords = {adaptive success control, computerized adaptive testing, Psychometrics}, isbn = {0033-3018 (Print)}, author = {H{\"a}usler, Joachim} } @article {310, title = {Applying Bayesian item selection approaches to adaptive tests using polytomous items}, journal = {Applied Measurement in Education}, volume = {19}, number = {1}, year = {2006}, pages = {1-20}, publisher = {Lawrence Erlbaum: US}, abstract = {This study applied the maximum expected information (MEI) and the maximum posterior- weighted information (MPI) approaches of computer adaptive testing item selection to the case of a test using polytomous items following the partial credit model. The MEI and MPI approaches are described. A simulation study compared the efficiency of ability estimation using the MEI and MPI approaches to the traditional maximal item information (MII) approach. The results of the simulation study indicated that the MEI and MPI approaches led to a superior efficiency of ability estimation compared with the MII approach. The superiority of the MEI and MPI approaches over the MII approach was greatest when the bank contained items having a relatively peaked information function. (PsycINFO Database Record (c) 2007 APA, all rights reserved)}, keywords = {adaptive tests, Bayesian item selection, computer adaptive testing, maximum expected information, polytomous items, posterior weighted information}, isbn = {0895-7347 (Print); 1532-4818 (Electronic)}, author = {Penfield, R. D.} } @article {401, title = {Assembling a computerized adaptive testing item pool as a set of linear tests}, journal = {Journal of Educational and Behavioral Statistics}, volume = {31}, number = {1}, year = {2006}, pages = {81-99}, publisher = {Sage Publications: US}, abstract = {Test-item writing efforts typically results in item pools with an undesirable correlational structure between the content attributes of the items and their statistical information. If such pools are used in computerized adaptive testing (CAT), the algorithm may be forced to select items with less than optimal information, that violate the content constraints, and/or have unfavorable exposure rates. Although at first sight somewhat counterintuitive, it is shown that if the CAT pool is assembled as a set of linear test forms, undesirable correlations can be broken down effectively. It is proposed to assemble such pools using a mixed integer programming model with constraints that guarantee that each test meets all content specifications and an objective function that requires them to have maximal information at a well-chosen set of ability values. An empirical example with a previous master pool from the Law School Admission Test (LSAT) yielded a CAT with nearly uniform bias and mean-squared error functions for the ability estimator and item-exposure rates that satisfied the target for all items in the pool. }, keywords = {Algorithms, computerized adaptive testing, item pool, linear tests, mathematical models, statistics, Test Construction, Test Items}, isbn = {1076-9986 (Print)}, author = {van der Linden, W. J. and Ariel, A. and Veldkamp, B. P.} } @article {820, title = {Assessing CAT Test Security Severity}, journal = {Applied Psychological Measurement}, volume = {30(1)}, year = {2006}, pages = {62{\textendash}63}, author = {Yi, Q., Zhang, J. and Chang, Hua-Hua} } @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.} } @book {1702, title = {Adaptive selection of personality items to inform a neural network predicting job performance}, year = {2005}, note = {{PDF file, 488 KB}}, address = {Unpublished doctoral dissertation, University of Washington}, author = {Thissen-Roe, A.} } @inbook {180, title = {Applications of item response theory to improve health outcomes assessment: Developing item banks, linking instruments, and computer-adaptive testing}, booktitle = {Outcomes assessment in cancer}, year = {2005}, note = {Using Smart Source ParsingOutcomes assessment in cancer: Measures, methods, and applications. (pp. 445-464). New York, NY : Cambridge University Press. xiv, 662 pp}, pages = {445-464}, publisher = {Cambridge University Press}, organization = {Cambridge University Press}, address = {Cambridge, UK}, abstract = {(From the chapter) The current chapter builds on Reise{\textquoteright}s introduction to the basic concepts, assumptions, popular models, and important features of IRT and discusses the applications of item response theory (IRT) modeling to health outcomes assessment. In particular, we highlight the critical role of IRT modeling in: developing an instrument to match a study{\textquoteright}s population; linking two or more instruments measuring similar constructs on a common metric; and creating item banks that provide the foundation for tailored short-form instruments or for computerized adaptive assessments. (PsycINFO Database Record (c) 2005 APA )}, keywords = {Computer Assisted Testing, Health, Item Response Theory, Measurement, Test Construction, Treatment Outcomes}, author = {Hambleton, R. K.}, editor = {C. C. Gotay and C. Snyder} } @article {175, title = {Assessing mobility in children using a computer adaptive testing version of the pediatric evaluation of disability inventory}, journal = {Archives of Physical Medicine and Rehabilitation}, volume = {86}, number = {5}, year = {2005}, note = {Haley, Stephen MRaczek, Anastasia ECoster, Wendy JDumas, Helene MFragala-Pinkham, Maria AK02 hd45354-01a1/hd/nichdR43 hd42388-01/hd/nichdResearch Support, N.I.H., ExtramuralResearch Support, U.S. Gov{\textquoteright}t, P.H.S.United StatesArchives of physical medicine and rehabilitationArch Phys Med Rehabil. 2005 May;86(5):932-9.}, month = {May}, pages = {932-9}, edition = {2005/05/17}, abstract = {OBJECTIVE: To assess score agreement, validity, precision, and response burden of a prototype computerized adaptive testing (CAT) version of the Mobility Functional Skills Scale (Mob-CAT) of the Pediatric Evaluation of Disability Inventory (PEDI) as compared with the full 59-item version (Mob-59). DESIGN: Computer simulation analysis of cross-sectional and longitudinal retrospective data; and cross-sectional prospective study. SETTING: Pediatric rehabilitation hospital, including inpatient acute rehabilitation, day school program, outpatient clinics, community-based day care, preschool, and children{\textquoteright}s homes. PARTICIPANTS: Four hundred sixty-nine children with disabilities and 412 children with no disabilities (analytic sample); 41 children without disabilities and 39 with disabilities (cross-validation sample). INTERVENTIONS: Not applicable. MAIN OUTCOME MEASURES: Summary scores from a prototype Mob-CAT application and versions using 15-, 10-, and 5-item stopping rules; scores from the Mob-59; and number of items and time (in seconds) to administer assessments. RESULTS: Mob-CAT scores from both computer simulations (intraclass correlation coefficient [ICC] range, .94-.99) and field administrations (ICC=.98) were in high agreement with scores from the Mob-59. Using computer simulations of retrospective data, discriminant validity, and sensitivity to change of the Mob-CAT closely approximated that of the Mob-59, especially when using the 15- and 10-item stopping rule versions of the Mob-CAT. The Mob-CAT used no more than 15\% of the items for any single administration, and required 20\% of the time needed to administer the Mob-59. CONCLUSIONS: Comparable score estimates for the PEDI mobility scale can be obtained from CAT administrations, with losses in validity and precision for shorter forms, but with a considerable reduction in administration time.}, keywords = {*Computer Simulation, *Disability Evaluation, Adolescent, Child, Child, Preschool, Cross-Sectional Studies, Disabled Children/*rehabilitation, Female, Humans, Infant, Male, Outcome Assessment (Health Care)/*methods, Rehabilitation Centers, Rehabilitation/*standards, Sensitivity and Specificity}, isbn = {0003-9993 (Print)}, author = {Haley, S. M. and Raczek, A. E. and Coster, W. J. and Dumas, H. M. and Fragala-Pinkham, M. A.} } @article {166, title = {Assessing Mobility in Children Using a Computer Adaptive Testing Version of the Pediatric Evaluation of Disability Inventory}, journal = {Archives of Physical Medicine and Rehabilitation}, volume = {86}, number = {5}, year = {2005}, pages = {932-939}, isbn = {00039993}, author = {Haley, S. and Raczek, A. and Coster, W. and Dumas, H. and Fragalapinkham, M.} } @article {2095, title = {An Authoring Environment for Adaptive Testing}, journal = {Educational Technology \& Society}, volume = {8}, year = {2005}, pages = {66-76}, abstract = {

SIETTE is a web-based adaptive testing system. It implements Computerized Adaptive Tests. These tests are tailor-made, theory-based tests, where questions shown to students, finalization of the test, and student knowledge estimation is accomplished adaptively. To construct these tests, SIETTE has an authoring environment comprising a suite of tools that helps teachers create questions and tests properly, and analyze students\’ performance after taking a test. In this paper, we present this authoring environment in the
framework of adaptive testing. As will be shown, this set of visual tools, that contain some adaptable eatures, can be useful for teachers lacking skills in this kind of testing. Additionally, other systems that implement adaptive testing will be studied.\ 

}, keywords = {Adaptability, Adaptive Testing, Authoring environment, Item Response Theory}, author = {Guzm{\'a}n, E and Conejo, R and Garc{\'\i}a-Herv{\'a}s, E} } @article {2231, title = {Automated Simultaneous Assembly for Multistage Testing}, journal = {International Journal of Testing}, volume = {5}, number = {3}, year = {2005}, pages = {319-330}, doi = {10.1207/s15327574ijt0503_8}, url = {http://www.tandfonline.com/doi/abs/10.1207/s15327574ijt0503_8}, author = {Breithaupt, Krista and Ariel, Adelaide and Veldkamp, Bernard P.} } @inbook {1770, title = {The ABCs of Computerized Adaptive Testing}, year = {2004}, address = {T. M. Wood and W. Zhi (Eds.), Measurement issues and practice in physical activity. Champaign, IL: Human kinetics.}, author = {Gershon, R. C.} } @conference {1246, title = {Achieving accuracy of retest calibration for a national CAT placement examination with a restricted test length}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {2004}, note = {$\#$WA04-01 {PDF file, 837 KB}}, address = {San Diego CA}, author = {Wang, X. B. and Wiley, A.} } @article {168, title = {Activity outcome measurement for postacute care}, journal = {Medical Care}, volume = {42}, number = {1 Suppl}, year = {2004}, note = {0025-7079Journal ArticleMulticenter Study}, pages = {I49-161}, abstract = {BACKGROUND: Efforts to evaluate the effectiveness of a broad range of postacute care services have been hindered by the lack of conceptually sound and comprehensive measures of outcomes. It is critical to determine a common underlying structure before employing current methods of item equating across outcome instruments for future item banking and computer-adaptive testing applications. OBJECTIVE: To investigate the factor structure, reliability, and scale properties of items underlying the Activity domains of the International Classification of Functioning, Disability and Health (ICF) for use in postacute care outcome measurement. METHODS: We developed a 41-item Activity Measure for Postacute Care (AM-PAC) that assessed an individual{\textquoteright}s execution of discrete daily tasks in his or her own environment across major content domains as defined by the ICF. We evaluated the reliability and discriminant validity of the prototype AM-PAC in 477 individuals in active rehabilitation programs across 4 rehabilitation settings using factor analyses, tests of item scaling, internal consistency reliability analyses, Rasch item response theory modeling, residual component analysis, and modified parallel analysis. RESULTS: Results from an initial exploratory factor analysis produced 3 distinct, interpretable factors that accounted for 72\% of the variance: Applied Cognition (44\%), Personal Care \& Instrumental Activities (19\%), and Physical \& Movement Activities (9\%); these 3 activity factors were verified by a confirmatory factor analysis. Scaling assumptions were met for each factor in the total sample and across diagnostic groups. Internal consistency reliability was high for the total sample (Cronbach alpha = 0.92 to 0.94), and for specific diagnostic groups (Cronbach alpha = 0.90 to 0.95). Rasch scaling, residual factor, differential item functioning, and modified parallel analyses supported the unidimensionality and goodness of fit of each unique activity domain. CONCLUSIONS: This 3-factor model of the AM-PAC can form the conceptual basis for common-item equating and computer-adaptive applications, leading to a comprehensive system of outcome instruments for postacute care settings.}, keywords = {*Self Efficacy, *Sickness Impact Profile, Activities of Daily Living/*classification/psychology, Adult, Aftercare/*standards/statistics \& numerical data, Aged, Boston, Cognition/physiology, Disability Evaluation, Factor Analysis, Statistical, Female, Human, Male, Middle Aged, Movement/physiology, Outcome Assessment (Health Care)/*methods/statistics \& numerical data, Psychometrics, Questionnaires/standards, Rehabilitation/*standards/statistics \& numerical data, Reproducibility of Results, Sensitivity and Specificity, Support, U.S. Gov{\textquoteright}t, Non-P.H.S., Support, U.S. Gov{\textquoteright}t, P.H.S.}, author = {Haley, S. M. and Coster, W. J. and Andres, P. L. and Ludlow, L. H. and Ni, P. and Bond, T. L. and Sinclair, S. J. and Jette, A. M.} } @inbook {322, title = {Adaptive computerized educational systems: A case study}, booktitle = {Evidence-based educational methods}, series = {Educational Psychology Series}, year = {2004}, note = {Using Smart Source ParsingEvidence-based educational methods. A volume in the educational psychology series. (pp. 143-170). San Diego, CA : Elsevier Academic Press, [URL:http://www.academicpress.com]. xxiv, 382 pp}, pages = {143-169}, publisher = {Elsevier Academic Press}, organization = {Elsevier Academic Press}, chapter = {10}, address = {San Diego, CA. USA}, abstract = {(Created by APA) Adaptive instruction describes adjustments typical of one-on-one tutoring as discussed in the college tutorial scenario. So computerized adaptive instruction refers to the use of computer software--almost always incorporating artificially intelligent services--which has been designed to adjust both the presentation of information and the form of questioning to meet the current needs of an individual learner. This chapter describes a system for Internet-delivered adaptive instruction. The author attempts to demonstrate a sharp difference between the teaching that takes place outside of the classroom in universities and the kind that is at least afforded, if not taken advantage of by many, students in a more personalized educational setting such as those in the small liberal arts colleges. The author describes a computer-based technology that allows that gap to be bridged with the advantage of at least having more highly prepared learners sitting in college classrooms. A limited range of emerging research that supports that proposition is cited. (PsycINFO Database Record (c) 2005 APA )}, keywords = {Artificial, Computer Assisted Instruction, Computer Software, Higher Education, Individualized, Instruction, Intelligence, Internet, Undergraduate Education}, author = {Ray, R. D.}, editor = {R. W. Malott} } @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.} } @article {2238, title = {Adaptive Testing With Regression Trees in the Presence of Multidimensionality}, journal = {Journal of Educational and Behavioral Statistics}, volume = {29}, number = {3}, year = {2004}, pages = {293-316}, abstract = {

It is unrealistic to suppose that standard item response theory (IRT) models will be appropriate for all the new and currently considered computer-based tests. In addition to developing new models, we also need to give attention to the possibility of constructing and analyzing new tests without the aid of strong models. Computerized adaptive testing currently relies heavily on IRT. Alternative, empirically based, nonparametric adaptive testing algorithms exist, but their properties are little known. This article introduces a nonparametric, tree-based algorithm for adaptive testing and shows that it may be superior to conventional, IRT-based adaptive testing in cases where the IRT assumptions are not satisfied. In particular, it shows that the tree-based approach clearly outperformed (one-dimensional) IRT when the pool was strongly two-dimensional.

}, doi = {10.3102/10769986029003293}, url = {http://jeb.sagepub.com/cgi/content/abstract/29/3/293}, author = {Yan, Duanli and Lewis, Charles and Stocking, Martha} } @booklet {201, title = {The AMC Linear Disability Score project in a population requiring residential care: psychometric properties}, journal = {Health and Quality of Life Outcomes}, volume = {2}, year = {2004}, note = {Holman, RebeccaLindeboom, RobertVermeulen, Marinusde Haan, Rob JResearch Support, Non-U.S. Gov{\textquoteright}tValidation StudiesEnglandHealth and quality of life outcomesHealth Qual Life Outcomes. 2004 Aug 3;2:42.}, month = {Aug 3}, pages = {42}, edition = {2004/08/05}, abstract = {BACKGROUND: Currently there is a lot of interest in the flexible framework offered by item banks for measuring patient relevant outcomes, including functional status. However, there are few item banks, which have been developed to quantify functional status, as expressed by the ability to perform activities of daily life. METHOD: This paper examines the psychometric properties of the AMC Linear Disability Score (ALDS) project item bank using an item response theory model and full information factor analysis. Data were collected from 555 respondents on a total of 160 items. RESULTS: Following the analysis, 79 items remained in the item bank. The remaining 81 items were excluded because of: difficulties in presentation (1 item); low levels of variation in response pattern (28 items); significant differences in measurement characteristics for males and females or for respondents under or over 85 years old (26 items); or lack of model fit to the data at item level (26 items). CONCLUSIONS: It is conceivable that the item bank will have different measurement characteristics for other patient or demographic populations. However, these results indicate that the ALDS item bank has sound psychometric properties for respondents in residential care settings and could form a stable base for measuring functional status in a range of situations, including the implementation of computerised adaptive testing of functional status.}, keywords = {*Disability Evaluation, *Health Status Indicators, Activities of Daily Living/*classification, Adult, Aged, Aged, 80 and over, Data Collection/methods, Female, Humans, Logistic Models, Male, Middle Aged, Netherlands, Pilot Projects, Probability, Psychometrics/*instrumentation, Questionnaires/standards, Residential Facilities/*utilization, Severity of Illness Index}, isbn = {1477-7525 (Electronic)1477-7525 (Linking)}, author = {Holman, R. and Lindeboom, R. and Vermeulen, M. and de Haan, R. J.} } @book {1684, title = {The application of cognitive diagnosis and computerized adaptive testing to a large-scale assessment}, year = {2004}, address = {Unpublished doctoral dissertation, University of Texas at Austin}, author = {McGlohen, MK} } @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.} } @conference {856, title = {Automated Simultaneous Assembly of Multi-Stage Testing for the Uniform CPA Examination}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {2004}, note = {{PDF file, 201 KB}}, address = {San Diego CA}, author = {Breithaupt, K and Ariel, A. and Veldkamp, B.} } @conference {1010, title = {Accuracy of reading and mathematics ability estimates under the shadow-test constraint MCAT}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {2003}, address = {Chicago IL}, author = {Li, Y. H. and Schafer, W. D.} } @booklet {127, title = {An adaptation of stochastic curtailment to truncate Wald{\textquoteright}s SPRT in computerized adaptive testing}, number = {CSE Report 606}, year = {2003}, month = {Steptember, 2003}, pages = {1-26}, publisher = {National Center for Research on Evaluation, Standards, and Student Testing}, address = {Los Angeles}, abstract = {

Computerized adaptive testing (CAT) has been shown to increase e\Æciency in educational measurement. One common application of CAT is to classify students as either pro cient or not proficient in ability. A truncated form of Wald\&$\#$39;s sequential probability ratio test (SPRT), in which examination is halted after a prespeci ed number of questions, has been proposed to provide a diagnosis of prociency. This article studies the further truncation provided by stochastic curtailment, where an exam is stopped early if completion of the remaining questions would be unlikely to alter the classi cation of the examinee. In a simulation study presented, the increased truncation is shown to offer substantial improvement in test length with only a slight decrease in accuracy.

}, author = {Finkelman, M.} } @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.} } @conference {1151, title = {An adaptive exposure control algorithm for computerized adaptive testing using a sharing item response theory model}, booktitle = {Paper presented at the Annual meeting of the National Council on Measurement in Education}, year = {2003}, note = {{PDF file, 191 KB}}, address = {Chicago IL}, author = {Segall, D. O.} } @article {744, title = {Alpha-stratified adaptive testing with large numbers of content constraints}, journal = {Applied Psychological Measurement}, volume = {27}, year = {2003}, pages = {107-120}, author = {van der Linden, W. J. and Chang, Hua-Hua} } @conference {832, title = {The assembly of multiple form structures}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {2003}, note = {{PDF file, 418 KB}}, address = {Chicago IL}, author = {Armstrong, R. D. and Little, J.} } @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 {876, title = {Assessing CAT security breaches by the item pooling index}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {2003}, address = {Chicago IL}, author = {Chang, Hua-Hua and Zhang, J.} } @inbook {42, title = {Assessing question banks}, booktitle = {Reusing online resources: A sustanable approach to e-learning}, number = {1}, year = {2003}, pages = {171-230}, publisher = {Kogan Page Ltd.}, organization = {Kogan Page Ltd.}, address = {London, UK}, abstract = {In Chapter 14, Joanna Bull and James Daziel provide a comprehensive treatment of the issues surrounding the use of Question Banks and Computer Assisted Assessment, and provide a number of excellent examples of implementations. In their review of the technologies employed in Computer Assisted Assessment the authors include Computer Adaptive Testing and data generation. The authors reveal significant issues involving the impact of Intellectual Property rights and computer assisted assessment and make important suggestions for strategies to overcome these obstacles. (PsycINFO Database Record (c) 2005 APA )http://www-jime.open.ac.uk/2003/1/ (journal abstract)}, keywords = {Computer Assisted Testing, Curriculum Based Assessment, Education, Technology computerized adaptive testing}, author = {Bull, J. and Dalziel, J. and Vreeland, T.} } @conference {1255, title = {Assessing the efficiency of item selection in computerized adaptive testing}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {2003}, note = {{PDF file, 96 KB}}, address = {Chicago IL}, author = {Weissman, A.} } @article {2133, title = {a-Stratified multistage CAT design with content-blocking}, journal = {British Journal of Mathematical and Statistical Psychology}, volume = {56}, year = {2003}, pages = {359{\textendash}378}, author = {Yi, Q. and Chang, H.-H.} } @conference {1015, title = {Accuracy of the ability estimate and the item exposure rate under multidimensional adaptive testing with item constraints}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {2002}, note = {$\#$LI02-01}, address = {New Orleans LA}, author = {Li, Y. H. and Yu, N. Y.} } @booklet {1583, title = {Adaptive testing without IRT in the presence of multidimensionality (Research Report 02-09)}, year = {2002}, address = {Princeton NJ: Educational Testing Service}, author = {Yan, D. and Lewis, C. and Stocking, M.} } @article {48, title = {Advances in quality of life measurements in oncology patients}, journal = {Seminars in Oncology}, volume = {29}, number = {3 Suppl 8}, year = {2002}, note = {0093-7754 (Print)Journal ArticleReview}, month = {Jun}, pages = {60-8}, abstract = {Accurate assessment of the quality of life (QOL) of patients can provide important clinical information to physicians, especially in the area of oncology. Changes in QOL are important indicators of the impact of a new cytotoxic therapy, can affect a patient{\textquoteright}s willingness to continue treatment, and may aid in defining response in the absence of quantifiable endpoints such as tumor regression. Because QOL is becoming an increasingly important aspect in the management of patients with malignant disease, it is vital that the instruments used to measure QOL are reliable and accurate. Assessment of QOL involves a multidimensional approach that includes physical, functional, social, and emotional well-being, and the most comprehensive instruments measure at least three of these domains. Instruments to measure QOL can be generic (eg, the Nottingham Health Profile), targeted toward specific illnesses (eg, Functional Assessment of Cancer Therapy - Lung), or be a combination of generic and targeted. Two of the most widely used examples of the combination, or hybrid, instruments are the European Organization for Research and Treatment of Cancer Quality of Life Questionnaire Core 30 Items and the Functional Assessment of Chronic Illness Therapy. A consequence of the increasing international collaboration in clinical trials has been the growing necessity for instruments that are valid across languages and cultures. To assure the continuing reliability and validity of QOL instruments in this regard, item response theory can be applied. Techniques such as item response theory may be used in the future to construct QOL item banks containing large sets of validated questions that represent various levels of QOL domains. As QOL becomes increasingly important in understanding and approaching the overall management of cancer patients, the tools available to clinicians and researchers to assess QOL will continue to evolve. While the instruments currently available provide reliable and valid measurement, further improvements in precision and application are anticipated.}, keywords = {*Quality of Life, *Sickness Impact Profile, Cross-Cultural Comparison, Culture, Humans, Language, Neoplasms/*physiopathology, Questionnaires}, author = {Cella, D. and Chang, C-H. and Lai, J. S. and Webster, K.} } @article {65, title = {Applicable adaptive testing models for school teachers}, journal = {Educational Media International}, volume = {39}, number = {1}, year = {2002}, pages = {55-59}, abstract = {The purpose of this study was to investigate the attitudinal effects on SPRT adaptive testing environment for junior high school students. Subjects were 39 eighth graders from a selected junior high school. Major instruments for the study were the Junior High School Natural Sciences Adaptive Testing System driven by the SPRT algorithm, and a self-developed attitudinal questionnaire, factors examined include: test anxiety, examinee preference, adaptability of the test, and acceptance of the test result. The major findings were that overall, junior high school students" attitudes towards computerized adaptive tests were positive, no significant correlations existed between test attitude and the test length. The results indicated that junior high school students generally have positive attitudes towards adaptive testing.Mod{\`e}les de tests d"adaptation {\`a} l"usage des enseignants. L"objectif de cette {\'e}tude {\'e}tait d"enqu{\^e}ter sur les effets caus{\'e}s par une passation de tests d"adaptation ( selon l"algorithme "Sequential Probability Radio Test " (SPRT) ) dans une classe de trente-neuf {\'e}l{\`e}ves de huiti{\`e}me ann{\'e}e du secondaire inf{\'e}rieur. Les principaux instruments utilis{\'e}s ont {\'e}t{\'e} ceux du syst{\`e}me de tests d"adaptation (avec le SPRT) et destin{\'e} aux classes de sciences naturelles du degr{\'e} secondaire inf{\'e}rieur. Un questionnaire d"attitude, d{\'e}velopp{\'e} par nos soins, a {\'e}galement {\'e}t{\'e} utilis{\'e} pour examiner les facteurs suivants: test d"anxi{\'e}t{\'e}, pr{\'e}f{\'e}rence des candidats, adaptabilit{\'e} du test et acceptation des r{\'e}sultats. Les principales conclusions ont {\'e}t{\'e} que, dans l"ensemble, l"attitude des {\'e}l{\`e}ves du secondaire inf{\'e}rieur face aux tests d"adaptation informatis{\'e}s a {\'e}t{\'e} positive, aucune corr{\'e}lation significative existant entre cette attitude et la longueur des tests. Les r{\'e}sultats d{\'e}montrent aussi que les {\'e}l{\`e}ves du secondaire ont une attitude g{\'e}n{\'e}ralement positive envers les tests d"adaptation.Test Modelle zur Anwendung durch Klassenlehrer Zweck dieser Untersuchung war, die Auswirkungen {\"u}ber die Einstellung von Jun. High School Sch{\"u}lern im Zusammenhang mit dem SPRT Testumfeld zu untersuchen. 39 Achtkl{\"a}ssler einer Jun. High School nahmen an dem Test teil. Die Untersuchung st{\"u}tzte sich haupts{\"a}chlich auf das Jun. High School Natural. Sciences Adaptive Testing System, das auf dem SPRT Rechnungsverfahren basiert sowie einem selbst erstellten Fragebogen mit folgenden Faktoren: Test{\"a}ngste, Pr{\"a}ferenzen der Testperson, Geeignetheit des Tests, Anerkennung des Testergebnisses. Es stellte sich heraus, dass die Einstellung der Studenten zu den Computer adaptierten Tests im allgemeinen positiv waren; es ergaben sich keine bedeutsamen Wechselwirkungen zwischen pers{\"o}nlicher Testeinstellung und Testl{\"a}nge. Die Ergebnisse belegen, dass Jun. High School Sch{\"u}ler im allgemeinen eine positive Haltung zu adaptierten Tests haben. }, author = {Chang-Hwa, W. A. and Chuang, C-L.} } @article {823, title = {Application of an empirical Bayes enhancement of Mantel-Haenszel differential item functioning analysis to a computerized adaptive test}, journal = {Applied Psychological Measurement}, volume = {26}, year = {2002}, pages = {57-76}, author = {Zwick, R. and Thayer, D. T.} } @book {1722, title = {Assessing the efficiency of item selection in computerized adaptive testing}, year = {2002}, address = {Unpublished doctoral dissertation, University of Pittsburgh.}, author = {Weissman, A.} } @article {305, title = {Assessing tobacco beliefs among youth using item response theory models}, journal = {Drug and Alcohol Dependence}, volume = {68}, number = {Suppl 1}, year = {2002}, note = {0376-8716Journal Article}, month = {Nov}, pages = {S21-S39}, abstract = {Successful intervention research programs to prevent adolescent smoking require well-chosen, psychometrically sound instruments for assessing smoking prevalence and attitudes. Twelve thousand eight hundred and ten adolescents were surveyed about their smoking beliefs as part of the Teenage Attitudes and Practices Survey project, a prospective cohort study of predictors of smoking initiation among US adolescents. Item response theory (IRT) methods are used to frame a discussion of questions that a researcher might ask when selecting an optimal item set. IRT methods are especially useful for choosing items during instrument development, trait scoring, evaluating item functioning across groups, and creating optimal item subsets for use in specialized applications such as computerized adaptive testing. Data analytic steps for IRT modeling are reviewed for evaluating item quality and differential item functioning across subgroups of gender, age, and smoking status. Implications and challenges in the use of these methods for tobacco onset research and for assessing the developmental trajectories of smoking among youth are discussed.}, keywords = {*Attitude to Health, *Culture, *Health Behavior, *Questionnaires, Adolescent, Adult, Child, Female, Humans, Male, Models, Statistical, Smoking/*epidemiology}, author = {Panter, A. T. and Reeve, B. B.} } @conference {1258, title = {Adaptation of a-stratified method in variable length computerized adaptive testing}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {2001}, note = {{PDF file, 384 KB}}, address = {Seattle WA}, author = {Wen, J.-B. and Chang, Hua-Hua and Hau, K.-T.~} } @booklet {1476, title = {Application of data mining to response data in a computerized adaptive test}, year = {2001}, address = {Paper presented at the Annual Meeting of the National Council on Measurement in Education, Seattle WA}, author = {Mendez, F. A.} } @conference {987, title = {Application of score information for CAT pool development and its connection with "likelihood test information}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {2001}, note = {$\#${PDF file, 392 KB}}, address = {Seattle WA}, author = {Krass, I. A.} } @article {89, title = {Assessment in the twenty-first century: A role of computerised adaptive testing in national curriculum subjects}, journal = {Teacher Development}, volume = {5}, number = {2}, year = {2001}, pages = {241-57}, abstract = {With the investment of large sums of money in new technologies forschools and education authorities and the subsequent training of teachers to integrate Information and Communications Technology (ICT) into their teaching strategies, it is remarkable that the old outdated models of assessment still remain. This article highlights the current problems associated with pen-and paper-testing and offers suggestions for an innovative and new approach to assessment for the twenty-first century. Based on the principle of the {\textquoteright}wise examiner{\textquoteright} a computerised adaptive testing system which measures pupils{\textquoteright} ability against the levels of the United Kingdom National Curriculum has been developed for use in mathematics. Using constructed response items, pupils are administered a test tailored to their ability with a reliability index of 0.99. Since the software administers maximally informative questions matched to each pupil{\textquoteright}s current ability estimate, no two pupils will receive the same set of items in the same order therefore removing opportunities for plagarism and teaching to the test. All marking is automated and a journal recording the outcome of the test and highlighting the areas of difficulty for each pupil is available for printing by the teacher. The current prototype of the system can be used on a school{\textquoteright}s network however the authors envisage a day when Examination Boards or the Qualifications and Assessment Authority (QCA) will administer Government tests from a central server to all United Kingdom schools or testing centres. Results will be issued at the time of testing and opportunities for resits will become more widespr}, keywords = {computerized adaptive testing}, author = {Cowan, P. and Morrison, H.} } @conference {1278, title = {a-stratified CAT design with content-blocking}, booktitle = {Paper presented at the Annual Meeting of the Psychometric Society}, year = {2001}, note = {{PDF file, 410 KB}}, address = {King of Prussia, PA}, author = {Yi, Q. and Chang, Hua-Hua} } @conference {905, title = {a-stratified computerized adaptive testing with unequal item exposure across strata}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {2001}, note = {$\#$DE01-01}, address = {Seattle WA}, author = {Deng, H. and Chang, Hua-Hua} } @article {55, title = {a-stratified multistage computerized adaptive testing with b blocking}, journal = {Applied Psychological Measurement}, volume = {25}, number = {4}, year = {2001}, pages = {333-41}, abstract = {Proposed a refinement, based on the stratification of items developed by D. Weiss (1973), of the computerized adaptive testing item selection procedure of H. Chang and Z. Ying (1999). Simulation studies using an item bank from the Graduate Record Examination show the benefits of the new procedure. (SLD)}, keywords = {computerized adaptive testing}, author = {Chang, Hua-Hua and Qian, J. and Yang, Z.} } @article {56, title = {a-Stratified multistage computerized adaptive testing with b blocking}, journal = {Applied Psychological Measurement}, volume = {25}, number = {4}, year = {2001}, pages = {333-341}, abstract = {Chang \& Ying{\textquoteright}s (1999) computerized adaptive testing item-selection procedure stratifies the item bank according to a parameter values and requires b parameter values to be evenly distributed across all strata. Thus, a and b parameter values must be incorporated into how strata are formed. A refinement is proposed, based on Weiss{\textquoteright} (1973) stratification of items according to b values. Simulation studies using a retired item bank of a Graduate Record Examination test indicate that the new approach improved control of item exposure rates and reduced mean squared errors. }, isbn = {0146-6216}, author = {Chang, Hua-Hua and Qian, J. and Ying, Z.} } @booklet {1387, title = {Adaptive mastery testing using a multidimensional IRT model and Bayesian sequential decision theory (Research Report 00-06)}, year = {2000}, address = {Enschede, The Netherlands: University of Twente, Faculty of Educational Science and Technology, Department of Measurement and Data Analysis}, author = {Glas, C. A. W. and Vos, H. J.} } @article {107, title = {Algoritmo mixto m{\'\i}nima entrop{\'\i}a-m{\'a}xima informaci{\'o}n para la selecci{\'o}n de {\'\i}tems en un test adaptativo informatizado}, journal = {Psicothema}, volume = {12}, number = {2}, year = {2000}, pages = {12-14}, abstract = {El objetivo del estudio que presentamos es comparar la eficacia como estrat egia de selecci{\'o}n de {\'\i}tems de tres algo ritmos dife rentes: a) basado en m{\'a}xima info rmaci{\'o}n; b) basado en m{\'\i}nima entrop{\'\i}a; y c) mixto m{\'\i}nima entrop{\'\i}a en los {\'\i}tems iniciales y m{\'a}xima info rmaci{\'o}n en el resto; bajo la hip{\'o}tesis de que el algo ritmo mixto, puede dotar al TAI de mayor eficacia. Las simulaciones de procesos TAI se re a l i z a ron sobre un banco de 28 {\'\i}tems de respuesta graduada calibrado seg{\'u}n el modelo de Samejima, tomando como respuesta al TAI la respuesta ori ginal de los sujetos que fueron utilizados para la c a l i b raci{\'o}n. Los resultados iniciales mu e s t ran c{\'o}mo el cri t e rio mixto es m{\'a}s eficaz que cualquiera de los otros dos tomados indep e n d i e n t e m e n t e. Dicha eficacia se maximiza cuando el algo ritmo de m{\'\i}nima entrop{\'\i}a se re s t ri n ge a la selecci{\'o}n de los pri m e ros {\'\i}tems del TAI, ya que con las respuestas a estos pri m e ros {\'\i}tems la estimaci{\'o}n de q comienza a ser re l evante y el algo ritmo de m{\'a}xima informaci{\'o}nse optimiza.Item selection algo rithms in computeri zed adap t ive testing. The aim of this paper is to compare the efficacy of three different item selection algo rithms in computeri zed adap t ive testing (CAT). These algorithms are based as follows: the first one is based on Item Info rm ation, the second one on Entropy, and the last algo rithm is a mixture of the two previous ones. The CAT process was simulated using an emotional adjustment item bank. This item bank contains 28 graded items in six categories , calibrated using Samejima (1969) Graded Response Model. The initial results show that the mixed criterium algorithm performs better than the other ones.}, keywords = {computerized adaptive testing}, author = {Dorronsoro, J. R. and Santa-Cruz, C. and Rubio Franco, V. J. and Aguado Garc{\'\i}a, D.} } @conference {1204, title = {Applying specific information item selection to a passage-based test}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {2000}, address = {New Orleans, LA, April}, author = {Thompson, T.D. and Davey, T.} } @conference {1240, title = {Assembling parallel item pools for computerized adaptive testing}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {2000}, note = {$\#$WA00-02}, address = {New Orleans}, author = {Wang, T. and Fan, M. Yi, Q. and Ban, J. C. and Zhu, D.} } @booklet {1531, title = {Adaptive testing with equated number-correct scoring (Research Report 99-02)}, year = {1999}, address = {Enschede, The Netherlands: University of Twente, Faculty of Educational Science and Technology, Department of Measurement and Data Analysis}, author = {van der Linden, W. J.} } @conference {1293, title = {Adjusting computer adaptive test starting points to conserve item pool}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {1999}, address = {Montreal, Canada}, author = {Zhu, D. and Fan. M.} } @conference {1244, title = {Adjusting "scores" from a CAT following successful item challenges}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {1999}, note = {$\#$WA99-01 {PDF file, 150 KB}}, address = {Montreal, Canada}, author = {Wang, T. and Yi, Q. and Ban, J. C. and Harris, D. J. and Hanson, B. A.} } @conference {1123, title = {Alternative item selection strategies for improving test security and pool usage in computerized adaptive testing}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education< Montreal}, year = {1999}, address = {Canada}, author = {Robin, F.} } @article {276, title = {Alternative methods for the detection of item preknowledge in computerized adaptive testing}, journal = {Dissertation Abstracts International: Section B: the Sciences \& Engineering}, volume = {59}, number = {7-B}, year = {1999}, pages = {3765}, keywords = {computerized adaptive testing}, author = {McLeod, Lori Davis} } @article {495, title = {a-stratified multistage computerized adaptive testing}, journal = {Applied Psychological Measurement}, volume = {23}, year = {1999}, pages = {211{\textendash}222}, author = {Chang, Hua-Hua and Ying, Z.} } @article {59, title = {a-stratified multistage computerized adaptive testing}, journal = {Applied Psychological Measurement}, volume = {23}, number = {3}, year = {1999}, note = {Sage Publications, US}, pages = {211-222}, abstract = {For computerized adaptive tests (CAT) based on the three-parameter logistic mode it was found that administering items with low discrimination parameter (a) values early in the test and administering those with high a values later was advantageous; the skewness of item exposure distributions was reduced while efficiency was maintain in trait level estimation. Thus, a new multistage adaptive testing approach is proposed that factors a into the item selection process. In this approach, the items in the item bank are stratified into a number of levels based on their a values. The early stages of a test use items with lower as and later stages use items with higher as. At each stage, items are selected according to an optimization criterion from the corresponding level. Simulation studies were performed to compare a-stratified CATs with CATs based on the Sympson-Hetter method for controlling item exposure. Results indicated that this new strategy led to tests that were well-balanced, with respect to item exposure, and efficient. The a-stratified CATs achieved a lower average exposure rate than CATs based on Bayesian or information-based item selection and the Sympson-Hetter method. (PsycINFO Database Record (c) 2003 APA, all rights reserved).}, keywords = {computerized adaptive testing}, author = {Chang, Hua-Hua and Ying, Z.} } @article {497, title = {a-stratified multistage computerized adaptive testing}, journal = {Applied Psychological Measurement}, volume = {23}, year = {1999}, pages = {211-222}, author = {Chang, Hua-Hua and Ying, Z.} } @conference {988, title = {Automated flawed item detection and graphical item used in on-line calibration of CAT-ASVAB. }, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1999}, address = {Montreal, Canada}, author = {Krass, I. A. and Thomasson, G. L.} } @booklet {1386, title = {Adaptive mastery testing using the Rasch model and Bayesian sequential decision theory (Research Report 98-15)}, year = {1998}, address = {Enschede, The Netherlands: University of Twente, Faculty of Educational Science and Technology, Department of Measurement and Data Analysis}, author = {Glas, C. A. W. and Vos, H. J.} } @conference {1276, title = {Adaptive testing without IRT}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1998}, note = {(ERIC No. ED422359)}, address = {San Diego CA}, author = {Yan, D. and Lewis, C. and Stocking, M.} } @inbook {105, title = {Alternatives for scoring computerized adaptive tests}, booktitle = {Computer-based testing}, year = {1998}, publisher = {Lawrence Erlbaum Associates, Inc.}, organization = {Lawrence Erlbaum Associates, Inc.}, address = {Mahwah, N.J., USA}, author = {Dodd, B. G. and Fitzpatrick, S. J.}, editor = {J. J. Fremer and W. C. Ward} } @conference {908, title = {Alternatives for scoring computerized adaptive tests}, booktitle = {Paper presented at an Educational Testing Service-sponsored colloquium entitled Computer-based testing: Building the foundations for future assessments}, year = {1998}, address = {Philadelphia PA}, author = {Dodd, B. G. and Fitzpatrick, S. J.} } @conference {1180, title = {Application of an IRT ideal point model to computer adaptive assessment of job performance}, booktitle = {Paper presented at the annual meeting of the Society for Industrial and Organization Psychology}, year = {1998}, address = {Dallas TX}, author = {Stark, S. and F Drasgow} } @conference {985, title = {Application of direct optimization for on-line calibration in computerized adaptive testing}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1998}, note = {{PDF file, 146 KB}}, address = {San Diego CA}, author = {Krass, I. A.} } @article {81, title = {Applications of network flows to computerized adaptive testing}, journal = {Dissertation Abstracts International: Section B: the Sciences \& Engineering}, volume = {59}, number = {2-B}, year = {1998}, pages = {0855}, abstract = {Recently, the concept of Computerized Adaptive Testing (CAT) has been receiving ever growing attention from the academic community. This is so because of both practical and theoretical considerations. Its practical importance lies in the advantages of CAT over the traditional (perhaps outdated) paper-and-pencil test in terms of time, accuracy, and money. The theoretical interest is sparked by its natural relationship to Item Response Theory (IRT). This dissertation offers a mathematical programming approach which creates a model that generates a CAT that takes care of many questions concerning the test, such as feasibility, accuracy and time of testing, as well as item pool security. The CAT generated is designed to obtain the most information about a single test taker. Several methods for eatimating the examinee{\textquoteright}s ability, based on the (dichotomous) responses to the items in the test, are also offered here. (PsycINFO Database Record (c) 2003 APA, all rights reserved).}, keywords = {computerized adaptive testing}, author = {Claudio, M. J. C.} } @book {1659, title = {Applications of network flows to computerized adaptive testing}, year = {1998}, address = {Dissertation, Rutgers Center for Operations Research (RUTCOR), Rutgers University, New Brunswick NJ}, author = {Cordova, M. J.} } @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.} } @article {655, title = {Adapting to adaptive testing}, journal = {Personnel Psychology}, volume = {50}, year = {1997}, pages = {171-185}, author = {Overton, R. C. and Harms, H. J. and Taylor, L. R. and Zickar, M.. J.} } @conference {1289, title = {Administering and scoring the computerized adaptive testing}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1997}, address = {Chicago IL}, author = {A Zara} } @conference {931, title = {Alternate methods of scoring computer-based adaptive tests}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1997}, address = {Chicago IL}, author = {Green, B. F.} } @article {711, title = {An alternative method for scoring adaptive tests}, journal = {Journal of Educational and Behavioral Statistics}, volume = {21}, year = {1997}, note = {(Also Educational Testing Service RR 94-48)}, pages = {365-389}, author = {Stocking, M. L.} } @booklet {1551, title = {Applications of Bayesian decision theory to sequential mastery testing (Research Report 97-06)}, year = {1997}, address = {Twente, The Netherlands: Department of Educational Measurement and Data Analysis}, author = {Vos, H. J.} } @conference {1148, title = {Applications of multidimensional adaptive testing}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1997}, address = {Montreal, Canada}, author = {Segall, D. O.} } @conference {863, title = {Assessing speededness in variable-length computer-adaptive tests}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1997}, address = {Chicago IL}, author = {Bontempo, B and Julian, E. R and Gorham, J. L.} } @inbook {1756, title = {Adaptive assessment and training using the neighbourhood of knowledge states}, year = {1996}, address = {Frasson, C. and Gauthier, G. and Lesgold, A. (eds.) Intelligent Tutoring Systems, Third International Conference, ITS{\textquoteright}96, Montral, Canada, June 1996 Proceedings. Lecture Notes in Computer Science 1086. Berlin Heidelberg: Springer-Verlag 578-587.}, author = {Dowling, C. E. and Hockemeyer, C. and Ludwig, A .H.} } @inbook {1747, title = {Adaptive assessment using granularity hierarchies and Bayesian nets}, year = {1996}, address = {Frasson, C. and Gauthier, G. and Lesgold, A. (Eds.) Intelligent Tutoring Systems, Third International Conference, ITS{\textquoteright}96, Montr{\'e}al, Canada, June 1996 Proceedings. Lecture Notes in Computer Science 1086. Berlin Heidelberg: Springer-Verlag 569-577.}, author = {Collins, J. A. and Greer, J. E. and Huang, S. X.} } @book {1657, title = {Adaptive testing with granularity}, year = {1996}, address = {Masters thesis, University of Saskatchewan, Department of Computer Science}, author = {Collins, J. A.} } @article {710, title = {An alternative method for scoring adaptive tests}, journal = {Journal of Educational and Behavioral Statistics}, volume = {21}, year = {1996}, note = {(Also Educational Testing Service RR 94-48.)}, pages = {365-389}, author = {Stocking, M. L.} } @article {122, title = {Assessment of scaled score consistency in adaptive testing from a multidimensional item response theory perspective}, journal = {Dissertation Abstracts International: Section B: the Sciences \& Engineering}, volume = {55}, number = {12-B}, year = {1995}, pages = {5598}, abstract = {The purpose of this study was twofold: (a) to examine whether the unidimensional adaptive testing estimates are comparable for different ability levels of examinees when the true examinee-item interaction is correctly modeled using a compensatory multidimensional item response theory (MIRT) model; and (b) to investigate the effects of adaptive testing estimation when the procedure of item selection of computerized adaptive testing (CAT) is controlled by either content-balancing or selecting the most informative item in a user specified direction at the current estimate of unidimensional ability. A series of Monte Carlo simulations were conducted in this study. Deviation from the reference composite angle was used as an index of the theta1,theta2-composite consistency across the different levels of unidimensional CAT estimates. In addition, the effect of the content-balancing item selection procedure and the fixed-direction item selection procedure were compared across the different ability levels. The characteristics of item selection, test information and the relationship between unidimensional and multidimensional models were also investigated. In addition to employing statistical analysis to examine the robustness of the CAT procedure violations of unidimensionality, this research also included graphical analyses to present the results. The results were summarized as follows: (a) the reference angles for the no-control-item-selection method were disparate across the unidimensional ability groups; (b) the unidimensional CAT estimates from the content-balancing item selection method did not offer much improvement; (c) the fixed-direction-item selection method did provide greater consistency for the unidimensional CAT estimates across the different levels of ability; (d) and, increasing the CAT test length did not provide greater score scale consistency. Based on the results of this study, the following conclusions were drawn: (a) without any controlling (PsycINFO Database Record (c) 2003 APA, all rights reserved).}, keywords = {computerized adaptive testing}, author = {Fan, Miechu} } @article {666, title = {ADTEST: A computer-adaptive tests based on the maximum information principle}, journal = {Educational and Psychological Measurement}, volume = {54}, year = {1994}, pages = {680-686}, author = {Ponsoda, V. and Olea, J., and Revuelta, J.} } @article {715, title = {The application of an automated item selection method to real data}, journal = {Applied Psychological Measurement}, volume = {17}, year = {1993}, pages = {167-176}, author = {Stocking, M. L. and Swanson, L. and Pearlman, M.} } @article {284, title = {An application of Computerized Adaptive Testing to the Test of English as a Foreign Language}, journal = {Dissertation Abstracts International}, volume = {53}, number = {12-A}, year = {1993}, pages = {4257-4258}, keywords = {computerized adaptive testing}, author = {Moon, O.} } @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 {844, title = {Ability measure equivalence of computer adaptive and paper and pencil tests: A research synthesis}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {1992}, address = {San Francisco}, author = {Bergstrom, B.} } @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.} } @article {631, title = {The application of latent class models in adaptive testing}, journal = {Psychometrika}, volume = {57}, year = {1992}, pages = {71-88}, author = {Macready, G. B. and Dayton, C. M.} } @conference {849, title = {Assessing existing item bank depth for computer adaptive testing}, booktitle = {ERIC Document No. TM022404}, year = {1992}, author = {Bergstrom, Betty A. and Stahl, J. A.} } @booklet {1364, title = {An analysis of CAT-ASVAB scores in the Marine Corps JPM data (CRM- 91-161)}, year = {1991}, address = {Alexandria VA: Center for Naval Analysis}, author = {Divgi, D. R.} } @conference {834, title = {Applications of computer-adaptive testing in Maryland}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {1991}, address = {Chicago IL}, author = {Baghi, H and Gabrys, R. and Ferrara, S.} } @booklet {1627, title = {Automatic item selection (AIS) methods in the ETS testing environment (Research Memorandum 91-5)}, year = {1991}, address = {Princeton NJ: Educational Testing Service}, author = {Stocking, M. L. and Swanson, L. and Pearlman, M.} } @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.} } @booklet {1556, title = {An adaptive algebra test: A testlet-based, hierarchically structured test with validity-based scoring}, year = {1990}, note = {Princeton NJ: Educational testing Service.}, address = {ETS Technical Report 90-92}, author = {Wainer, H., and Lewis, C. and Kaplan, B, and Braswell, J.} } @article {702, title = {Adaptive designs for Likert-type data: An approach for implementing marketing research}, journal = {Journal of Marketing Research}, volume = {27}, year = {1990}, pages = {304-321}, author = {Singh, J. and Howell, R. D. and Rhoads, G. K.} } @article {654, title = {Applying computerized adaptive testing in schools}, journal = {Measurement and Evaluation in Counseling and Development}, volume = {23}, year = {1990}, pages = {311-38}, author = {Olson, J. B} } @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.} } @article {569, title = {Adaptive and conventional versions of the DAT: The first complete test battery comparison}, journal = {Applied Psychological Measurement}, volume = {13}, year = {1989}, pages = {363-371}, author = {Henly, S. J. and Klebe, K. J. and J. R. McBride and Cudeck, R.} } @article {2019, title = {Adaptive and Conventional Versions of the DAT: The First Complete Test Battery Comparison}, journal = {Applied Psychological Measurement}, volume = {13}, year = {1989}, pages = {363-371}, author = {Henly, S. J. and Klebe, K. J. and J. R. McBride and Cudeck, R.} } @article {2020, title = {Adaptive Estimation When the Unidimensionality Assumption of IRT is Violated}, journal = {Applied Psychological Measurement}, volume = {13}, year = {1989}, pages = {373-390}, author = {Folk, V.G. and Green, B. F.} } @article {547, title = {Adaptive estimation when the unidimensionality assumption of IRT is violated}, journal = {Applied Psychological Measurement}, volume = {13}, year = {1989}, pages = {373-389}, author = {Folk, V.G., and Green, B. F.} } @article {325, title = {Adaptive testing: The evolution of a good idea}, journal = {Educational Measurement: Issues and Practice}, volume = {8}, number = {3}, year = {1989}, pages = {11-15}, keywords = {computerized adaptive testing}, isbn = {1745-3992}, author = {Reckase, M. D.} } @article {209, title = {Application of computerized adaptive testing to the University Entrance Exam of Taiwan, R.O.C}, journal = {Dissertation Abstracts International}, volume = {49}, number = {12-A, Pt 1}, year = {1989}, pages = {3662}, keywords = {computerized adaptive testing}, author = {Hung, P-H.} } @mastersthesis {350, title = {An applied study on computerized adaptive testing}, year = {1989}, pages = {185}, school = {University of Groingen}, type = {Dissertation}, address = {Groningen, The Netherlands}, abstract = {(from the cover) The rapid development and falling prices of powerful personal computers, in combination with new test theories, will have a large impact on psychological testing. One of the new possibilities is computerized adaptive testing. During the test administration each item is chosen to be appropriate for the person being tested. The test becomes tailor-made, resolving some of the problems with classical paper-and-pencil tests. In this way individual differences can be measured with higher efficiency and reliability. Scores on other meaningful variables, such as response time, can be obtained easily using computers. /// In this book a study on computerized adaptive testing is described. The study took place at Dutch Railways in an applied setting and served practical goals. Topics discussed include the construction of computerized tests, the use of response time, the choice of algorithms and the implications of using a latent trait model. After running a number of simulations and calibrating the item banks, an experiment was carried out. In the experiment a pretest was administered to a sample of over 300 applicants, followed by an adaptive test. In addition, a survey concerning the attitudes of testees towards computerized testing formed part of the design.}, keywords = {computerized adaptive testing}, author = {Schoonman, W.} } @book {1698, title = {An applied study on computerized adaptive testing}, year = {1989}, address = {Amsterdam, The Netherlands: Swets and Zeitlinger}, author = {Schoonman, W.} } @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.} } @book {1652, title = {Application of appropriateness measurement to a problem in computerized adaptive testing}, year = {1988}, address = {Unpublished doctoral dissertation, University of Illinois}, author = {Candell, G. L.} } @article {796, title = {Assessment of academic skills of learning disabled students with classroom microcomputers}, journal = {School Psychology Review}, volume = {17}, year = {1988}, pages = {81-88}, author = {Watkins, M. W. and Kush, J. C.} } @book {1708, title = {An adaptive test of musical memory: An application of item response theory to the assessment of musical ability}, year = {1987}, address = {Doctoral dissertation, University of Illinois. Dissertation Abstracts International, 49, 79A.}, author = {Vispoel, W. P.} } @article {802, title = {Adaptive testing}, journal = {Applied Psychology: An International Review}, volume = {36}, year = {1987}, pages = {249-262}, author = {Weiss, D. J. and Vale, C. D.} } @booklet {1307, title = {Adaptive testing, information, and the partial credit model}, year = {1987}, address = {Melbourne, Australia: University of Melbourne, Center for the Study of Higher Education}, author = {Adams, R. J.} } @article {148, title = {An application of computer adaptive testing with communication handicapped examinees}, journal = {Educational and Psychological Measurement}, volume = {46}, number = {1}, year = {1986}, note = {Using Smart Source Parsingno. pp. MarchJournal Article10.1177/0013164486461003}, pages = {23-35}, abstract = {This study was conducted to evaluate a computerized adaptive testing procedure for the measurement of mathematical skills of entry level deaf college students. The theoretical basis of the study was the Rasch model for person measurement. Sixty persons were tested using an Apple II Plus microcomputer. Ability estimates provided by the computerized procedure were compared for stability with those obtained six to eight weeks earlier from conventional (written) testing of the same subject matter. Students{\textquoteright} attitudes toward their testing experiences also were measured. Substantial increases in measurement efficiency (by reducing test length) were realized through the adaptive testing procedure. Because the item pool used was not specifically designed for adaptive testing purposes, the psychometric quality of measurements resulting from the different testing methods was approximately equal. Attitudes toward computerized testing were favorable.}, keywords = {computerized adaptive testing}, isbn = {0013-1644}, author = {Garrison, W. M. and Baumgarten, B. S.} } @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.} } @article {800, title = {Adaptive testing by computer}, journal = {Journal of Consulting and Clinical Psychology}, volume = {53}, year = {1985}, pages = {774-789}, author = {Weiss, D. J.} } @article {528, title = {ALPHATAB: A lookup table for Bayesian computerized adaptive testing}, journal = {Applied Psychological Measurement}, volume = {9}, year = {1985}, pages = {326}, author = {De Ayala, R. J., and Koch, W. R.} } @booklet {1497, title = {Armed Services Vocational Aptitude Battery: Development of an adaptive item pool (AFHLR-TR-85-19; Technical Rep No 85-19)}, year = {1985}, address = {Brooks Air Force Base TX: Air Force Human Resources Laboratory}, author = {Prestwood, J. S. and Vale, C. D. and Massey, R. H. and Welsh, J. R.} } @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.} } @booklet {1517, title = {Adaptive testing (Final Report Contract OPM-29-80)}, year = {1984}, address = {Urbana-Champaign IL: University of Illinois, Aviation Research Laboratory}, author = {Trollip, S. R.} } @booklet {1308, title = {Analysis of experimental CAT ASVAB data}, year = {1984}, address = {Baltimore MD: Johns Hopkins University, Department of Psychology}, author = {Allred, L. A and Green, B. F.} } @booklet {1388, title = {Analysis of speeded test data from experimental CAT system}, year = {1984}, address = {Baltimore MD: Johns Hopkins University, Department of Psychology}, author = {Greaud, V. A., and Green, B. F.} } @booklet {1513, title = {Application of adaptive testing to a fraction test (Research Report 84-3-NIE)}, year = {1984}, address = {Urbana IL: Univerity of Illinois, Computer-Based Education Research Laboratory}, author = {Tatsuoka, K. K. and Tatsuoka, M. M. and Baillie, R.} } @inbook {1781, title = {Adaptive testing by computer}, year = {1983}, address = {R. B. Ekstrom (ed.), Measurement, technology, and individuality in education. New directions for testing and measurement, Number 17. San Francisco: Jossey-Bass.}, author = {Green, B. F.} } @booklet {1418, title = {Alternate forms reliability and concurrent validity of adaptive and conventional tests with military recruits}, year = {1983}, address = {Minneapolis MN: University of Minnesota, Department of Psychology, Computerized Adaptive Testing Laboratory}, author = {Kiely, G. L. and A Zara and Weiss, D. J.} } @article {693, title = {An application of computerized adaptive testing in U. S. Army recruiting.}, journal = {Journal of Computer-Based Instruction}, volume = {10}, year = {1983}, pages = {87-89}, author = {Sands, W. A. and Gade, P. A.} } @article {303, title = {Ability measurement, test bias reduction, and psychological reactions to testing as a function of computer adaptive testing versus conventional testing}, journal = {Dissertation Abstracts International}, volume = {42}, number = {10-B}, year = {1982}, pages = {4233}, keywords = {computerized adaptive testing}, author = {Orban, J. A.} } @article {485, title = {Adaptive EAP estimation of ability in a microcomputer environment}, journal = {Applied Psychological Measurement}, volume = {6}, year = {1982}, pages = {431-444}, author = {Bock, B. D., and Mislevy, R. J.} } @booklet {1518, title = {An adaptive Private Pilot Certification Exam}, year = {1982}, address = {Aviation, Space, and Environmental Medicine}, author = {Trollip, S. R. and Anderson, R. I.} } @conference {925, title = {Assessing mathematics achievement with a tailored testing program}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {1982}, note = {$\#$GA82-01}, address = {New York}, author = {Garrison, W. M. and Baumgarten, B. S.} } @article {797, title = {Automated tailored testing using Raven{\textquoteright}s Matrices and the Mill Hill vocabulary tests}, journal = {International Journal of Man-Machine Studies}, volume = {17}, year = {1982}, pages = {331-344}, author = {Watts, K., and Baddeley, A. D. and Williams, M.} } @book {1688, title = {Ability measurement, test bias reduction, and psychological reactions to testing as a function of computer adaptive testing versus conventional}, year = {1981}, note = {$\#$OR81-01}, address = {Unpublished doctoral dissertation, Virginia Polytechnic Institute and State University. Dissertational Abstracts International, 1982, 42,(10-B), 4233}, author = {Orban, J. A.} } @booklet {1382, title = {Adaptive testing without a computer}, year = {1981}, address = {Catalog of Selected Documents in Psychology, Nov 1981, 11, 74-75 (Ms. No. 2350). AFHRL Technical Report 80-66.}, author = {Friedman, D. and Steinberg, A, and Ree, M. J.} } @inbook {1846, title = {Adaptive verbal ability testing in a military setting}, year = {1980}, note = {{PDF file, 635 KB}}, address = {D. J. Weiss (Ed.), Proceedings of the 1979 Computerized Adaptive Testing Conference (pp. 4-15). Minneapolis MN: University of Minnesota, Department of Psychology, Psychometric Methods Program, Computerized Adaptive Testing Laboratory.}, author = {J. R. McBride} } @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 {1463, title = {Adaptive mental testing: The state of the art (Technical Report 423)}, year = {1979}, address = {Alexandria VA: U.S. Army Research Institute for the Behavioral and Social Sciences.}, author = {J. R. McBride} } @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 {1461, title = {Adaptive tests{\textquoteright} usefulness for military personnel screening}, year = {1979}, address = {In M. Wiskoff, Chair, Military Applications of Computerized Adaptive Testing. Symposium presented at the Annual Convention of the American Psychological Association, New York.}, author = {J. R. McBride} } @conference {1039, title = {An adaptive test designed for paper-and-pencil testing}, booktitle = {Presentation to the convention of the Western Psychological Association}, year = {1978}, address = {San Francisco, CA}, author = {J. R. McBride} } @inbook {1845, title = {Applications of latent trait theory to criterion-referenced testing}, year = {1978}, address = {D.J. Weiss (Ed.), Proceedings of the 1977 Computerized Adaptive Testing Conference. Minneapolis, MN: University of Minnesota.}, author = {J. R. McBride} } @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 {1973, title = {Adaptive Branching in a Multi-Content Achievement Test}, 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 = {Pennell, R. J. and Harris, D. A.} } @inbook {1842, title = {An adaptive test of arithmetic reasoning}, year = {1977}, address = {the Proceedings of the Nineteenth Military Testing Association conference, San Antonio, TX.}, author = {J. R. McBride} } @inbook {1918, title = {Adaptive testing and the problem of classification}, year = {1977}, note = {28 MB}}, address = {D. Weiss (Ed.), Applications of computerized adaptive testing (Research Report 77-1). Minneapolis MN: University of Minnesota, Department of Psychology, Psychometric Methods Program.}, author = {Vale, C. D.} } @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.} } @booklet {1341, title = {An adaptive testing strategy for achievement test batteries (Research Rep No 77-6)}, year = {1977}, note = {{PDF file, 2.40 MB}}, address = {Minneapolis: University of Minnesota, Department of Psychology, Psychometric Methods Program}, author = {Brown, J. M and Weiss, D. J.} } @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.} } @book {1675, title = {An application of the Rasch one-parameter logistic model to individual intelligence testing in a tailored testing environment}, year = {1977}, address = {Dissertation Abstracts International, 37 (9-A), 5766}, author = {Ireland, C. M.} } @inbook {1733, title = {Applications of adaptive testing in measuring achievement and performance}, year = {1977}, note = {28 MB}}, address = {D. J. Weiss (Ed.), Applications of computerized adaptive testing (Research Report 77-1). Minneapolis MN: University of Minnesota, Department of Psychology, Psychometric Methods Program. }, author = {Bejar, I. I.} } @booklet {1568, title = {Applications of computerized adaptive testing (Research Report 77-1)}, year = {1977}, note = {{PDF file, 3.228 KB}}, address = {Minneapolis MN: University of Minnesota, Department of Psychology, Psychometric Methods Program, Computerized Adaptive Testing Laboratory}, author = {Weiss, D. J.} } @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.} } @booklet {1459, title = {Adaptive mental testing: The state of the art (Technical Report 423)}, year = {1976}, note = {.}, address = {Washington DC: U.S. Army Research Institute for the Social and Behavioral Sciences.}, author = {J. R. McBride} } @article {817, title = {Adaptive testing: A Bayesian procedure for the efficient measurement of ability}, journal = {Programmed Learning and Educational Technology}, volume = {13(2)}, year = {1976}, pages = {36}, author = {Wood, R.} } @inbook {1946, title = {Adaptive testing research at Minnesota: Overview, recent results, and future directions}, year = {1976}, note = {{PDF file, 768 KB}}, address = {C. L. Clark (Ed.), Proceedings of the First Conference on Computerized Adaptive Testing (pp. 24-35). Washington DC: United States Civil Service Commission.}, author = {Weiss, D. J.} } @inbook {1839, title = {Adaptive testing research at Minnesota: Some properties of a Bayesian sequential adaptive mental testing strategy}, year = {1976}, note = {{PDF file, 960 KB}}, address = {C. K. Clark (Ed.), Proceedings of the First Conference on Computerized Adaptive Testing (pp. 36-53). Washington DC: U.S. Government Printing Office.}, author = {J. R. McBride} } @article {580, title = {An application of latent trait mental test theory}, journal = {British Journal of Mathematical and Statistical Psychology}, volume = {27}, year = {1974}, note = {$\#$JE74029}, pages = {29-48}, author = {Jensema, C J} } @conference {1104, title = {An application of the Rasch simple logistic model to tailored testing}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association.}, year = {1974}, address = {St. Loius MO}, author = {Reckase, M. D.} } @booklet {1574, title = {Ability measurement: Conventional or adaptive? (Research Report 73-1)}, year = {1973}, note = {{PDF file, 4.98 MB}.}, address = {Minneapolis: University of Minnesota, Department of Psychology, Psychometric Methods Program}, author = {Weiss, D. J. and Betz, N. E.} } @booklet {1412, title = {An application of latent trait mental test theory to the Washington Pre-College Testing Battery}, year = {1972}, note = {$\#$JE72-01}, address = {Unpublished doctoral dissertation, University of Washington}, author = {Jensema, C J} } @booklet {1378, title = {The application of item generators for individualizing mathematics testing and instruction (Report 1971/14)}, year = {1971}, address = {Pittsburgh PA: University of Pittsburgh Learning Research and Development Center}, author = {Ferguson, R. L. and Hsu, T.} } @article {792, title = {Adaptive testing of cognitive skills}, journal = {Proceedings of the Annual Convention of the American Psychological Association}, volume = {5 (part 1)}, year = {1970}, pages = {167-168}, author = {Wargo, M. J.} } @article {537, title = {Automation of psychological testing}, journal = {American Psychologist}, volume = {24}, year = {1969}, pages = {287-289}, author = {Elwood, D. 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