01395nas a2200181 4500008004500000022001400045245008700059210006900146490000700215520080200222653003401024653002501058653001901083653001901102653001601121100002101137856005501158 2024 Engldsh  a2165-659200aThe Influence of Computerized Adaptive Testing on Psychometric Theory and Practice0 aInfluence of Computerized Adaptive Testing on Psychometric Theor0 v113 a

The major premise of this article is that part of the stimulus for the evolution of psychometric theory since the 1950s was the introduction of the concept of computerized adaptive testing (CAT) or its earlier non-CAT variations. The conceptual underpinnings of CAT that had the most influence on psychometric theory was the shift of emphasis from the test (or test score) as the focus of analysis to the test item (or item score). The change in focus allowed a change in the way that test results are conceived of as measurements. It also resolved the conflict among a number of ideas that were present in the early work on psychometric theory. Some of the conflicting ideas are summarized below to show how work on the development of CAT resolved some of those conflicts.

 

10acomputerized adaptive testing10aItem Response Theory10aparadigm shift10ascaling theory10atest design1 aReckase, Mark, D uhttps://jcatpub.net/index.php/jcat/issue/view/34/901507nas a2200157 4500008003900000245011800039210006900157300001200226490000700238520096800245100001901213700002001232700002101252700001301273856006301286 2020 d00aItem Selection and Exposure Control Methods for Computerized Adaptive Testing with Multidimensional Ranking Items0 aItem Selection and Exposure Control Methods for Computerized Ada a343-3690 v573 aAbstract The use of computerized adaptive testing algorithms for ranking items (e.g., college preferences, career choices) involves two major challenges: unacceptably high computation times (selecting from a large item pool with many dimensions) and biased results (enhanced preferences or intensified examinee responses because of repeated statements across items). To address these issues, we introduce subpool partition strategies for item selection and within-person statement exposure control procedures. Simulations showed that the multinomial method reduces computation time while maintaining measurement precision. Both the freeze and revised Sympson-Hetter online (RSHO) methods controlled the statement exposure rate; RSHO sacrificed some measurement precision but increased pool use. Furthermore, preventing a statement's repetition on consecutive items neither hindered the effectiveness of the freeze or RSHO method nor reduced measurement precision.1 aChen, Chia-Wen1 aWang, Wen-Chung1 aChiu, Ming, Ming1 aRo, Sage uhttps://onlinelibrary.wiley.com/doi/abs/10.1111/jedm.1225201382nas a2200133 4500008003900000245010400039210006900143300001200212490000700224520093300231100001701164700002201181856004501203 2020 d00aThe Optimal Item Pool Design in Multistage Computerized Adaptive Tests With the p-Optimality Method0 aOptimal Item Pool Design in Multistage Computerized Adaptive Tes a955-9740 v803 aThe present study extended the p-optimality method to the multistage computerized adaptive test (MST) context in developing optimal item pools to support different MST panel designs under different test configurations. Using the Rasch model, simulated optimal item pools were generated with and without practical constraints of exposure control. A total number of 72 simulated optimal item pools were generated and evaluated by an overall sample and conditional sample using various statistical measures. Results showed that the optimal item pools built with the p-optimality method provide sufficient measurement accuracy under all simulated MST panel designs. Exposure control affected the item pool size, but not the item distributions and item pool characteristics. This study demonstrated that the p-optimality method can adapt to MST item pool design, facilitate the MST assembly process, and improve its scoring accuracy.1 aYang, Lihong1 aReckase, Mark, D. uhttps://doi.org/10.1177/001316441990129200579nas a2200169 4500008004500000245007100045210006900116300000900185490000600194653003100200653002000231653005100251100001800302700001400320700001500334856006000349 2019 Engldsh 00aHow Adaptive Is an Adaptive Test: Are All Adaptive Tests Adaptive?0 aHow Adaptive Is an Adaptive Test Are All Adaptive Tests Adaptive a1-140 v710acomputerized adaptive test10amultistage test10astatistical indicators of amount of adaptation1 aReckase, Mark1 aJu, Unhee1 aKim, Sewon uhttp://iacat.org/jcat/index.php/jcat/article/view/69/3402022nas a2200193 4500008003900000245010500039210006900144300001200213490000700225520140200232100002301634700001901657700001801676700002101694700002201715700002801737700001801765856004501783 2019 d00aAn Investigation of Exposure Control Methods With Variable-Length CAT Using the Partial Credit Model0 aInvestigation of Exposure Control Methods With VariableLength CA a624-6380 v433 aThe purpose of this simulation study was to investigate the effect of several different item exposure control procedures in computerized adaptive testing (CAT) with variable-length stopping rules using the partial credit model. Previous simulation studies on CAT exposure control methods with polytomous items rarely considered variable-length tests. The four exposure control techniques examined were the randomesque with a group of three items, randomesque with a group of six items, progressive-restricted standard error (PR-SE), and no exposure control. The two variable-length stopping rules included were the SE and predicted standard error reduction (PSER), along with three item pools of varied sizes (43, 86, and 172 items). Descriptive statistics on number of nonconvergent cases, measurement precision, testing burden, item overlap, item exposure, and pool utilization were calculated. Results revealed that the PSER stopping rule administered fewer items on average while maintaining measurement precision similar to the SE stopping rule across the different item pool sizes and exposure controls. The PR-SE exposure control procedure surpassed the randomesque methods by further reducing test overlap, maintaining maximum exposure rates at the target rate or lower, and utilizing all items from the pool with a minimal increase in number of items administered and nonconvergent cases.1 aLeroux, Audrey, J.1 aWaid-Ebbs, Kay1 aWen, Pey-Shan1 aHelmer, Drew, A.1 aGraham, David, P.1 aO’Connor, Maureen, K.1 aRay, Kathleen uhttps://doi.org/10.1177/014662161882485601927nas a2200157 4500008003900000245010900039210006900148300001200217490000700229520138500236100002201621700002001643700002201663700002101685856006301706 2019 d00aRouting Strategies and Optimizing Design for Multistage Testing in International Large-Scale Assessments0 aRouting Strategies and Optimizing Design for Multistage Testing  a192-2130 v563 aAbstract This study investigates the effect of several design and administration choices on item exposure and person/item parameter recovery under a multistage test (MST) design. In a simulation study, we examine whether number-correct (NC) or item response theory (IRT) methods are differentially effective at routing students to the correct next stage(s) and whether routing choices (optimal versus suboptimal routing) have an impact on achievement precision. Additionally, we examine the impact of testlet length on both person and item recovery. Overall, our results suggest that no single approach works best across the studied conditions. With respect to the mean person parameter recovery, IRT scoring (via either Fisher information or preliminary EAP estimates) outperformed classical NC methods, although differences in bias and root mean squared error were generally small. Item exposure rates were found to be more evenly distributed when suboptimal routing methods were used, and item recovery (both difficulty and discrimination) was most precisely observed for items with moderate difficulties. Based on the results of the simulation study, we draw conclusions and discuss implications for practice in the context of international large-scale assessments that recently introduced adaptive assessment in the form of MST. Future research directions are also discussed.1 aSvetina, Dubravka1 aLiaw, Yuan-Ling1 aRutkowski, Leslie1 aRutkowski, David uhttps://onlinelibrary.wiley.com/doi/abs/10.1111/jedm.1220601188nas a2200133 4500008003900000245006600039210006500105300001200170490000700182520079400189100001300983700001300996856004501009 2018 d00aConstructing Shadow Tests in Variable-Length Adaptive Testing0 aConstructing Shadow Tests in VariableLength Adaptive Testing a538-5520 v423 aImposing content constraints is very important in most operational computerized adaptive testing (CAT) programs in educational measurement. Shadow test approach to CAT (Shadow CAT) offers an elegant solution to imposing statistical and nonstatistical constraints by projecting future consequences of item selection. The original form of Shadow CAT presumes fixed test lengths. The goal of the current study was to extend Shadow CAT to tests under variable-length termination conditions and evaluate its performance relative to other content balancing approaches. The study demonstrated the feasibility of constructing Shadow CAT with variable test lengths and in operational CAT programs. The results indicated the superiority of the approach compared with other content balancing methods.1 aDiao, Qi1 aRen, Hao uhttps://doi.org/10.1177/014662161775373601986nas a2200133 4500008003900000245006600039210006400105300001200169490000700181520157400188100002501762700002001787856004501807 2018 d00aWhat Information Works Best?: A Comparison of Routing Methods0 aWhat Information Works Best A Comparison of Routing Methods a499-5150 v423 aThere are many item selection methods proposed for computerized adaptive testing (CAT) applications. However, not all of them have been used in computerized multistage testing (ca-MST). This study uses some item selection methods as a routing method in ca-MST framework. These are maximum Fisher information (MFI), maximum likelihood weighted information (MLWI), maximum posterior weighted information (MPWI), Kullback–Leibler (KL), and posterior Kullback–Leibler (KLP). The main purpose of this study is to examine the performance of these methods when they are used as a routing method in ca-MST applications. These five information methods under four ca-MST panel designs and two test lengths (30 items and 60 items) were tested using the parameters of a real item bank. Results were evaluated with overall findings (mean bias, root mean square error, correlation between true and estimated thetas, and module exposure rates) and conditional findings (conditional absolute bias, standard error of measurement, and root mean square error). It was found that test length affected the outcomes much more than other study conditions. Under 30-item conditions, 1-3 designs outperformed other panel designs. Under 60-item conditions, 1-3-3 designs were better than other panel designs. Each routing method performed well under particular conditions; there was no clear best method in the studied conditions. The recommendations for routing methods in any particular condition were provided for researchers and practitioners as well as the limitations of these results.1 aSari, Halil, Ibrahim1 aRaborn, Anthony uhttps://doi.org/10.1177/014662161775299002101nas a2200181 4500008004100000245004600041210004600087260005500133520153800188653002501726653000801751100002801759700001901787700001301806700002001819700001301839856006701852 2017 eng d00aBayesian Perspectives on Adaptive Testing0 aBayesian Perspectives on Adaptive Testing aNiigata, JapanbNiigata Seiryo Universityc08/20173 a

Although adaptive testing is usually treated from the perspective of maximum-likelihood parameter estimation and maximum-informaton item selection, a Bayesian pespective is more natural, statistically efficient, and computationally tractable. This observation not only holds for the core process of ability estimation but includes such processes as item calibration, and real-time monitoring of item security as well. Key elements of the approach are parametric modeling of each relevant process, updating of the parameter estimates after the arrival of each new response, and optimal design of the next step.

The purpose of the symposium is to illustrates the role of Bayesian statistics in this approach. The first presentation discusses a basic Bayesian algorithm for the sequential update of any parameter in adaptive testing and illustrates the idea of Bayesian optimal design for the two processes of ability estimation and online item calibration. The second presentation generalizes the ideas to the case of 62 IACAT 2017 ABSTRACTS BOOKLET adaptive testing with polytomous items. The third presentation uses the fundamental Bayesian idea of sampling from updated posterior predictive distributions (“multiple imputations”) to deal with the problem of scoring incomplete adaptive tests.

Session Video 1

Session Video 2

 

10aBayesian Perspective10aCAT1 avan der Linden, Wim, J.1 aJiang, Bingnan1 aRen, Hao1 aChoi, Seung, W.1 aDiao, Qi uhttp://mail.iacat.org/bayesian-perspectives-adaptive-testing-001456nas a2200133 4500008004100000245007100041210006900112260005500181520096500236653002101201653000801222100002101230856007101251 2017 eng d00aHow Adaptive is an Adaptive Test: Are all Adaptive Tests Adaptive?0 aHow Adaptive is an Adaptive Test Are all Adaptive Tests Adaptive aNiigata, JapanbNiigata Seiryo Universityc08/20173 a

There are many different kinds of adaptive tests but they all have the characteristic that some feature of the test is customized to the purpose of the test. In the time allotted, it is impossible to consider the adaptation of all of this types so this address will focus on the “classic” adaptive test that matches the difficulty of the test to the capabilities of the person being tested. This address will first present information on the maximum level of adaptation that can occur and then compare the amount of adaptation that typically occurs on an operational adaptive test to the maximum level of adaptation. An index is proposed to summarize the amount of adaptation and it is argued that this type of index should be reported for operational adaptive tests to show the amount of adaptation that typically occurs.

Click for Presentation Video 

10aAdaptive Testing10aCAT1 aReckase, Mark, D uhttps://drive.google.com/open?id=1Nj-zDCKk3DvHA4Jlp1qkb2XovmHeQfxu01393nas a2200169 4500008004100000245003600041210003600077260005500113520088800168653000801056653002101064100002101085700001201106700001601118700001801134856007101152 2017 eng d00aItem Pool Design and Evaluation0 aItem Pool Design and Evaluation aNiigata, JapanbNiigata Seiryo Universityc08/20173 a

Early work on CAT tended to use existing sets of items which came from fixed length test forms. These sets of items were selected to meet much different requirements than are needed for a CAT; decision making or covering a content domain. However, there was also some early work that suggested having items equally distributed over the range of proficiency that was of interest or concentrated at a decision point. There was also some work that showed that there was bias in proficiency estimates when an item pool was too easy or too hard. These early findings eventually led to work on item pool design and, more recently, on item pool evaluation. This presentation gives a brief overview of these topics to give some context for the following presentations in this symposium.

Session Video

10aCAT10aItem Pool Design1 aReckase, Mark, D1 aHe, Wei1 aXu, Jing-Ru1 aZhou, Xuechun uhttps://drive.google.com/open?id=1ZAsqm1yNZlliqxEHcyyqQ_vOSu20xxZs01269nas a2200301 4500008003900000022001400039245021000053210006900263260000800332300001600340490000700356520033300363100001600696700001300712700001400725700001900739700001600758700001500774700001500789700001500804700002000819700001400839700001400853700001800867700001200885700002400897856004600921 2017 d a1573-264900aThe validation of a computer-adaptive test (CAT) for assessing health-related quality of life in children and adolescents in a clinical sample: study design, methods and first results of the Kids-CAT study0 avalidation of a computeradaptive test CAT for assessing healthre cMay a1105–11170 v263 aRecently, we developed a computer-adaptive test (CAT) for assessing health-related quality of life (HRQoL) in children and adolescents: the Kids-CAT. It measures five generic HRQoL dimensions. The aims of this article were (1) to present the study design and (2) to investigate its psychometric properties in a clinical setting.1 aBarthel, D.1 aOtto, C.1 aNolte, S.1 aMeyrose, A.-K.1 aFischer, F.1 aDevine, J.1 aWalter, O.1 aMierke, A.1 aFischer, K., I.1 aThyen, U.1 aKlein, M.1 aAnkermann, T.1 aRose, M1 aRavens-Sieberer, U. uhttps://doi.org/10.1007/s11136-016-1437-900723nas a2200205 4500008004500000022001500045245013200060210006900192300000900261490000600270653002100276653003000297653003000327653001600357653002300373100002100396700002000417700002000437856006000457 2016 Engldsh  a2165-6592 00aEffect of Imprecise Parameter Estimation on Ability Estimation in a Multistage Test in an Automatic Item Generation Context 0 aEffect of Imprecise Parameter Estimation on Ability Estimation i a1-180 v410aAdaptive Testing10aautomatic item generation10aerrors in item parameters10aitem clones10amultistage testing1 aColvin, Kimberly1 aKeller, Lisa, A1 aRobin, Frederic uhttp://iacat.org/jcat/index.php/jcat/article/view/59/2701700nas a2200145 4500008003900000245009300039210006900132490000700201520118000208100001301388700001901401700001501420700001101435856010801446 2016 d00aUsing Response Time to Detect Item Preknowledge in Computer?Based Licensure Examinations0 aUsing Response Time to Detect Item Preknowledge in ComputerBased0 v353 aThis article addresses the issue of how to detect item preknowledge using item response time data in two computer-based large-scale licensure examinations. Item preknowledge is indicated by an unexpected short response time and a correct response. Two samples were used for detecting item preknowledge for each examination. The first sample was from the early stage of the operational test and was used for item calibration. The second sample was from the late stage of the operational test, which may feature item preknowledge. The purpose of this research was to explore whether there was evidence of item preknowledge and compromised items in the second sample using the parameters estimated from the first sample. The results showed that for one nonadaptive operational examination, two items (of 111) were potentially exposed, and two candidates (of 1,172) showed some indications of preknowledge on multiple items. For another licensure examination that featured computerized adaptive testing, there was no indication of item preknowledge or compromised items. Implications for detected aberrant examinees and compromised items are discussed in the article.1 aH., Qian1 aStaniewska, D.1 aReckase, M1 aWoo, A uhttp://mail.iacat.org/using-response-time-detect-item-preknowledge-computerbased-licensure-examinations01461nas a2200157 4500008003900000245006800039210006800107300001200175490000700187520097800194100001701172700002701189700001701216700001701233856005301250 2015 d00aUtilizing Response Times in Computerized Classification Testing0 aUtilizing Response Times in Computerized Classification Testing a389-4050 v393 aA well-known approach in computerized mastery testing is to combine the Sequential Probability Ratio Test (SPRT) stopping rule with item selection to maximize Fisher information at the mastery threshold. This article proposes a new approach in which a time limit is defined for the test and examinees’ response times are considered in both item selection and test termination. Item selection is performed by maximizing Fisher information per time unit, rather than Fisher information itself. The test is terminated once the SPRT makes a classification decision, the time limit is exceeded, or there is no remaining item that has a high enough probability of being answered before the time limit. In a simulation study, the new procedure showed a substantial reduction in average testing time while slightly improving classification accuracy compared with the original method. In addition, the new procedure reduced the percentage of examinees who exceeded the time limit.1 aSie, Haskell1 aFinkelman, Matthew, D.1 aRiley, Barth1 aSmits, Niels uhttp://apm.sagepub.com/content/39/5/389.abstract01730nas a2200133 4500008003900000245008300039210006900122300001200191490000700203520130000210100001201510700002101522856005301543 2014 d00aItem Pool Design for an Operational Variable-Length Computerized Adaptive Test0 aItem Pool Design for an Operational VariableLength Computerized  a473-4940 v743 a

For computerized adaptive tests (CATs) to work well, they must have an item pool with sufficient numbers of good quality items. Many researchers have pointed out that, in developing item pools for CATs, not only is the item pool size important but also the distribution of item parameters and practical considerations such as content distribution and item exposure issues. Yet, there is little research on how to design item pools to have those desirable features. The research reported in this article provided step-by-step hands-on guidance on the item pool design process by applying the bin-and-union method to design item pools for a large-scale licensure CAT employing complex adaptive testing algorithm with variable test length, a decision based on stopping rule, content balancing, and exposure control. The design process involved extensive simulations to identify several alternative item pool designs and evaluate their performance against a series of criteria. The design output included the desired item pool size and item parameter distribution. The results indicate that the mechanism used to identify the desirable item pool features functions well and that two recommended item pool designs would support satisfactory performance of the operational testing program.

1 aHe, Wei1 aReckase, Mark, D uhttp://epm.sagepub.com/content/74/3/473.abstract02777nas a2200229 4500008004100000022001400041245015400055210006900209260000900278300000800287490000700295520193000302653001802232653003702250653001102287653002702298653002302325653003702348100002002385700001902405856012302424 2012 eng d a1471-228800aComparison of two Bayesian methods to detect mode effects between paper-based and computerized adaptive assessments: a preliminary Monte Carlo study.0 aComparison of two Bayesian methods to detect mode effects betwee c2012 a1240 v123 a

BACKGROUND: Computerized adaptive testing (CAT) is being applied to health outcome measures developed as paper-and-pencil (P&P) instruments. Differences in how respondents answer items administered by CAT vs. P&P can increase error in CAT-estimated measures if not identified and corrected.

METHOD: Two methods for detecting item-level mode effects are proposed using Bayesian estimation of posterior distributions of item parameters: (1) a modified robust Z (RZ) test, and (2) 95% credible intervals (CrI) for the CAT-P&P difference in item difficulty. A simulation study was conducted under the following conditions: (1) data-generating model (one- vs. two-parameter IRT model); (2) moderate vs. large DIF sizes; (3) percentage of DIF items (10% vs. 30%), and (4) mean difference in θ estimates across modes of 0 vs. 1 logits. This resulted in a total of 16 conditions with 10 generated datasets per condition.

RESULTS: Both methods evidenced good to excellent false positive control, with RZ providing better control of false positives and with slightly higher power for CrI, irrespective of measurement model. False positives increased when items were very easy to endorse and when there with mode differences in mean trait level. True positives were predicted by CAT item usage, absolute item difficulty and item discrimination. RZ outperformed CrI, due to better control of false positive DIF.

CONCLUSIONS: Whereas false positives were well controlled, particularly for RZ, power to detect DIF was suboptimal. Research is needed to examine the robustness of these methods under varying prior assumptions concerning the distribution of item and person parameters and when data fail to conform to prior assumptions. False identification of DIF when items were very easy to endorse is a problem warranting additional investigation.

10aBayes Theorem10aData Interpretation, Statistical10aHumans10aMathematical Computing10aMonte Carlo Method10aOutcome Assessment (Health Care)1 aRiley, Barth, B1 aCarle, Adam, C uhttp://mail.iacat.org/content/comparison-two-bayesian-methods-detect-mode-effects-between-paper-based-and-computerized01496nas a2200157 4500008003900000022001400039245006400053210006400117300001400181490000700195520101300202100002401215700002001239700002401259856005501283 2012 d a1745-398400aDetecting Local Item Dependence in Polytomous Adaptive Data0 aDetecting Local Item Dependence in Polytomous Adaptive Data a127–1470 v493 a

A rapidly expanding arena for item response theory (IRT) is in attitudinal and health-outcomes survey applications, often with polytomous items. In particular, there is interest in computer adaptive testing (CAT). Meeting model assumptions is necessary to realize the benefits of IRT in this setting, however. Although initial investigations of local item dependence have been studied both for polytomous items in fixed-form settings and for dichotomous items in CAT settings, there have been no publications applying local item dependence detection methodology to polytomous items in CAT despite its central importance to these applications. The current research uses a simulation study to investigate the extension of widely used pairwise statistics, Yen's Q3 Statistic and Pearson's Statistic X2, in this context. The simulation design and results are contextualized throughout with a real item bank of this type from the Patient-Reported Outcomes Measurement Information System (PROMIS).

1 aMislevy, Jessica, L1 aRupp, André, A1 aHarring, Jeffrey, R uhttp://dx.doi.org/10.1111/j.1745-3984.2012.00165.x01166nas a2200157 4500008004100000245005700041210005600098520065200154653002100806653003400827653001500861653002500876100001300901700001500914856007900929 2011 eng d00acatR: An R Package for Computerized Adaptive Testing0 acatR An R Package for Computerized Adaptive Testing3 a

Computerized adaptive testing (CAT) is an active current research field in psychometrics and educational measurement. However, there is very little software available to handle such adaptive tasks. The R package catR was developed to perform adaptive testing with as much flexibility as possible, in an attempt to provide a developmental and testing platform to the interested user. Several item-selection rules and ability estimators are implemented. The item bank can be provided by the user or randomly generated from parent distributions of item parameters. Three stopping rules are available. The output can be graphically displayed.

10acomputer program10acomputerized adaptive testing10aEstimation10aItem Response Theory1 aMagis, D1 aRaîche, G uhttp://mail.iacat.org/content/catr-r-package-computerized-adaptive-testing01007nas a2200121 4500008004500000245008100045210006900126490000700195520054900202100001600751700001100767856010700778 2011 Engldsh 00aComputer adaptive testing for small scale programs and instructional systems0 aComputer adaptive testing for small scale programs and instructi0 v123 a

This study investigates measurement decision theory (MDT) as an underlying model for computer adaptive testing when the goal is to classify examinees into one of a finite number of groups. The first analysis compares MDT with a popular item response theory model and finds little difference in terms of the percentage of correct classifications. The second analysis examines the number of examinees needed to calibrate MDT item parameters and finds accurate classifications even with calibration sample sizes as small as 100 examinees.

1 aRudner, L M1 aGuo, F uhttp://mail.iacat.org/content/computer-adaptive-testing-small-scale-programs-and-instructional-systems01961nas a2200193 4500008004100000020001400041245009500055210006900150300001200219490000700231520131000238100001501548700001801563700001701581700001401598700001301612700001901625856012301644 2011 eng d a0022-389100aComputerized adaptive assessment of personality disorder: Introducing the CAT–PD project0 aComputerized adaptive assessment of personality disorder Introdu a380-3890 v933 aAssessment of personality disorders (PD) has been hindered by reliance on the problematic categorical model embodied in the most recent Diagnostic and Statistical Model of Mental Disorders (DSM), lack of consensus among alternative dimensional models, and inefficient measurement methods. This article describes the rationale for and early results from a multiyear study funded by the National Institute of Mental Health that was designed to develop an integrative and comprehensive model and efficient measure of PD trait dimensions. To accomplish these goals, we are in the midst of a 5-phase project to develop and validate the model and measure. The results of Phase 1 of the project—which was focused on developing the PD traits to be assessed and the initial item pool—resulted in a candidate list of 59 PD traits and an initial item pool of 2,589 items. Data collection and structural analyses in community and patient samples will inform the ultimate structure of the measure, and computerized adaptive testing will permit efficient measurement of the resultant traits. The resultant Computerized Adaptive Test of Personality Disorder (CAT–PD) will be well positioned as a measure of the proposed DSM–5 PD traits. Implications for both applied and basic personality research are discussed.1 aSimms, L J1 aGoldberg, L R1 aRoberts, J E1 aWatson, D1 aWelte, J1 aRotterman, J H uhttp://mail.iacat.org/content/computerized-adaptive-assessment-personality-disorder-introducing-cat%E2%80%93pd-project01889nas a2200169 4500008004500000245015100045210006900196490000700265520128400272100001601556700001701572700001401589700001501603700001501618700001401633856007201647 2011 Engldsh 00aDesign of a Computer-Adaptive Test to Measure English Literacy and Numeracy in the Singapore Workforce: Considerations, Benefits, and Implications0 aDesign of a ComputerAdaptive Test to Measure English Literacy an0 v123 a

A computer adaptive test CAT) is a delivery methodology that serves the larger goals of the assessment system in which it is embedded. A thorough analysis of the assessment system for which a CAT is being designed is critical to ensure that the delivery platform is appropriate and addresses all relevant complexities. As such, a CAT engine must be designed to conform to the
validity and reliability of the overall system. This design takes the form of adherence to the assessment goals and objectives of the adaptive assessment system. When the assessment is adapted for use in another country, consideration must be given to any necessary revisions including content differences. This article addresses these considerations while drawing, in part, on the process followed in the development of the CAT delivery system designed to test English language workplace skills for the Singapore Workforce Development Agency. Topics include item creation and selection, calibration of the item pool, analysis and testing of the psychometric properties, and reporting and interpretation of scores. The characteristics and benefits of the CAT delivery system are detailed as well as implications for testing programs considering the use of a
CAT delivery system.

1 aJacobsen, J1 aAckermann, R1 aEgüez, J1 aGanguli, D1 aRickard, P1 aTaylor, L uhttp://www.testpublishers.org/journal-of-applied-testing-technology01232nas a2200193 4500008004100000245009400041210006900135260001200204520052700216653002600743653000800769653000800777653003100785653003200816653003000848100002000878700001900898856012100917 2011 eng d00aDetecting DIF between Conventional and Computerized Adaptive Testing: A Monte Carlo Study0 aDetecting DIF between Conventional and Computerized Adaptive Tes c10/20113 a

A comparison od two procedures, Modified Robust Z and 95% Credible Interval, were compared in a Monte Carlo study. Both procedures evidenced adequate control of false positive DIF results.

10a95% Credible Interval10aCAT10aDIF10adifferential item function10amodified robust Z statistic10aMonte Carlo methodologies1 aRiley, Barth, B1 aCarle, Adam, C uhttp://mail.iacat.org/content/detecting-dif-between-conventional-and-computerized-adaptive-testing-monte-carlo-study00654nas a2200157 4500008004100000020001400041245015700055210006900212100001800281700001400299700001500313700001600328700001500344700001300359856012400372 2011 eng d a1073-191100aItem banks for measuring emotional distress from the Patient-Reported Outcomes Measurement Information System (PROMIS®): depression, anxiety, and anger0 aItem banks for measuring emotional distress from the PatientRepo1 aPilkonis, P A1 aChoi, S W1 aReise, S P1 aStover, A M1 aRiley, W T1 aCella, D uhttp://mail.iacat.org/content/item-banks-measuring-emotional-distress-patient-reported-outcomes-measurement-information00782nas a2200205 4500008004100000245003400041210003200075260001200107520027300119653000800392653000800400653002300408653001000431653001200441653000800453100002200461700001900483700001600502856005800518 2011 eng d00aA Test Assembly Model for MST0 aTest Assembly Model for MST c10/20113 a

This study is just a short exploration in the matter of optimization of a MST. It is extremely hard or maybe impossible to chart influence of item pool and test specifications on optimization process. Simulations are very helpful in finding an acceptable MST.

10aCAT10amst10amultistage testing10aRasch10arouting10atif1 aVerschoor, Angela1 aRadtke, Ingrid1 aEggen, Theo uhttp://mail.iacat.org/content/test-assembly-model-mst02121nas a2200193 4500008004100000245007900041210006900120260001200189520146800201653002801669653000801697653001801705100002001723700001701743700002301760700002301783700002301806856009801829 2011 eng d00aThe Use of Decision Trees for Adaptive Item Selection and Score Estimation0 aUse of Decision Trees for Adaptive Item Selection and Score Esti c10/20113 a

Conducted post-hoc simulations comparing the relative efficiency, and precision of decision trees (using CHAID and CART) vs. IRT-based CAT.

Conclusions

Decision tree methods were more efficient than CAT

But,...

Conclusions

CAT selects items based on two criteria: Item location relative to current estimate of theta, Item discrimination

Decision Trees select items that best discriminate between groups defined by the total score.

CAT is optimal only when trait level is well estimated.
Findings suggest that combining decision tree followed by CAT item selection may be advantageous.

10aadaptive item selection10aCAT10adecision tree1 aRiley, Barth, B1 aFunk, Rodney1 aDennis, Michael, L1 aLennox, Richard, D1 aFinkelman, Matthew uhttp://mail.iacat.org/content/use-decision-trees-adaptive-item-selection-and-score-estimation01688nas a2200145 4500008003900000245020500039210006900244300001200313490000700325520109200332100002001424700002301444700002201467856005301489 2010 d00aA Comparison of Content-Balancing Procedures for Estimating Multiple Clinical Domains in Computerized Adaptive Testing: Relative Precision, Validity, and Detection of Persons With Misfitting Responses0 aComparison of ContentBalancing Procedures for Estimating Multipl a410-4230 v343 a

This simulation study sought to compare four different computerized adaptive testing (CAT) content-balancing procedures designed for use in a multidimensional assessment with respect to measurement precision, symptom severity classification, validity of clinical diagnostic recommendations, and sensitivity to atypical responding. The four content-balancing procedures were (a) no content balancing, (b) screener-based, (c) mixed (screener plus content balancing), and (d) full content balancing. In full content balancing and in mixed content balancing following administration of the screener items, item selection was based on (a) whether the target number of items for the item’s subscale was reached and (b) the item’s information function. Mixed and full content balancing provided the best representation of items from each of the main subscales of the Internal Mental Distress Scale. These procedures also resulted in higher CAT to full-scale correlations for the Trauma and Homicidal/Suicidal Thought subscales and improved detection of atypical responding.

1 aRiley, Barth, B1 aDennis, Michael, L1 aConrad, Kendon, J uhttp://apm.sagepub.com/content/34/6/410.abstract01768nas a2200157 4500008004100000020002300041245020500064210006900269300001200338490000700350520108200357100001501439700001601454700001601470856012401486 2010 eng d a0146-62161552-349700aA comparison of content-balancing procedures for estimating multiple clinical domains in computerized adaptive testing: Relative precision, validity, and detection of persons with misfitting responses0 acomparison of contentbalancing procedures for estimating multipl a410-4230 v343 aThis simulation study sought to compare four different computerized adaptive testing (CAT) content-balancing procedures designed for use in a multidimensional assessment with respect to measurement precision, symptom severity classification, validity of clinical diagnostic recommendations, and sensitivity to atypical responding. The four content-balancing procedures were (a) no content balancing, (b) screener-based, (c) mixed (screener plus content balancing), and (d) full content balancing. In full content balancing and in mixed content balancing following administration of the screener items, item selection was based on (a) whether the target numberof items for the item’s subscale was reached and (b) the item’s information function. Mixed and full content balancing provided the best representation of items from each of the main subscales of the Internal Mental Distress Scale. These procedures also resulted in higher CAT to full-scale correlations for the Trauma and Homicidal/Suicidal Thought subscales and improved detection of atypical responding.Keywords1 aRiley, B B1 aDennis, M L1 aConrad, K J uhttp://mail.iacat.org/content/comparison-content-balancing-procedures-estimating-multiple-clinical-domains-computerized01431nas a2200133 4500008004100000020001400041245008500055210006900140300001200209490000700221520094900228100001701177856010301194 2010 eng d a2190-050700aDesigning item pools to optimize the functioning of a computerized adaptive test0 aDesigning item pools to optimize the functioning of a computeriz a127-1410 v523 aComputerized adaptive testing (CAT) is a testing procedure that can result in improved precision for a specified test length or reduced test length with no loss of precision. However, these attractive psychometric features of CATs are only achieved if appropriate test items are available for administration. This set of test items is commonly called an “item pool.” This paper discusses the optimal characteristics for an item pool that will lead to the desired properties for a CAT. Then, a procedure is described for designing the statistical characteristics of the item parameters for an optimal item pool within an item response theory framework. Because true optimality is impractical, methods for achieving practical approximations to optimality are described. The results of this approach are shown for an operational testing program including comparisons to the results from the item pool currently used in that testing program.Key1 aReckase, M D uhttp://mail.iacat.org/content/designing-item-pools-optimize-functioning-computerized-adaptive-test00606nas a2200157 4500008004100000245011500041210006900156300001400225490001000239100001200249700001500261700001800276700001400294700001300308856012700321 2010 eng d00aEfficiency of static and computer adaptive short forms compared to full-length measures of depressive symptoms0 aEfficiency of static and computer adaptive short forms compared  a125–1360 v19(1)1 aChoi, S1 aReise, S P1 aPilkonis, P A1 aHays, R D1 aCella, D uhttp://mail.iacat.org/content/efficiency-static-and-computer-adaptive-short-forms-compared-full-length-measures-depressive01125nas a2200157 4500008004100000020004100041245013100082210006900213250001500282300001100297490000700308520049700315100001500812700001400827856012600841 2010 eng d a1529-7713 (Print)1529-7713 (Linking)00aFeatures of the sampling distribution of the ability estimate in computerized adaptive testing according to two stopping rules0 aFeatures of the sampling distribution of the ability estimate in a2010/12/18 a424-310 v113 aWhether paper and pencil or computerized adaptive, tests are usually described by a set of rules managing how they are administered: which item will be first, which should follow any given item, when to administer the last one. This article focus on the latter and looks at the effect of two stopping rules on the estimated sampling distribution of the ability estimate in a CAT: the number of items administered and the a priori determined size of the standard error of the ability estimate.1 aBlais, J G1 aRaiche, G uhttp://mail.iacat.org/content/features-sampling-distribution-ability-estimate-computerized-adaptive-testing-according-two00428nas a2200097 4500008004100000245008300041210006900124300001200193100001600205856010900221 2010 eng d00aImplementing the Graduate Management Admission Test Computerized Adaptive Test0 aImplementing the Graduate Management Admission Test Computerized a151-1661 aRudner, L M uhttp://mail.iacat.org/content/implementing-graduate-management-admission-test-computerized-adaptive-test01858nas a2200181 4500008004100000020001400041245011000055210006900165300001200234490000700246520122300253100001601476700001601492700001601508700001201524700001301536856012701549 2010 eng d a1529-771300aThe use of PROMIS and assessment center to deliver patient-reported outcome measures in clinical research0 ause of PROMIS and assessment center to deliver patientreported o a304-3140 v113 aThe Patient-Reported Outcomes Measurement Information System (PROMIS) was developed as one of the first projects funded by the NIH Roadmap for Medical Research Initiative to re-engineer the clinical research enterprise. The primary goal of PROMIS is to build item banks and short forms that measure key health outcome domains that are manifested in a variety of chronic diseases which could be used as a "common currency" across research projects. To date, item banks, short forms and computerized adaptive tests (CAT) have been developed for 13 domains with relevance to pediatric and adult subjects. To enable easy delivery of these new instruments, PROMIS built a web-based resource (Assessment Center) for administering CATs and other self-report data, tracking item and instrument development, monitoring accrual, managing data, and storing statistical analysis results. Assessment Center can also be used to deliver custom researcher developed content, and has numerous features that support both simple and complicated accrual designs (branching, multiple arms, multiple time points, etc.). This paper provides an overview of the development of the PROMIS item banks and details Assessment Center functionality.1 aGershon, RC1 aRothrock, N1 aHanrahan, R1 aBass, M1 aCella, D uhttp://mail.iacat.org/content/use-promis-and-assessment-center-deliver-patient-reported-outcome-measures-clinical-research02758nas a2200241 4500008004100000020004600041245009400087210006900181250001500250300000800265490000600273520198300279100001502262700001602277700001402293700001302307700002002320700001902340700001702359700001302376700001402389856011302403 2010 eng d a1477-7525 (Electronic)1477-7525 (Linking)00aValidation of a computer-adaptive test to evaluate generic health-related quality of life0 aValidation of a computeradaptive test to evaluate generic health a2010/12/07 a1470 v83 aBACKGROUND: Health Related Quality of Life (HRQoL) is a relevant variable in the evaluation of health outcomes. Questionnaires based on Classical Test Theory typically require a large number of items to evaluate HRQoL. Computer Adaptive Testing (CAT) can be used to reduce tests length while maintaining and, in some cases, improving accuracy. This study aimed at validating a CAT based on Item Response Theory (IRT) for evaluation of generic HRQoL: the CAT-Health instrument. METHODS: Cross-sectional study of subjects aged over 18 attending Primary Care Centres for any reason. CAT-Health was administered along with the SF-12 Health Survey. Age, gender and a checklist of chronic conditions were also collected. CAT-Health was evaluated considering: 1) feasibility: completion time and test length; 2) content range coverage, Item Exposure Rate (IER) and test precision; and 3) construct validity: differences in the CAT-Health scores according to clinical variables and correlations between both questionnaires. RESULTS: 396 subjects answered CAT-Health and SF-12, 67.2% females, mean age (SD) 48.6 (17.7) years. 36.9% did not report any chronic condition. Median completion time for CAT-Health was 81 seconds (IQ range = 59-118) and it increased with age (p < 0.001). The median number of items administered was 8 (IQ range = 6-10). Neither ceiling nor floor effects were found for the score. None of the items in the pool had an IER of 100% and it was over 5% for 27.1% of the items. Test Information Function (TIF) peaked between levels -1 and 0 of HRQoL. Statistically significant differences were observed in the CAT-Health scores according to the number and type of conditions. CONCLUSIONS: Although domain-specific CATs exist for various areas of HRQoL, CAT-Health is one of the first IRT-based CATs designed to evaluate generic HRQoL and it has proven feasible, valid and efficient, when administered to a broad sample of individuals attending primary care settings.1 aRebollo, P1 aCastejon, I1 aCuervo, J1 aVilla, G1 aGarcia-Cueto, E1 aDiaz-Cuervo, H1 aZardain, P C1 aMuniz, J1 aAlonso, J uhttp://mail.iacat.org/content/validation-computer-adaptive-test-evaluate-generic-health-related-quality-life00637nas a2200145 4500008004100000245010000041210006900141260009700210100001300307700001300320700001300333700001400346700001700360856011400377 2009 eng d00aApplications of CAT in admissions to higher education in Israel: Twenty-two years of experience0 aApplications of CAT in admissions to higher education in Israel  aD. J. Weiss (Ed.), Proceedings of the 2009 GMAC Conference on Computerized Adaptive Testing.1 aGafni, N1 aCohen, Y1 aRoded, K1 aBaumer, M1 aMoshinsky, A uhttp://mail.iacat.org/content/applications-cat-admissions-higher-education-israel-twenty-two-years-experience00569nas a2200121 4500008004100000245008900041210006900130260009800199100001400297700001300311700001300324856011000337 2009 eng d00aAssessing the equivalence of Internet-based vs. paper-and-pencil psychometric tests.0 aAssessing the equivalence of Internetbased vs paperandpencil psy a D. J. Weiss (Ed.), Proceedings of the 2009 GMAC Conference on Computerized Adaptive Testing.1 aBaumer, M1 aRoded, K1 aGafni, N uhttp://mail.iacat.org/content/assessing-equivalence-internet-based-vs-paper-and-pencil-psychometric-tests00579nas a2200109 4500008004100000245011400041210006900155260009700224100001200321700001500333856012100348 2009 eng d00aComparison of ability estimation and item selection methods in multidimensional computerized adaptive testing0 aComparison of ability estimation and item selection methods in m aD. J. Weiss (Ed.), Proceedings of the 2009 GMAC Conference on Computerized Adaptive Testing.1 aDiao, Q1 aReckase, M uhttp://mail.iacat.org/content/comparison-ability-estimation-and-item-selection-methods-multidimensional-computerized01700nas a2200157 4500008003900000022001400039245008000053210006900133300001300202490000700215520119700222100002301419700002301442700002201465856005501487 2009 d a1745-398400aA Conditional Exposure Control Method for Multidimensional Adaptive Testing0 aConditional Exposure Control Method for Multidimensional Adaptiv a84–1030 v463 a

In computerized adaptive testing (CAT), ensuring the security of test items is a crucial practical consideration. A common approach to reducing item theft is to define maximum item exposure rates, i.e., to limit the proportion of examinees to whom a given item can be administered. Numerous methods for controlling exposure rates have been proposed for tests employing the unidimensional 3-PL model. The present article explores the issues associated with controlling exposure rates when a multidimensional item response theory (MIRT) model is utilized and exposure rates must be controlled conditional upon ability. This situation is complicated by the exponentially increasing number of possible ability values in multiple dimensions. The article introduces a new procedure, called the generalized Stocking-Lewis method, that controls the exposure rate for students of comparable ability as well as with respect to the overall population. A realistic simulation set compares the new method with three other approaches: Kullback-Leibler information with no exposure control, Kullback-Leibler information with unconditional Sympson-Hetter exposure control, and random item selection.

1 aFinkelman, Matthew1 aNering, Michael, L1 aRoussos, Louis, A uhttp://dx.doi.org/10.1111/j.1745-3984.2009.01070.x00496nas a2200133 4500008004100000245008000041210006900121300001100190490000700201100001700208700001600225700001700241856010400258 2009 eng d00aA conditional exposure control method for multidimensional adaptive testing0 aconditional exposure control method for multidimensional adaptiv a84-1030 v461 aFinkelman, M1 aNering, M L1 aRoussos, L A uhttp://mail.iacat.org/content/conditional-exposure-control-method-multidimensional-adaptive-testing01453nas a2200205 4500008004100000020004100041245016200082210006900244250001500313300001100328490000700339520065200346653002500998653001501023653003701038653002401075100001401099700001501113856011901128 2009 eng d a1529-7713 (Print)1529-7713 (Linking)00aConsiderations about expected a posteriori estimation in adaptive testing: adaptive a priori, adaptive correction for bias, and adaptive integration interval0 aConsiderations about expected a posteriori estimation in adaptiv a2009/07/01 a138-560 v103 aIn a computerized adaptive test, we would like to obtain an acceptable precision of the proficiency level estimate using an optimal number of items. Unfortunately, decreasing the number of items is accompanied by a certain degree of bias when the true proficiency level differs significantly from the a priori estimate. The authors suggest that it is possible to reduced the bias, and even the standard error of the estimate, by applying to each provisional estimation one or a combination of the following strategies: adaptive correction for bias proposed by Bock and Mislevy (1982), adaptive a priori estimate, and adaptive integration interval.10a*Bias (Epidemiology)10a*Computers10aData Interpretation, Statistical10aModels, Statistical1 aRaiche, G1 aBlais, J G uhttp://mail.iacat.org/content/considerations-about-expected-posteriori-estimation-adaptive-testing-adaptive-priori02371nas a2200217 4500008004100000020002200041245010800063210006900171250001500240260001000255300001200265490000700277520166400284100001401948700001401962700001601976700001201992700001702004700001502021856011702036 2009 Eng d a1049-8931 (Print)00aEvaluation of a computer-adaptive test for the assessment of depression (D-CAT) in clinical application0 aEvaluation of a computeradaptive test for the assessment of depr a2009/02/06 cFeb 4 a233-2360 v183 aIn the past, a German Computerized Adaptive Test, based on Item Response Theory (IRT), was developed for purposes of assessing the construct depression [Computer-adaptive test for depression (D-CAT)]. This study aims at testing the feasibility and validity of the real computer-adaptive application.The D-CAT, supplied by a bank of 64 items, was administered on personal digital assistants (PDAs) to 423 consecutive patients suffering from psychosomatic and other medical conditions (78 with depression). Items were adaptively administered until a predetermined reliability (r >/= 0.90) was attained. For validation purposes, the Hospital Anxiety and Depression Scale (HADS), the Centre for Epidemiological Studies Depression (CES-D) scale, and the Beck Depression Inventory (BDI) were administered. Another sample of 114 patients was evaluated using standardized diagnostic interviews [Composite International Diagnostic Interview (CIDI)].The D-CAT was quickly completed (mean 74 seconds), well accepted by the patients and reliable after an average administration of only six items. In 95% of the cases, 10 items or less were needed for a reliable score estimate. Correlations between the D-CAT and the HADS, CES-D, and BDI ranged between r = 0.68 and r = 0.77. The D-CAT distinguished between diagnostic groups as well as established questionnaires do.The D-CAT proved an efficient, well accepted and reliable tool. Discriminative power was comparable to other depression measures, whereby the CAT is shorter and more precise. Item usage raises questions of balancing the item selection for content in the future. Copyright (c) 2009 John Wiley & Sons, Ltd.1 aFliege, H1 aBecker, J1 aWalter, O B1 aRose, M1 aBjorner, J B1 aKlapp, B F uhttp://mail.iacat.org/content/evaluation-computer-adaptive-test-assessment-depression-d-cat-clinical-application02752nas a2200433 4500008004100000020004600041245012800087210006900215250001500284300001200299490000700311520139300318653003401711653001501745653001001760653000901770653002201779653002501801653001101826653001101837653000901848653001601857653001501873653003801888653001901926653003101945653002801976653004802004653002202052100002002074700001202094700001402106700001602120700001402136700001702150700001502167700001502182856012102197 2009 eng d a1878-5921 (Electronic)0895-4356 (Linking)00aAn evaluation of patient-reported outcomes found computerized adaptive testing was efficient in assessing stress perception0 aevaluation of patientreported outcomes found computerized adapti a2008/07/22 a278-2870 v623 aOBJECTIVES: This study aimed to develop and evaluate a first computerized adaptive test (CAT) for the measurement of stress perception (Stress-CAT), in terms of the two dimensions: exposure to stress and stress reaction. STUDY DESIGN AND SETTING: Item response theory modeling was performed using a two-parameter model (Generalized Partial Credit Model). The evaluation of the Stress-CAT comprised a simulation study and real clinical application. A total of 1,092 psychosomatic patients (N1) were studied. Two hundred simulees (N2) were generated for a simulated response data set. Then the Stress-CAT was given to n=116 inpatients, (N3) together with established stress questionnaires as validity criteria. RESULTS: The final banks included n=38 stress exposure items and n=31 stress reaction items. In the first simulation study, CAT scores could be estimated with a high measurement precision (SE<0.32; rho>0.90) using 7.0+/-2.3 (M+/-SD) stress reaction items and 11.6+/-1.7 stress exposure items. The second simulation study reanalyzed real patients data (N1) and showed an average use of items of 5.6+/-2.1 for the dimension stress reaction and 10.0+/-4.9 for the dimension stress exposure. Convergent validity showed significantly high correlations. CONCLUSIONS: The Stress-CAT is short and precise, potentially lowering the response burden of patients in clinical decision making.10a*Diagnosis, Computer-Assisted10aAdolescent10aAdult10aAged10aAged, 80 and over10aConfidence Intervals10aFemale10aHumans10aMale10aMiddle Aged10aPerception10aQuality of Health Care/*standards10aQuestionnaires10aReproducibility of Results10aSickness Impact Profile10aStress, Psychological/*diagnosis/psychology10aTreatment Outcome1 aKocalevent, R D1 aRose, M1 aBecker, J1 aWalter, O B1 aFliege, H1 aBjorner, J B1 aKleiber, D1 aKlapp, B F uhttp://mail.iacat.org/content/evaluation-patient-reported-outcomes-found-computerized-adaptive-testing-was-efficient01983nas a2200109 4500008004100000245006600041210006200107260009700169520149900266100001601765856009201781 2009 eng d00aAn examination of decision-theory adaptive testing procedures0 aexamination of decisiontheory adaptive testing procedures aD. J. Weiss (Ed.), Proceedings of the 2009 GMAC Conference on Computerized Adaptive Testing.3 aThis research examined three ways to adaptively select items using decision theory: a traditional decision theory sequential testing approach (expected minimum cost), information gain (modeled after Kullback-Leibler), and a maximum discrimination approach, and then compared them all against an approach using maximum IRT Fisher information. It also examined the use of Wald’s (1947) wellknown sequential probability ratio test, SPRT, as a test termination rule in this context. The minimum cost approach was notably better than the best-case possibility for IRT. Information gain, which is based on entropy and comes from information theory, was almost identical to minimum cost. The simple approach using the item that best discriminates between the two most likely classifications also fared better than IRT, but not as well as information gain or minimum cost. Through Wald’s SPRT, large percentages of examinees can be accurately classified with very few items. With only 25 sequentially selected items, for example, approximately 90% of the simulated NAEP examinees were classified with 86% accuracy. The advantages of the decision theory model are many—the model yields accurate mastery state classifications, can use a small item pool, is simple to implement, requires little pretesting, is applicable to criterion-referenced tests, can be used in diagnostic testing, can be adapted to yield classifications on multiple skills, and should be easy to explain to non-statisticians.1 aRudner, L M uhttp://mail.iacat.org/content/examination-decision-theory-adaptive-testing-procedures-001387nas a2200241 4500008004100000020002700041245005000068210005000118250001500168300001000183490000600193520067500199653002600874653001100900653004200911653002400953653001800977653002000995653001901015100001501034700001601049856008001065 2009 eng d a1548-5951 (Electronic)00aItem response theory and clinical measurement0 aItem response theory and clinical measurement a2008/11/04 a27-480 v53 aIn this review, we examine studies that use item response theory (IRT) to explore the psychometric properties of clinical measures. Next, we consider how IRT has been used in clinical research for: scale linking, computerized adaptive testing, and differential item functioning analysis. Finally, we consider the scale properties of IRT trait scores. We conclude that there are notable differences between cognitive and clinical measures that have relevance for IRT modeling. Future research should be directed toward a better understanding of the metric of the latent trait and the psychological processes that lead to individual differences in item response behaviors.10a*Psychological Theory10aHumans10aMental Disorders/diagnosis/psychology10aPsychological Tests10aPsychometrics10aQuality of Life10aQuestionnaires1 aReise, S P1 aWaller, N G uhttp://mail.iacat.org/content/item-response-theory-and-clinical-measurement00489nas a2200121 4500008004100000245009800041210006900139300001100208490001000219100001200229700001300241856011300254 2009 eng d00aI've fallen and I can't get up: can high-ability students recover from early mistakes in CAT?0 aIve fallen and I cant get up can highability students recover fr a83-1010 v33(2)1 aRulison1 aLoken, E uhttp://mail.iacat.org/content/ive-fallen-and-i-cant-get-can-high-ability-students-recover-early-mistakes-cat01482nas a2200133 4500008003900000245009800039210006900137300001100206490000700217520103400224100002201258700001601280856005201296 2009 d00aI've Fallen and I Can't Get Up: Can High-Ability Students Recover From Early Mistakes in CAT?0 aIve Fallen and I Cant Get Up Can HighAbility Students Recover Fr a83-1010 v333 a

A difficult result to interpret in Computerized Adaptive Tests (CATs) occurs when an ability estimate initially drops and then ascends continuously until the test ends, suggesting that the true ability may be higher than implied by the final estimate. This study explains why this asymmetry occurs and shows that early mistakes by high-ability students can lead to considerable underestimation, even in tests with 45 items. The opposite response pattern, where low-ability students start with lucky guesses, leads to much less bias. The authors show that using Barton and Lord's four-parameter model (4PM) and a less informative prior can lower bias and root mean square error (RMSE) for high-ability students with a poor start, as the CAT algorithm ascends more quickly after initial underperformance. Results also show that the 4PM slightly outperforms a CAT in which less discriminating items are initially used. The practical implications and relevance for psychological measurement more generally are discussed.

1 aRulison, Kelly, L1 aLoken, Eric uhttp://apm.sagepub.com/content/33/2/83.abstract01482nas a2200133 4500008003900000245009800039210006900137300001100206490000700217520103400224100002201258700001601280856005201296 2009 d00aI've Fallen and I Can't Get Up: Can High-Ability Students Recover From Early Mistakes in CAT?0 aIve Fallen and I Cant Get Up Can HighAbility Students Recover Fr a83-1010 v333 a

A difficult result to interpret in Computerized Adaptive Tests (CATs) occurs when an ability estimate initially drops and then ascends continuously until the test ends, suggesting that the true ability may be higher than implied by the final estimate. This study explains why this asymmetry occurs and shows that early mistakes by high-ability students can lead to considerable underestimation, even in tests with 45 items. The opposite response pattern, where low-ability students start with lucky guesses, leads to much less bias. The authors show that using Barton and Lord's four-parameter model (4PM) and a less informative prior can lower bias and root mean square error (RMSE) for high-ability students with a poor start, as the CAT algorithm ascends more quickly after initial underperformance. Results also show that the 4PM slightly outperforms a CAT in which less discriminating items are initially used. The practical implications and relevance for psychological measurement more generally are discussed.

1 aRulison, Kelly, L1 aLoken, Eric uhttp://apm.sagepub.com/content/33/2/83.abstract01920nas a2200169 4500008004100000020002200041245011800063210006900181250001500250260000800265300001100273490000700284520130600291100001201597700001401609856012701623 2009 eng d a0962-9343 (Print)00aLogistics of collecting patient-reported outcomes (PROs) in clinical practice: an overview and practical examples0 aLogistics of collecting patientreported outcomes PROs in clinica a2009/01/20 cFeb a125-360 v183 aPURPOSE: Interest in collecting patient-reported outcomes (PROs), such as health-related quality of life (HRQOL), health status reports, and patient satisfaction is on the rise and practical aspects of collecting PROs in clinical practice are becoming more important. The purpose of this paper is to draw the attention to a number of issues relevant for a successful integration of PRO measures into the daily work flow of busy clinical settings. METHODS: The paper summarizes the results from a breakout session held at an ISOQOL special topic conference for PRO measures in clinical practice in 2007. RESULTS: Different methodologies of collecting PROs are discussed, and the support needed for each methodology is highlighted. The discussion is illustrated by practical real-life examples from early adaptors who administered paper-pencil, or electronic PRO assessments (ePRO) for more than a decade. The paper also reports about new experiences with more recent technological developments, such as SmartPens and Computer Adaptive Tests (CATs) in daily practice. CONCLUSIONS: Methodological and logistical issues determine the resources needed for a successful integration of PRO measures into daily work flow procedures and influence significantly the usefulness of PRO data for clinical practice.1 aRose, M1 aBezjak, A uhttp://mail.iacat.org/content/logistics-collecting-patient-reported-outcomes-pros-clinical-practice-overview-and-practical00519nas a2200109 4500008004100000245013200041210006900173490001000242100001500252700001500267856012700282 2009 eng d00aa posteriori estimation in adaptive testing: Adaptive a priori, adaptive correction for bias, and adaptive integration interval0 aposteriori estimation in adaptive testing Adaptive a priori adap0 v10(2)1 aRaîche, G1 aBlais, J-G uhttp://mail.iacat.org/content/posteriori-estimation-adaptive-testing-adaptive-priori-adaptive-correction-bias-and-adaptive02905nas a2200289 4500008004100000020004100041245011100082210006900193250001500262260000800277300001400285490000700299520193300306653002702239653003802266653004102304653001902345653001102364653001402375653003102389100001502420700001302435700001202448700001602460700001302476856012602489 2009 eng d a0315-162X (Print)0315-162X (Linking)00aProgress in assessing physical function in arthritis: PROMIS short forms and computerized adaptive testing0 aProgress in assessing physical function in arthritis PROMIS shor a2009/09/10 cSep a2061-20660 v363 aOBJECTIVE: Assessing self-reported physical function/disability with the Health Assessment Questionnaire Disability Index (HAQ) and other instruments has become central in arthritis research. Item response theory (IRT) and computerized adaptive testing (CAT) techniques can increase reliability and statistical power. IRT-based instruments can improve measurement precision substantially over a wider range of disease severity. These modern methods were applied and the magnitude of improvement was estimated. METHODS: A 199-item physical function/disability item bank was developed by distilling 1865 items to 124, including Legacy Health Assessment Questionnaire (HAQ) and Physical Function-10 items, and improving precision through qualitative and quantitative evaluation in over 21,000 subjects, which included about 1500 patients with rheumatoid arthritis and osteoarthritis. Four new instruments, (A) Patient-Reported Outcomes Measurement Information (PROMIS) HAQ, which evolved from the original (Legacy) HAQ; (B) "best" PROMIS 10; (C) 20-item static (short) forms; and (D) simulated PROMIS CAT, which sequentially selected the most informative item, were compared with the HAQ. RESULTS: Online and mailed administration modes yielded similar item and domain scores. The HAQ and PROMIS HAQ 20-item scales yielded greater information content versus other scales in patients with more severe disease. The "best" PROMIS 20-item scale outperformed the other 20-item static forms over a broad range of 4 standard deviations. The 10-item simulated PROMIS CAT outperformed all other forms. CONCLUSION: Improved items and instruments yielded better information. The PROMIS HAQ is currently available and considered validated. The new PROMIS short forms, after validation, are likely to represent further improvement. CAT-based physical function/disability assessment offers superior performance over static forms of equal length.10a*Disability Evaluation10a*Outcome Assessment (Health Care)10aArthritis/diagnosis/*physiopathology10aHealth Surveys10aHumans10aPrognosis10aReproducibility of Results1 aFries, J F1 aCella, D1 aRose, M1 aKrishnan, E1 aBruce, B uhttp://mail.iacat.org/content/progress-assessing-physical-function-arthritis-promis-short-forms-and-computerized-adaptive00683nas a2200157 4500008004100000245017700041210006900218260003100287100001600318700001200334700001300346700001500359700001400374700001300388856012400401 2008 eng d00aDeveloping a progressive approach to using the GAIN in order to reduce the duration and cost of assessment with the GAIN short screener, Quick and computer adaptive testing0 aDeveloping a progressive approach to using the GAIN in order to  aWashington D.C., USAc20081 aDennis, M L1 aFunk, R1 aTitus, J1 aRiley, B B1 aHosman, S1 aKinne, S uhttp://mail.iacat.org/content/developing-progressive-approach-using-gain-order-reduce-duration-and-cost-assessment-gain02391nas a2200205 4500008004100000020001400041245008800055210006900143300001400212490000700226520173800233100001401971700001401985700002001999700001702019700001202036700001602048700001502064856010602079 2008 eng d a1520-639400aFunctioning and validity of a computerized adaptive test to measure anxiety (A CAT)0 aFunctioning and validity of a computerized adaptive test to meas aE182-E1940 v253 aBackground: The aim of this study was to evaluate the Computerized Adaptive Test to measure anxiety (A-CAT), a patient-reported outcome questionnaire that uses computerized adaptive testing to measure anxiety. Methods: The A-CAT builds on an item bank of 50 items that has been built using conventional item analyses and item response theory analyses. The A-CAT was administered on Personal Digital Assistants to n=357 patients diagnosed and treated at the department of Psychosomatic Medicine and Psychotherapy, Charité Berlin, Germany. For validation purposes, two subgroups of patients (n=110 and 125) answered the A-CAT along with established anxiety and depression questionnaires. Results: The A-CAT was fast to complete (on average in 2 min, 38 s) and a precise item response theory based CAT score (reliability>.9) could be estimated after 4–41 items. On average, the CAT displayed 6 items (SD=4.2). Convergent validity of the A-CAT was supported by correlations to existing tools (Hospital Anxiety and Depression Scale-A, Beck Anxiety Inventory, Berliner Stimmungs-Fragebogen A/D, and State Trait Anxiety Inventory: r=.56–.66); discriminant validity between diagnostic groups was higher for the A-CAT than for other anxiety measures. Conclusions: The German A-CAT is an efficient, reliable, and valid tool for assessing anxiety in patients suffering from anxiety disorders and other conditions with significant potential for initial assessment and long-term treatment monitoring. Future research directions are to explore content balancing of the item selection algorithm of the CAT, to norm the tool to a healthy sample, and to develop practical cutoff scores. Depression and Anxiety, 2008. © 2008 Wiley-Liss, Inc.1 aBecker, J1 aFliege, H1 aKocalevent, R D1 aBjorner, J B1 aRose, M1 aWalter, O B1 aKlapp, B F uhttp://mail.iacat.org/content/functioning-and-validity-computerized-adaptive-test-measure-anxiety-cat00545nas a2200121 4500008004100000245007500041210006900116260009700185100001500282700001500297700001300312856009800325 2007 eng d00aAdaptive estimators of trait level in adaptive testing: Some proposals0 aAdaptive estimators of trait level in adaptive testing Some prop aD. J. Weiss (Ed.), Proceedings of the 2007 GMAC Conference on Computerized Adaptive Testing.1 aRaîche, G1 aBlais, J G1 aMagis, D uhttp://mail.iacat.org/content/adaptive-estimators-trait-level-adaptive-testing-some-proposals00460nas a2200121 4500008003900000245009100039210007600130300001200206490000600218100002800224700002100252856006500273 2007 d00aA “Rearrangement Procedure” For Scoring Adaptive Tests with Review Options0 a“Rearrangement Procedure†For Scoring Adaptive Tests with Rev a387-4070 v71 aPapanastasiou, Elena, C1 aReckase, Mark, D uhttp://www.tandfonline.com/doi/abs/10.1080/1530505070163226200505nas a2200121 4500008004100000245006600041210006600107260005700173653003400230100001800264700001000282856009100292 2007 eng d00aComputerized classification testing with composite hypotheses0 aComputerized classification testing with composite hypotheses aSt. Paul, MNbGraduate Management Admissions Council10acomputerized adaptive testing1 aThompson, N A1 aRo, S uhttp://mail.iacat.org/content/computerized-classification-testing-composite-hypotheses00501nas a2200109 4500008004100000245006600041210006600107260009700173100001800270700001000288856009300298 2007 eng d00aComputerized classification testing with composite hypotheses0 aComputerized classification testing with composite hypotheses aD. J. Weiss (Ed.). Proceedings of the 2007 GMAC Conference on Computerized Adaptive Testing.1 aThompson, N A1 aRo, S uhttp://mail.iacat.org/content/computerized-classification-testing-composite-hypotheses-000470nas a2200109 4500008004100000245008900041210006900130260001700199100001000216700001800226856011600244 2007 eng d00aCutscore location and classification accuracy in computerized classification testing0 aCutscore location and classification accuracy in computerized cl aTokyo, Japan1 aRo, S1 aThompson, N A uhttp://mail.iacat.org/content/cutscore-location-and-classification-accuracy-computerized-classification-testing00500nas a2200097 4500008004100000245007100041210006600112260011700178100001700295856009000312 2007 eng d00aThe design of p-optimal item banks for computerized adaptive tests0 adesign of poptimal item banks for computerized adaptive tests aD. J. Weiss (Ed.), Proceedings of the 2007 GMAC Conference on Computerized Adaptive Testing. {PDF file, 211 KB}.1 aReckase, M D uhttp://mail.iacat.org/content/design-p-optimal-item-banks-computerized-adaptive-tests00568nas a2200109 4500008004100000245010200041210006900143260009600212100001000308700001700318856012300335 2007 eng d00aDesigning optimal item pools for computerized adaptive tests with Sympson-Hetter exposure control0 aDesigning optimal item pools for computerized adaptive tests wit aD. J. Weiss (Ed.), Proceedings of the 2007 GMAC Conference on Computerized Adaptive Testing1 aGu, L1 aReckase, M D uhttp://mail.iacat.org/content/designing-optimal-item-pools-computerized-adaptive-tests-sympson-hetter-exposure-control02419nas a2200325 4500008004100000020002200041245008700063210006900150250001500219300001100234490000700245520140100252653001901653653003001672653001901702653003801721653002101759653002001780653001401800653001501814653003301829653001101862653002401873653001801897100001701915700001501932700001501947700001501962856011601977 2007 eng d a0962-9343 (Print)00aDeveloping tailored instruments: item banking and computerized adaptive assessment0 aDeveloping tailored instruments item banking and computerized ad a2007/05/29 a95-1080 v163 aItem banks and Computerized Adaptive Testing (CAT) have the potential to greatly improve the assessment of health outcomes. This review describes the unique features of item banks and CAT and discusses how to develop item banks. In CAT, a computer selects the items from an item bank that are most relevant for and informative about the particular respondent; thus optimizing test relevance and precision. Item response theory (IRT) provides the foundation for selecting the items that are most informative for the particular respondent and for scoring responses on a common metric. The development of an item bank is a multi-stage process that requires a clear definition of the construct to be measured, good items, a careful psychometric analysis of the items, and a clear specification of the final CAT. The psychometric analysis needs to evaluate the assumptions of the IRT model such as unidimensionality and local independence; that the items function the same way in different subgroups of the population; and that there is an adequate fit between the data and the chosen item response models. Also, interpretation guidelines need to be established to help the clinical application of the assessment. Although medical research can draw upon expertise from educational testing in the development of item banks and CAT, the medical field also encounters unique opportunities and challenges.10a*Health Status10a*Health Status Indicators10a*Mental Health10a*Outcome Assessment (Health Care)10a*Quality of Life10a*Questionnaires10a*Software10aAlgorithms10aFactor Analysis, Statistical10aHumans10aModels, Statistical10aPsychometrics1 aBjorner, J B1 aChang, C-H1 aThissen, D1 aReeve, B B uhttp://mail.iacat.org/content/developing-tailored-instruments-item-banking-and-computerized-adaptive-assessment00600nas a2200169 4500008004100000245009100041210006900132300001200201490000700213100001600220700001400236700001700250700001400267700001500281700001200296856012200308 2007 eng d00aDevelopment and evaluation of a computer adaptive test for “Anxiety” (Anxiety-CAT)0 aDevelopment and evaluation of a computer adaptive test for Anxie a143-1550 v161 aWalter, O B1 aBecker, J1 aBjorner, J B1 aFliege, H1 aKlapp, B F1 aRose, M uhttp://mail.iacat.org/content/development-and-evaluation-computer-adaptive-test-%E2%80%9Canxiety%E2%80%9D-anxiety-cat00639nas a2200145 4500008004100000245009700041210006900138260009700207100001600304700001200320700001900332700001300351700001300364856011600377 2007 eng d00aDevelopment of a multiple-component CAT for measuring foreign language proficiency (SIMTEST)0 aDevelopment of a multiplecomponent CAT for measuring foreign lan aD. J. Weiss (Ed.). Proceedings of the 2007 GMAC Conference on Computerized Adaptive Testing.1 aSumbling, M1 aSanz, P1 aViladrich, M C1 aDoval, E1 aRiera, L uhttp://mail.iacat.org/content/development-multiple-component-cat-measuring-foreign-language-proficiency-simtest01878nas a2200193 4500008004100000020004600041245005200087210005200139260001900191300001000210490000600220520125500226653003801481653003001519653002301549100001901572700001401591856007901605 2007 eng d a1548-1093 (Print); 1548-1107 (Electronic)00aEvaluation of computer adaptive testing systems0 aEvaluation of computer adaptive testing systems bIGI Global: US a70-870 v23 aMany educational organizations are trying to reduce the cost of the exams, the workload and delay of scoring, and the human errors. Also, they try to increase the accuracy and efficiency of the testing. Recently, most examination organizations use computer adaptive testing (CAT) as the method for large scale testing. This article investigates the current state of CAT systems and identifies their strengths and weaknesses. It evaluates 10 CAT systems using an evaluation framework of 15 domains categorized into three dimensions: educational, technical, and economical. The results show that the majority of the CAT systems give priority to security, reliability, and maintainability. However, they do not offer to the examinee any advanced support and functionalities. Also, the feedback to the examinee is limited and the presentation of the items is poor. Recommendations are made in order to enhance the overall quality of a CAT system. For example, alternative multimedia items should be available so that the examinee would choose a preferred media type. Feedback could be improved by providing more information to the examinee or providing information anytime the examinee wished. (PsycINFO Database Record (c) 2007 APA, all rights reserved)10acomputer adaptive testing systems10aexamination organizations10asystems evaluation1 aEconomides, AA1 aRoupas, C uhttp://mail.iacat.org/content/evaluation-computer-adaptive-testing-systems00522nas a2200097 4500008004100000245008500041210007000126260009700196100001600293856011500309 2007 eng d00aImplementing the Graduate Management Admission Test® computerized adaptive test0 aImplementing the Graduate Management Admission Test® computerize aD. J. Weiss (Ed.), Proceedings of the 2007 GMAC Conference on Computerized Adaptive Testing.1 aRudner, L M uhttp://mail.iacat.org/content/implementing-graduate-management-admission-test%C2%AE-computerized-adaptive-test02413nas a2200361 4500008004500000020001400045245011100059210006900170300001200239490000700251520135900258653001601617653002001633653001301653653002401666653002501690653001101715653001401726653001301740653001801753653002701771653001001798653001101808100001501819700001201834700001601846700001201862700001601874700001301890700001301903700001401916856012101930 2007 Engldsh  a1057-924900aThe initial development of an item bank to assess and screen for psychological distress in cancer patients0 ainitial development of an item bank to assess and screen for psy a724-7320 v163 aPsychological distress is a common problem among cancer patients. Despite the large number of instruments that have been developed to assess distress, their utility remains disappointing. This study aimed to use Rasch models to develop an item-bank which would provide the basis for better means of assessing psychological distress in cancer patients. An item bank was developed from eight psychological distress questionnaires using Rasch analysis to link common items. Items from the questionnaires were added iteratively with common items as anchor points and misfitting items (infit mean square > 1.3) removed, and unidimensionality assessed. A total of 4914 patients completed the questionnaires providing an initial pool of 83 items. Twenty items were removed resulting in a final pool of 63 items. Good fit was demonstrated and no additional factor structure was evident from the residuals. However, there was little overlap between item locations and person measures, since items mainly targeted higher levels of distress. The Rasch analysis allowed items to be pooled and generated a unidimensional instrument for measuring psychological distress in cancer patients. Additional items are required to more accurately assess patients across the whole continuum of psychological distress. (PsycINFO Database Record (c) 2007 APA ) (journal abstract)10a3293 Cancer10acancer patients10aDistress10ainitial development10aItem Response Theory10aModels10aNeoplasms10aPatients10aPsychological10apsychological distress10aRasch10aStress1 aSmith, A B1 aRush, R1 aVelikova, G1 aWall, L1 aWright, E P1 aStark, D1 aSelby, P1 aSharpe, M uhttp://mail.iacat.org/content/initial-development-item-bank-assess-and-screen-psychological-distress-cancer-patients03105nas a2200445 4500008004100000020002200041245007100063210006900134250001500203300001200218490000700230520183100237653003802068653001902106653002102125653002002146653001402166653001102180653003002191653001102221653000902232653002502241653004602266653001802312653002602330100001302356700001402369700001702383700001302400700001502413700001502428700001702443700001402460700001802474700002302492700001602515700001602531700001502547856009702562 2007 eng d a0962-9343 (Print)00aIRT health outcomes data analysis project: an overview and summary0 aIRT health outcomes data analysis project an overview and summar a2007/03/14 a121-1320 v163 aBACKGROUND: In June 2004, the National Cancer Institute and the Drug Information Association co-sponsored the conference, "Improving the Measurement of Health Outcomes through the Applications of Item Response Theory (IRT) Modeling: Exploration of Item Banks and Computer-Adaptive Assessment." A component of the conference was presentation of a psychometric and content analysis of a secondary dataset. OBJECTIVES: A thorough psychometric and content analysis was conducted of two primary domains within a cancer health-related quality of life (HRQOL) dataset. RESEARCH DESIGN: HRQOL scales were evaluated using factor analysis for categorical data, IRT modeling, and differential item functioning analyses. In addition, computerized adaptive administration of HRQOL item banks was simulated, and various IRT models were applied and compared. SUBJECTS: The original data were collected as part of the NCI-funded Quality of Life Evaluation in Oncology (Q-Score) Project. A total of 1,714 patients with cancer or HIV/AIDS were recruited from 5 clinical sites. MEASURES: Items from 4 HRQOL instruments were evaluated: Cancer Rehabilitation Evaluation System-Short Form, European Organization for Research and Treatment of Cancer Quality of Life Questionnaire, Functional Assessment of Cancer Therapy and Medical Outcomes Study Short-Form Health Survey. RESULTS AND CONCLUSIONS: Four lessons learned from the project are discussed: the importance of good developmental item banks, the ambiguity of model fit results, the limits of our knowledge regarding the practical implications of model misfit, and the importance in the measurement of HRQOL of construct definition. With respect to these lessons, areas for future research are suggested. The feasibility of developing item banks for broad definitions of health is discussed.10a*Data Interpretation, Statistical10a*Health Status10a*Quality of Life10a*Questionnaires10a*Software10aFemale10aHIV Infections/psychology10aHumans10aMale10aNeoplasms/psychology10aOutcome Assessment (Health Care)/*methods10aPsychometrics10aStress, Psychological1 aCook, KF1 aTeal, C R1 aBjorner, J B1 aCella, D1 aChang, C-H1 aCrane, P K1 aGibbons, L E1 aHays, R D1 aMcHorney, C A1 aOcepek-Welikson, K1 aRaczek, A E1 aTeresi, J A1 aReeve, B B uhttp://mail.iacat.org/content/irt-health-outcomes-data-analysis-project-overview-and-summary01120nas a2200169 4500008004100000020002300041245008300064210006900147300001400216490000700230520054200237100001500779700001500794700001700809700001500826856010900841 2007 eng d a0962-93431573-264900aMethodological issues for building item banks and computerized adaptive scales0 aMethodological issues for building item banks and computerized a a109-119, 0 v163 aAbstract This paper reviews important methodological considerations for developing item banks and computerized adaptive scales (commonly called computerized adaptive tests in the educational measurement literature, yielding the acronym CAT), including issues of the reference population, dimensionality, dichotomous versus polytomous response scales, differential item functioning (DIF) and conditional scoring, mode effects, the impact of local dependence, and innovative approaches to assessment using CATs in health outcomes research.1 aThissen, D1 aReeve, B B1 aBjorner, J B1 aChang, C-H uhttp://mail.iacat.org/content/methodological-issues-building-item-banks-and-computerized-adaptive-scales00656nas a2200121 4500008004100000245015200041210006900193260009700262100001700359700001700376700001400393856012700407 2007 eng d00aPatient-reported outcomes measurement and computerized adaptive testing: An application of post-hoc simulation to a diagnostic screening instrument0 aPatientreported outcomes measurement and computerized adaptive t aD. J. Weiss (Ed.). Proceedings of the 2007 GMAC Conference on Computerized Adaptive Testing.1 aImmekus, J C1 aGibbons, R D1 aRush, J A uhttp://mail.iacat.org/content/patient-reported-outcomes-measurement-and-computerized-adaptive-testing-application-post-hoc01228nas a2200229 4500008004100000245014700041210006900188300001100257490000700268520046800275100001300743700001300756700001600769700001600785700001300801700001300814700001200827700001500839700001300854700001200867856011900879 2007 eng d00aThe Patient-Reported Outcomes Measurement Information System (PROMIS): progress of an NIH Roadmap cooperative group during its first two years0 aPatientReported Outcomes Measurement Information System PROMIS p aS3-S110 v453 aThe National Institutes of Health (NIH) Patient-Reported Outcomes Measurement Information System (PROMIS) Roadmap initiative (www.nihpromis.org) is a 5-year cooperative group program of research designed to develop, validate, and standardize item banks to measure patient-reported outcomes (PROs) relevant across common medical conditions. In this article, we will summarize the organization and scientific activity of the PROMIS network during its first 2 years.1 aCella, D1 aYount, S1 aRothrock, N1 aGershon, RC1 aCook, KF1 aReeve, B1 aAder, D1 aFries, J F1 aBruce, B1 aRose, M uhttp://mail.iacat.org/content/patient-reported-outcomes-measurement-information-system-promis-progress-nih-roadmap02745nas a2200541 4500008004100000020002200041245017000063210006900233250001500302260000800317300001100325490000700336520116200343653001901505653002501524653002101549653002101570653001501591653001001606653000901616653001601625653002301641653003201664653001101696653001101707653000901718653001601727653004601743653001801789653002901807653001801836100001501854700001401869700001701883700001301900700001501913700001601928700001501944700001701959700001401976700001801990700001102008700001602019700001502035700001302050700001302063856012702076 2007 eng d a0025-7079 (Print)00aPsychometric evaluation and calibration of health-related quality of life item banks: plans for the Patient-Reported Outcomes Measurement Information System (PROMIS)0 aPsychometric evaluation and calibration of healthrelated quality a2007/04/20 cMay aS22-310 v453 aBACKGROUND: The construction and evaluation of item banks to measure unidimensional constructs of health-related quality of life (HRQOL) is a fundamental objective of the Patient-Reported Outcomes Measurement Information System (PROMIS) project. OBJECTIVES: Item banks will be used as the foundation for developing short-form instruments and enabling computerized adaptive testing. The PROMIS Steering Committee selected 5 HRQOL domains for initial focus: physical functioning, fatigue, pain, emotional distress, and social role participation. This report provides an overview of the methods used in the PROMIS item analyses and proposed calibration of item banks. ANALYSES: Analyses include evaluation of data quality (eg, logic and range checking, spread of response distribution within an item), descriptive statistics (eg, frequencies, means), item response theory model assumptions (unidimensionality, local independence, monotonicity), model fit, differential item functioning, and item calibration for banking. RECOMMENDATIONS: Summarized are key analytic issues; recommendations are provided for future evaluations of item banks in HRQOL assessment.10a*Health Status10a*Information Systems10a*Quality of Life10a*Self Disclosure10aAdolescent10aAdult10aAged10aCalibration10aDatabases as Topic10aEvaluation Studies as Topic10aFemale10aHumans10aMale10aMiddle Aged10aOutcome Assessment (Health Care)/*methods10aPsychometrics10aQuestionnaires/standards10aUnited States1 aReeve, B B1 aHays, R D1 aBjorner, J B1 aCook, KF1 aCrane, P K1 aTeresi, J A1 aThissen, D1 aRevicki, D A1 aWeiss, DJ1 aHambleton, RK1 aLiu, H1 aGershon, RC1 aReise, S P1 aLai, J S1 aCella, D uhttp://mail.iacat.org/content/psychometric-evaluation-and-calibration-health-related-quality-life-item-banks-plans-patient02413nas a2200289 4500008004100000020002200041245010800063210006900171260004500240300001000285490000700295520141000302653003201712653002501744653002501769653002501794653002601819653001801845653003701863653002101900653001301921100001501934700001401949700001901963700002001982856012102002 2007 eng d a1015-5759 (Print)00aPsychometric properties of an emotional adjustment measure: An application of the graded response model0 aPsychometric properties of an emotional adjustment measure An ap bHogrefe & Huber Publishers GmbH: Germany a39-460 v233 aItem response theory (IRT) provides valuable methods for the analysis of the psychometric properties of a psychological measure. However, IRT has been mainly used for assessing achievements and ability rather than personality factors. This paper presents an application of the IRT to a personality measure. Thus, the psychometric properties of a new emotional adjustment measure that consists of a 28-six graded response items is shown. Classical test theory (CTT) analyses as well as IRT analyses are carried out. Samejima's (1969) graded-response model has been used for estimating item parameters. Results show that the bank of items fulfills model assumptions and fits the data reasonably well, demonstrating the suitability of the IRT models for the description and use of data originating from personality measures. In this sense, the model fulfills the expectations that IRT has undoubted advantages: (1) The invariance of the estimated parameters, (2) the treatment given to the standard error of measurement, and (3) the possibilities offered for the construction of computerized adaptive tests (CAT). The bank of items shows good reliability. It also shows convergent validity compared to the Eysenck Personality Inventory (EPQ-A; Eysenck & Eysenck, 1975) and the Big Five Questionnaire (BFQ; Caprara, Barbaranelli, & Borgogni, 1993). (PsycINFO Database Record (c) 2007 APA, all rights reserved)10acomputerized adaptive tests10aEmotional Adjustment10aItem Response Theory10aPersonality Measures10apersonnel recruitment10aPsychometrics10aSamejima's graded response model10atest reliability10avalidity1 aRubio, V J1 aAguado, D1 aHontangas, P M1 aHernández, J M uhttp://mail.iacat.org/content/psychometric-properties-emotional-adjustment-measure-application-graded-response-model01723nas a2200169 4500008004100000245016600041210006900207300001000276490000600286520105700292653001501349100001501364700001601379700001701395700001601412856012501428 2007 eng d00aRelative precision, efficiency and construct validity of different starting and stopping rules for a computerized adaptive test: The GAIN Substance Problem Scale0 aRelative precision efficiency and construct validity of differen a48-650 v83 aSubstance abuse treatment programs are being pressed to measure and make clinical decisions more efficiently about an increasing array of problems. This computerized adaptive testing (CAT) simulation examined the relative efficiency, precision and construct validity of different starting and stopping rules used to shorten the Global Appraisal of Individual Needs’ (GAIN) Substance Problem Scale (SPS) and facilitate diagnosis based on it. Data came from 1,048 adolescents and adults referred to substance abuse treatment centers in 5 sites. CAT performance was evaluated using: (1) average standard errors, (2) average number of items, (3) bias in personmeasures, (4) root mean squared error of person measures, (5) Cohen’s kappa to evaluate CAT classification compared to clinical classification, (6) correlation between CAT and full-scale measures, and (7) construct validity of CAT classification vs. clinical classification using correlations with five theoretically associated instruments. Results supported both CAT efficiency and validity.10aMy article1 aRiley, B B1 aConrad, K J1 aBezruczko, N1 aDennis, M L uhttp://mail.iacat.org/content/relative-precision-efficiency-and-construct-validity-different-starting-and-stopping-rules00587nas a2200121 4500008004100000245011800041210006900159260006500228100001600293700001500309700001600324856012500340 2007 eng d00aThe use of computerized adaptive testing to assess psychopathology using the Global Appraisal of Individual Needs0 ause of computerized adaptive testing to assess psychopathology u aPortland, OR USAbAmerican Evaluation Association cNovember1 aConrad, K J1 aRiley, B B1 aDennis, M L uhttp://mail.iacat.org/content/use-computerized-adaptive-testing-assess-psychopathology-using-global-appraisal-individual00562nas a2200121 4500008004100000245011200041210006900153260004500222100001800267700001500285700001700300856012300317 2006 eng d00aKernel-smoothed DIF detection procedure for computerized adaptive tests (Computerized testing report 00-08)0 aKernelsmoothed DIF detection procedure for computerized adaptive aNewton, PAbLaw School Admission Council1 aNandakumar, R1 aBanks, J C1 aRoussos, L A uhttp://mail.iacat.org/content/kernel-smoothed-dif-detection-procedure-computerized-adaptive-tests-computerized-testing02347nas a2200217 4500008004100000020002200041245008000063210006900143260002600212300001000238490000700248520160400255653003001859653002101889653003201910653003001942653002501972100001501997700001502012856010202027 2006 eng d a0146-6216 (Print)00aSIMCAT 1.0: A SAS computer program for simulating computer adaptive testing0 aSIMCAT 10 A SAS computer program for simulating computer adaptiv bSage Publications: US a60-610 v303 aMonte Carlo methodologies are frequently applied to study the sampling distribution of the estimated proficiency level in adaptive testing. These methods eliminate real situational constraints. However, these Monte Carlo methodologies are not currently supported by the available software programs, and when these programs are available, their flexibility is limited. SIMCAT 1.0 is aimed at the simulation of adaptive testing sessions under different adaptive expected a posteriori (EAP) proficiency-level estimation methods (Blais & Raîche, 2005; Raîche & Blais, 2005) based on the one-parameter Rasch logistic model. These methods are all adaptive in the a priori proficiency-level estimation, the proficiency-level estimation bias correction, the integration interval, or a combination of these factors. The use of these adaptive EAP estimation methods diminishes considerably the shrinking, and therefore biasing, effect of the estimated a priori proficiency level encountered when this a priori is fixed at a constant value independently of the computed previous value of the proficiency level. SIMCAT 1.0 also computes empirical and estimated skewness and kurtosis coefficients, such as the standard error, of the estimated proficiency-level sampling distribution. In this way, the program allows one to compare empirical and estimated properties of the estimated proficiency-level sampling distribution under different variations of the EAP estimation method: standard error and bias, like the skewness and kurtosis coefficients. (PsycINFO Database Record (c) 2007 APA, all rights reserved)10acomputer adaptive testing10acomputer program10aestimated proficiency level10aMonte Carlo methodologies10aRasch logistic model1 aRaîche, G1 aBlais, J-G uhttp://mail.iacat.org/content/simcat-10-sas-computer-program-simulating-computer-adaptive-testing00640nas a2200169 4500008004100000020001300041245012900054210006900183300001200252490000700264100001300271700001400284700001400298700001300312700002200325856012300347 2005 eng d a0003999300aAssessing Mobility in Children Using a Computer Adaptive Testing Version of the Pediatric Evaluation of Disability Inventory0 aAssessing Mobility in Children Using a Computer Adaptive Testing a932-9390 v861 aHaley, S1 aRaczek, A1 aCoster, W1 aDumas, H1 aFragalapinkham, M uhttp://mail.iacat.org/content/assessing-mobility-children-using-computer-adaptive-testing-version-pediatric-evaluation03124nas a2200385 4500008004100000020002200041245012900063210006900192250001500261260000800276300001000284490000700294520188400301653002502185653002702210653001502237653001002252653002102262653002802283653003802311653001102349653001102360653001102371653000902382653004602391653002702437653003002464653003202494100001502526700001602541700001602557700001502573700002502588856012502613 2005 eng d a0003-9993 (Print)00aAssessing mobility in children using a computer adaptive testing version of the pediatric evaluation of disability inventory0 aAssessing mobility in children using a computer adaptive testing a2005/05/17 cMay a932-90 v863 aOBJECTIVE: 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'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.10a*Computer Simulation10a*Disability Evaluation10aAdolescent10aChild10aChild, Preschool10aCross-Sectional Studies10aDisabled Children/*rehabilitation10aFemale10aHumans10aInfant10aMale10aOutcome Assessment (Health Care)/*methods10aRehabilitation Centers10aRehabilitation/*standards10aSensitivity and Specificity1 aHaley, S M1 aRaczek, A E1 aCoster, W J1 aDumas, H M1 aFragala-Pinkham, M A uhttp://mail.iacat.org/content/assessing-mobility-children-using-computer-adaptive-testing-version-pediatric-evaluation-002215nas a2200373 4500008004100000245011500041210006900156300001100225490000700236520104400243653002101287653002001308653001001328653000901338653002801347653001101375653003801386653000901424653001601433653004101449653001801490653003701508653003001545100001401575700001301589700001301602700001501615700001701630700001501647700001901662700001601681700001801697856012601715 2005 eng d00aData pooling and analysis to build a preliminary item bank: an example using bowel function in prostate cancer0 aData pooling and analysis to build a preliminary item bank an ex a142-590 v283 aAssessing bowel function (BF) in prostate cancer can help determine therapeutic trade-offs. We determined the components of BF commonly assessed in prostate cancer studies as an initial step in creating an item bank for clinical and research application. We analyzed six archived data sets representing 4,246 men with prostate cancer. Thirty-one items from validated instruments were available for analysis. Items were classified into domains (diarrhea, rectal urgency, pain, bleeding, bother/distress, and other) then subjected to conventional psychometric and item response theory (IRT) analyses. Items fit the IRT model if the ratio between observed and expected item variance was between 0.60 and 1.40. Four of 31 items had inadequate fit in at least one analysis. Poorly fitting items included bleeding (2), rectal urgency (1), and bother/distress (1). A fifth item assessing hemorrhoids was poorly correlated with other items. Our analyses supported four related components of BF: diarrhea, rectal urgency, pain, and bother/distress.10a*Quality of Life10a*Questionnaires10aAdult10aAged10aData Collection/methods10aHumans10aIntestine, Large/*physiopathology10aMale10aMiddle Aged10aProstatic Neoplasms/*physiopathology10aPsychometrics10aResearch Support, Non-U.S. Gov't10aStatistics, Nonparametric1 aEton, D T1 aLai, J S1 aCella, D1 aReeve, B B1 aTalcott, J A1 aClark, J A1 aMcPherson, C P1 aLitwin, M S1 aMoinpour, C M uhttp://mail.iacat.org/content/data-pooling-and-analysis-build-preliminary-item-bank-example-using-bowel-function-prostate00538nas a2200169 4500008004100000245006700041210006300108300001600171490000700187100001400194700001400208700001600222700001700238700001500255700001200270856008600282 2005 eng d00aDevelopment of a computer-adaptive test for depression (D-CAT)0 aDevelopment of a computeradaptive test for depression DCAT a2277–22910 v141 aFliege, H1 aBecker, J1 aWalter, O B1 aBjorner, J B1 aKlapp, B F1 aRose, M uhttp://mail.iacat.org/content/development-computer-adaptive-test-depression-d-cat02001nas a2200205 4500008004100000020004600041245007900087210006900166260004100235300001400276490000700290520127200297653003001569653002501599653003401624100001301658700001801671700001601689856009001705 2005 eng d a0017-9124 (Print); 1475-6773 (Electronic)00aDynamic assessment of health outcomes: Time to let the CAT out of the bag?0 aDynamic assessment of health outcomes Time to let the CAT out of bBlackwell Publishing: United Kingdom a1694-17110 v403 aBackground: The use of item response theory (IRT) to measure self-reported outcomes has burgeoned in recent years. Perhaps the most important application of IRT is computer-adaptive testing (CAT), a measurement approach in which the selection of items is tailored for each respondent. Objective. To provide an introduction to the use of CAT in the measurement of health outcomes, describe several IRT models that can be used as the basis of CAT, and discuss practical issues associated with the use of adaptive scaling in research settings. Principal Points: The development of a CAT requires several steps that are not required in the development of a traditional measure including identification of "starting" and "stopping" rules. CAT's most attractive advantage is its efficiency. Greater measurement precision can be achieved with fewer items. Disadvantages of CAT include the high cost and level of technical expertise required to develop a CAT. Conclusions: Researchers, clinicians, and patients benefit from the availability of psychometrically rigorous measures that are not burdensome. CAT outcome measures hold substantial promise in this regard, but their development is not without challenges. (PsycINFO Database Record (c) 2007 APA, all rights reserved)10acomputer adaptive testing10aItem Response Theory10aself reported health outcomes1 aCook, KF1 aO'Malley, K J1 aRoddey, T S uhttp://mail.iacat.org/content/dynamic-assessment-health-outcomes-time-let-cat-out-bag00596nas a2200109 4500008004100000245014100041210006900182260008300251100001500334700001500349856012200364 2005 eng d00aFeatures of the estimated sampling distribution of the ability estimate in computerized adaptive testing according to two stopping rules0 aFeatures of the estimated sampling distribution of the ability e aD. G. Englehard (Eds.), Objective measurement: Theory into practice. Volume 6.1 aBlais, J-G1 aRaîche, G uhttp://mail.iacat.org/content/features-estimated-sampling-distribution-ability-estimate-computerized-adaptive-testing01744nas a2200229 4500008004100000245008300041210006900124300001100193490000700204520103000211653003401241100001301275700001401288700001501302700001701317700001501334700001501349700001401364700001301378700001301391856011001404 2005 eng d00aAn item response theory-based pain item bank can enhance measurement precision0 aitem response theorybased pain item bank can enhance measurement a278-880 v303 aCancer-related pain is often under-recognized and undertreated. This is partly due to the lack of appropriate assessments, which need to be comprehensive and precise yet easily integrated into clinics. Computerized adaptive testing (CAT) can enable precise-yet-brief assessments by only selecting the most informative items from a calibrated item bank. The purpose of this study was to create such a bank. The sample included 400 cancer patients who were asked to complete 61 pain-related items. Data were analyzed using factor analysis and the Rasch model. The final bank consisted of 43 items which satisfied the measurement requirement of factor analysis and the Rasch model, demonstrated high internal consistency and reasonable item-total correlations, and discriminated patients with differing degrees of pain. We conclude that this bank demonstrates good psychometric properties, is sensitive to pain reported by patients, and can be used as the foundation for a CAT pain-testing platform for use in clinical practice.10acomputerized adaptive testing1 aLai, J-S1 aDineen, K1 aReeve, B B1 aVon Roenn, J1 aShervin, D1 aMcGuire, M1 aBode, R K1 aPaice, J1 aCella, D uhttp://mail.iacat.org/content/item-response-theory-based-pain-item-bank-can-enhance-measurement-precision02855nas a2200241 4500008004100000245018600041210007000227300001200297490000700309520195000316653003002266653002502296653001802321653002502339653001802364653001802382653001102400100001402411700001502425700001902440700002002459856013402479 2005 eng d00aPropiedades psicométricas de un test Adaptativo Informatizado para la medición del ajuste emocional [Psychometric properties of an Emotional Adjustment Computerized Adaptive Test]0 aPropiedades psicométricas de un test Adaptativo Informatizado pa a484-4910 v173 aEn el presente trabajo se describen las propiedades psicométricas de un Test Adaptativo Informatizado para la medición del ajuste emocional de las personas. La revisión de la literatura acerca de la aplicación de los modelos de la teoría de la respuesta a los ítems (TRI) muestra que ésta se ha utilizado más en el trabajo con variables aptitudinales que para la medición de variables de personalidad, sin embargo diversos estudios han mostrado la eficacia de la TRI para la descripción psicométrica de dichasvariables. Aun así, pocos trabajos han explorado las características de un Test Adaptativo Informatizado, basado en la TRI, para la medición de una variable de personalidad como es el ajuste emocional. Nuestros resultados muestran la eficiencia del TAI para la evaluación del ajuste emocional, proporcionando una medición válida y precisa, utilizando menor número de elementos de medida encomparación con las escalas de ajuste emocional de instrumentos fuertemente implantados. Psychometric properties of an emotional adjustment computerized adaptive test. In the present work it was described the psychometric properties of an emotional adjustment computerized adaptive test. An examination of Item Response Theory (IRT) research literature indicates that IRT has been mainly used for assessing achievements and ability rather than personality factors. Nevertheless last years have shown several studies wich have successfully used IRT to personality assessment instruments. Even so, a few amount of works has inquired the computerized adaptative test features, based on IRT, for the measurement of a personality traits as it’s the emotional adjustment. Our results show the CAT efficiency for the emotional adjustment assessment so this provides a valid and accurate measurement; by using a less number of items in comparison with the emotional adjustment scales from the most strongly established questionnaires.10aComputer Assisted Testing10aEmotional Adjustment10aItem Response10aPersonality Measures10aPsychometrics10aTest Validity10aTheory1 aAguado, D1 aRubio, V J1 aHontangas, P M1 aHernández, J M uhttp://mail.iacat.org/content/propiedades-psicom%C3%A9tricas-de-un-test-adaptativo-informatizado-para-la-medici%C3%B3n-del-ajuste10202nas a2200553 4500008004100000245016300041210006900204300001400273490000700287520862500294653001808919653003208937100001608969700001608985700001409001700001609015700001409031700001509045700001609060700001409076700001509090700001509105700001409120700001709134700001709151700001709168700001609185700001709201700001609218700001509234700001609249700001709265700002309282700001609305700002209321700001609343700001609359700001709375700001309392700001509405700001309420700001609433700001209449700001409461700001609475700002009491700001209511856012509523 2005 eng d00aToward efficient and comprehensive measurement of the alcohol problems continuum in college students: The Brief Young Adult Alcohol Consequences Questionnaire0 aToward efficient and comprehensive measurement of the alcohol pr a1180-11890 v293 aBackground: Although a number of measures of alcohol problems in college students have been studied, the psychometric development and validation of these scales have been limited, for the most part, to methods based on classical test theory. In this study, we conducted analyses based on item response theory to select a set of items for measuring the alcohol problem severity continuum in college students that balances comprehensiveness and efficiency and is free from significant gender bias., Method: We conducted Rasch model analyses of responses to the 48-item Young Adult Alcohol Consequences Questionnaire by 164 male and 176 female college students who drank on at least a weekly basis. An iterative process using item fit statistics, item severities, item discrimination parameters, model residuals, and analysis of differential item functioning by gender was used to pare the items down to those that best fit a Rasch model and that were most efficient in discriminating among levels of alcohol problems in the sample., Results: The process of iterative Rasch model analyses resulted in a final 24-item scale with the data fitting the unidimensional Rasch model very well. The scale showed excellent distributional properties, had items adequately matched to the severity of alcohol problems in the sample, covered a full range of problem severity, and appeared highly efficient in retaining all of the meaningful variance captured by the original set of 48 items., Conclusions: The use of Rasch model analyses to inform item selection produced a final scale that, in both its comprehensiveness and its efficiency, should be a useful tool for researchers studying alcohol problems in college students. To aid interpretation of raw scores, examples of the types of alcohol problems that are likely to be experienced across a range of selected scores are provided., (C)2005Research Society on AlcoholismAn important, sometimes controversial feature of all psychological phenomena is whether they are categorical or dimensional. A conceptual and psychometric framework is described for distinguishing whether the latent structure behind manifest categories (e.g., psychiatric diagnoses, attitude groups, or stages of development) is category-like or dimension-like. Being dimension-like requires (a) within-category heterogeneity and (b) between-category quantitative differences. Being category-like requires (a) within-category homogeneity and (b) between-category qualitative differences. The relation between this classification and abrupt versus smooth differences is discussed. Hybrid structures are possible. Being category-like is itself a matter of degree; the authors offer a formalized framework to determine this degree. Empirical applications to personality disorders, attitudes toward capital punishment, and stages of cognitive development illustrate the approach., (C) 2005 by the American Psychological AssociationThe authors conducted Rasch model ( G. Rasch, 1960) analyses of items from the Young Adult Alcohol Problems Screening Test (YAAPST; S. C. Hurlbut & K. J. Sher, 1992) to examine the relative severity and ordering of alcohol problems in 806 college students. Items appeared to measure a single dimension of alcohol problem severity, covering a broad range of the latent continuum. Items fit the Rasch model well, with less severe symptoms reliably preceding more severe symptoms in a potential progression toward increasing levels of problem severity. However, certain items did not index problem severity consistently across demographic subgroups. A shortened, alternative version of the YAAPST is proposed, and a norm table is provided that allows for a linking of total YAAPST scores to expected symptom expression., (C) 2004 by the American Psychological AssociationA didactic on latent growth curve modeling for ordinal outcomes is presented. The conceptual aspects of modeling growth with ordinal variables and the notion of threshold invariance are illustrated graphically using a hypothetical example. The ordinal growth model is described in terms of 3 nested models: (a) multivariate normality of the underlying continuous latent variables (yt) and its relationship with the observed ordinal response pattern (Yt), (b) threshold invariance over time, and (c) growth model for the continuous latent variable on a common scale. Algebraic implications of the model restrictions are derived, and practical aspects of fitting ordinal growth models are discussed with the help of an empirical example and Mx script ( M. C. Neale, S. M. Boker, G. Xie, & H. H. Maes, 1999). The necessary conditions for the identification of growth models with ordinal data and the methodological implications of the model of threshold invariance are discussed., (C) 2004 by the American Psychological AssociationRecent research points toward the viability of conceptualizing alcohol problems as arrayed along a continuum. Nevertheless, modern statistical techniques designed to scale multiple problems along a continuum (latent trait modeling; LTM) have rarely been applied to alcohol problems. This study applies LTM methods to data on 110 problems reported during in-person interviews of 1,348 middle-aged men (mean age = 43) from the general population. The results revealed a continuum of severity linking the 110 problems, ranging from heavy and abusive drinking, through tolerance and withdrawal, to serious complications of alcoholism. These results indicate that alcohol problems can be arrayed along a dimension of severity and emphasize the relevance of LTM to informing the conceptualization and assessment of alcohol problems., (C) 2004 by the American Psychological AssociationItem response theory (IRT) is supplanting classical test theory as the basis for measures development. This study demonstrated the utility of IRT for evaluating DSM-IV diagnostic criteria. Data on alcohol, cannabis, and cocaine symptoms from 372 adult clinical participants interviewed with the Composite International Diagnostic Interview-Expanded Substance Abuse Module (CIDI-SAM) were analyzed with Mplus ( B. Muthen & L. Muthen, 1998) and MULTILOG ( D. Thissen, 1991) software. Tolerance and legal problems criteria were dropped because of poor fit with a unidimensional model. Item response curves, test information curves, and testing of variously constrained models suggested that DSM-IV criteria in the CIDI-SAM discriminate between only impaired and less impaired cases and may not be useful to scale case severity. IRT can be used to study the construct validity of DSM-IV diagnoses and to identify diagnostic criteria with poor performance., (C) 2004 by the American Psychological AssociationThis study examined the psychometric characteristics of an index of substance use involvement using item response theory. The sample consisted of 292 men and 140 women who qualified for a Diagnostic and Statistical Manual of Mental Disorders (3rd ed., rev.; American Psychiatric Association, 1987) substance use disorder (SUD) diagnosis and 293 men and 445 women who did not qualify for a SUD diagnosis. The results indicated that men had a higher probability of endorsing substance use compared with women. The index significantly predicted health, psychiatric, and psychosocial disturbances as well as level of substance use behavior and severity of SUD after a 2-year follow-up. Finally, this index is a reliable and useful prognostic indicator of the risk for SUD and the medical and psychosocial sequelae of drug consumption., (C) 2002 by the American Psychological AssociationComparability, validity, and impact of loss of information of a computerized adaptive administration of the Minnesota Multiphasic Personality Inventory-2 (MMPI-2) were assessed in a sample of 140 Veterans Affairs hospital patients. The countdown method ( Butcher, Keller, & Bacon, 1985) was used to adaptively administer Scales L (Lie) and F (Frequency), the 10 clinical scales, and the 15 content scales. Participants completed the MMPI-2 twice, in 1 of 2 conditions: computerized conventional test-retest, or computerized conventional-computerized adaptive. Mean profiles and test-retest correlations across modalities were comparable. Correlations between MMPI-2 scales and criterion measures supported the validity of the countdown method, although some attenuation of validity was suggested for certain health-related items. Loss of information incurred with this mode of adaptive testing has minimal impact on test validity. Item and time savings were substantial., (C) 1999 by the American Psychological Association10aPsychometrics10aSubstance-Related Disorders1 aKahler, C W1 aStrong, D R1 aRead, J P1 aDe Boeck, P1 aWilson, M1 aActon, G S1 aPalfai, T P1 aWood, M D1 aMehta, P D1 aNeale, M C1 aFlay, B R1 aConklin, C A1 aClayton, R R1 aTiffany, S T1 aShiffman, S1 aKrueger, R F1 aNichol, P E1 aHicks, B M1 aMarkon, K E1 aPatrick, C J1 aIacono, William, G1 aMcGue, Matt1 aLangenbucher, J W1 aLabouvie, E1 aMartin, C S1 aSanjuan, P M1 aBavly, L1 aKirisci, L1 aChung, T1 aVanyukov, M1 aDunn, M1 aTarter, R1 aHandel, R W1 aBen-Porath, Y S1 aWatt, M uhttp://mail.iacat.org/content/toward-efficient-and-comprehensive-measurement-alcohol-problems-continuum-college-students01885nas a2200241 4500008004100000245006000041210005900101260004800160300001200208520112200220653001501342653003401357653002201391653002101413653001901434653001601453653001701469653001301486653002801499100001301527700001601540856008701556 2004 eng d00aAdaptive computerized educational systems: A case study0 aAdaptive computerized educational systems A case study aSan Diego, CA. USAbElsevier Academic Press a143-1693 a(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 )10aArtificial10aComputer Assisted Instruction10aComputer Software10aHigher Education10aIndividualized10aInstruction10aIntelligence10aInternet10aUndergraduate Education1 aRay, R D1 aMalott, R W uhttp://mail.iacat.org/content/adaptive-computerized-educational-systems-case-study01669nas a2200229 4500008004100000245005500041210005300096300000800149490000700157520102900164653002101193653001201214653003001226653001801256653000901274100001701283700001201300700001501312700001601327700001401343856008201357 2004 eng d00aAssisted self-adapted testing: A comparative study0 aAssisted selfadapted testing A comparative study a2-90 v203 aA 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)10aAdaptive Testing10aAnxiety10aComputer Assisted Testing10aPsychometrics10aTest1 aHontangas, P1 aOlea, J1 aPonsoda, V1 aRevuelta, J1 aWise, S L uhttp://mail.iacat.org/content/assisted-self-adapted-testing-comparative-study01905nas a2200217 4500008004100000245010000041210006900141260000800210300001100218490000700229520117300236653002201409653001501431653003701446653003101483653001101514653001901525100001201544700001501556856011601571 2004 eng d00aA computerized adaptive knowledge test as an assessment tool in general practice: a pilot study0 acomputerized adaptive knowledge test as an assessment tool in ge cMar a178-830 v263 aAdvantageous to assessment in many fields, CAT (computerized adaptive testing) use in general practice has been scarce. In adapting CAT to general practice, the basic assumptions of item response theory and the case specificity must be taken into account. In this context, this study first evaluated the feasibility of converting written extended matching tests into CAT. Second, it questioned the content validity of CAT. A stratified sample of students was invited to participate in the pilot study. The items used in this test, together with their parameters, originated from the written test. The detailed test paths of the students were retained and analysed thoroughly. Using the predefined pass-fail standard, one student failed the test. There was a positive correlation between the number of items and the candidate's ability level. The majority of students were presented with questions in seven of the 10 existing domains. Although proved to be a feasible test format, CAT cannot substitute for the existing high-stakes large-scale written test. It may provide a reliable instrument for identifying candidates who are at risk of failing in the written test.10a*Computer Systems10aAlgorithms10aEducational Measurement/*methods10aFamily Practice/*education10aHumans10aPilot Projects1 aRoex, A1 aDegryse, J uhttp://mail.iacat.org/content/computerized-adaptive-knowledge-test-assessment-tool-general-practice-pilot-study01904nas a2200193 4500008004100000020002200041245010000063210006900163260004300232300001200275490000700287520117500294653002301469653003001492653002301522653002501545100001601570856012401586 2004 eng d a1076-9986 (Print)00aEstimating ability and item-selection strategy in self-adapted testing: A latent class approach0 aEstimating ability and itemselection strategy in selfadapted tes bAmerican Educational Research Assn: US a379-3960 v293 aThis article presents a psychometric model for estimating ability and item-selection strategies in self-adapted testing. In contrast to computer adaptive testing, in self-adapted testing the examinees are allowed to select the difficulty of the items. The item-selection strategy is defined as the distribution of difficulty conditional on the responses given to previous items. The article shows that missing responses in self-adapted testing are missing at random and can be ignored in the estimation of ability. However, the item-selection strategy cannot always be ignored in such an estimation. An EM algorithm is presented to estimate an examinee's ability and strategies, and a model fit is evaluated using Akaike's information criterion. The article includes an application with real data to illustrate how the model can be used in practice for evaluating hypotheses, estimating ability, and identifying strategies. In the example, four strategies were identified and related to examinees' ability. It was shown that individual examinees tended not to follow a consistent strategy throughout the test. (PsycINFO Database Record (c) 2007 APA, all rights reserved)10aestimating ability10aitem-selection strategies10apsychometric model10aself-adapted testing1 aRevuelta, J uhttp://mail.iacat.org/content/estimating-ability-and-item-selection-strategy-self-adapted-testing-latent-class-approach02037nas a2200181 4500008004100000020002200041245006400063210006400127260004300191300001200234490000700246520141900253653003201672653003401704100001801738700001701756856008201773 2004 eng d a1076-9986 (Print)00aEvaluation of the CATSIB DIF procedure in a pretest setting0 aEvaluation of the CATSIB DIF procedure in a pretest setting bAmerican Educational Research Assn: US a177-1990 v293 aA new procedure, CATSIB, for assessing differential item functioning (DIF) on computerized adaptive tests (CATs) is proposed. CATSIB, a modified SIBTEST procedure, matches test takers on estimated ability and controls for impact-induced Type I error inflation by employing a CAT version of the SIBTEST "regression correction." The performance of CATSIB in terms of detection of DIF in pretest items was evaluated in a simulation study. Simulated test takers were adoptively administered 25 operational items from a pool of 1,000 and were linearly administered 16 pretest items that were evaluated for DIF. Sample size varied from 250 to 500 in each group. Simulated impact levels ranged from a 0- to 1-standard-deviation difference in mean ability levels. The results showed that CATSIB with the regression correction displayed good control over Type 1 error, whereas CATSIB without the regression correction displayed impact-induced Type 1 error inflation. With 500 test takers in each group, power rates were exceptionally high (84% to 99%) for values of DIF at the boundary between moderate and large DIF. For smaller samples of 250 test takers in each group, the corresponding power rates ranged from 47% to 95%. In addition, in all cases, CATSIB was very accurate in estimating the true values of DIF, displaying at most only minor estimation bias. (PsycINFO Database Record (c) 2007 APA, all rights reserved)10acomputerized adaptive tests10adifferential item functioning1 aNandakumar, R1 aRoussos, L A uhttp://mail.iacat.org/content/evaluation-catsib-dif-procedure-pretest-setting00542nas a2200181 4500008004100000245005000041210004800091300001000139490000700149653003400156100001400190700001500204700001500219700001400234700002600248700001300274856007300287 2004 eng d00aSiette: a web-based tool for adaptive testing0 aSiette a webbased tool for adaptive testing a29-610 v1410acomputerized adaptive testing1 aConejo, R1 aGuzmán, E1 aMillán, E1 aTrella, M1 aPérez-De-La-Cruz, JL1 aRíos, A uhttp://mail.iacat.org/content/siette-web-based-tool-adaptive-testing00639nas a2200193 4500008004100000245009100041210006900132300000900201490000700210100001400217700001600231700001400247700001700261700002000278700001400298700001500312700001200327856010600339 2004 eng d00aValidating the German computerized adaptive test for anxiety on healthy sample (A-CAT)0 aValidating the German computerized adaptive test for anxiety on  a15150 v131 aBecker, J1 aWalter, O B1 aFliege, H1 aBjorner, J B1 aKocalevent, R D1 aSchmid, G1 aKlapp, B F1 aRose, M uhttp://mail.iacat.org/content/validating-german-computerized-adaptive-test-anxiety-healthy-sample-cat00510nas a2200133 4500008004100000245008600041210006900127260001500196100001300211700001500224700001500239700001400254856010800268 2003 eng d00aComparison of multi-stage tests with computer adaptive and paper and pencil tests0 aComparison of multistage tests with computer adaptive and paper  aChicago IL1 aRotou, O1 aPatsula, L1 aSteffen, M1 aRizavi, S uhttp://mail.iacat.org/content/comparison-multi-stage-tests-computer-adaptive-and-paper-and-pencil-tests00510nas a2200121 4500008004100000245009900041210006900140100001300209700001600222700001800238700001500256856011700271 2003 eng d00aDevelopment and psychometric evaluation of the Flexilevel Scale of Shoulder Function (FLEX-SF)0 aDevelopment and psychometric evaluation of the Flexilevel Scale 1 aCook, KF1 aRoddey, T S1 aGartsman, G M1 aOlson, S L uhttp://mail.iacat.org/content/development-and-psychometric-evaluation-flexilevel-scale-shoulder-function-flex-sf00409nas a2200109 4500008004100000245006600041210006600107260001500173100001000188700001300198856008800211 2003 eng d00aEvaluating a new approach to detect aberrant responses in CAT0 aEvaluating a new approach to detect aberrant responses in CAT aChicago IL1 aLu, Y1 aRobin, F uhttp://mail.iacat.org/content/evaluating-new-approach-detect-aberrant-responses-cat00546nas a2200145 4500008004100000245009500041210006900136260001500205100001000220700001600230700001400246700001300260700001500273856011200288 2003 eng d00aEvaluating computerized adaptive testing design for the MCAT with realistic simulated data0 aEvaluating computerized adaptive testing design for the MCAT wit aChicago IL1 aLu, Y1 aPitoniak, M1 aRizavi, S1 aWay, W D1 aSteffan, M uhttp://mail.iacat.org/content/evaluating-computerized-adaptive-testing-design-mcat-realistic-simulated-data00521nas a2200157 4500008004100000245007400041210006900115490000700184100001500191700001200206700001100218700001100229700001800240700001600258856008900274 2003 eng d00aA feasibility study of on-the-fly item generation in adaptive testing0 afeasibility study of onthefly item generation in adaptive testin0 v2 1 aBejar, I I1 aLawless1 aMorley1 aWagner1 aBennett R. E.1 aRevuelta, J uhttp://mail.iacat.org/content/feasibility-study-fly-item-generation-adaptive-testing00356nas a2200097 4500008004100000245005300041210005300094260001500147100001700162856007900179 2003 eng d00aItem pool design for computerized adaptive tests0 aItem pool design for computerized adaptive tests aChicago IL1 aReckase, M D uhttp://mail.iacat.org/content/item-pool-design-computerized-adaptive-tests00453nas a2200145 4500008004100000245005100041210005100092260001500143100001500158700001400173700001200187700001500199700001500214856007800229 2003 eng d00aMaintaining scale in computer adaptive testing0 aMaintaining scale in computer adaptive testing aChicago IL1 aSmith, R L1 aRizavi, S1 aPaez, R1 aDamiano, M1 aHerbert, E uhttp://mail.iacat.org/content/maintaining-scale-computer-adaptive-testing00425nas a2200109 4500008004100000245006500041210006200106260002700168100001900195700001500214856008600229 2003 eng d00aA method to determine targets for multi-stage adaptive tests0 amethod to determine targets for multistage adaptive tests aUnpublished manuscript1 aArmstrong, R D1 aRoussos, L uhttp://mail.iacat.org/content/method-determine-targets-multi-stage-adaptive-tests00378nas a2200109 4500008004100000245005500041210005500096260001500151100001000166700001400176856007800190 2003 eng d00aMethods for item set selection in adaptive testing0 aMethods for item set selection in adaptive testing aChicago IL1 aLu, Y1 aRizavi, S uhttp://mail.iacat.org/content/methods-item-set-selection-adaptive-testing00525nas a2200133 4500008004100000245009600041210006900137300001200206490000700218100001600225700001800241700001200259856012000271 2003 eng d00aPsychometric and psychological effects of item selection and review on computerized testing0 aPsychometric and psychological effects of item selection and rev a791-8080 v631 aRevuelta, J1 aXiménez, M C1 aOlea, J uhttp://mail.iacat.org/content/psychometric-and-psychological-effects-item-selection-and-review-computerized-testing01785nas a2200145 4500008003900000245009600039210006900135300001200204490000700216520130200223100002101525700002401546700001601570856005301586 2003 d00aPsychometric and Psychological Effects of Item Selection and Review on Computerized Testing0 aPsychometric and Psychological Effects of Item Selection and Rev a791-8080 v633 a

Psychometric properties of computerized testing, together with anxiety and comfort of examinees, are investigated in relation to item selection routine and the opportunity for response review. Two different hypotheses involving examinee anxiety were used to design test properties: perceived control and perceived performance. The study involved three types of administration of a computerized English test for Spanish speakers (adaptive, easy adaptive, and fixed) and four review conditions (no review, review at end, review by blocks of 5 items, and review item-by-item). These were applied to a sample of 557 first-year psychology undergraduate students to examine main and interaction effects of test type and review on psychometric and psychological variables. Statistically significant effects were found in test precision among the different types of test. Response review improved ability estimates and increased testing time. No psychological effects on anxiety were found. Examinees in all review conditions considered more important the possibility of review than those who were not allowed to review. These results concur with previous findings on examinees' preference for item review and raise some issues that should be addressed in the field of tests with item review.

1 aRevuelta, Javier1 aXiménez, Carmen, M1 aOlea, Julio uhttp://epm.sagepub.com/content/63/5/791.abstract01712nas a2200169 4500008004100000245015800041210006900199300001000268490000700278520105400285100001901339700001801358700001601376700001201392700001601404856012201420 2003 eng d00aSmall sample estimation in dichotomous item response models: Effect of priors based on judgmental information on the accuracy of item parameter estimates0 aSmall sample estimation in dichotomous item response models Effe a27-510 v273 aLarge item banks with properly calibrated test items are essential for ensuring the validity of computer-based tests. At the same time, item calibrations with small samples are desirable to minimize the amount of pretesting and limit item exposure. Bayesian estimation procedures show considerable promise with small examinee samples. The purposes of the study were (a) to examine how prior information for Bayesian item parameter estimation can be specified and (b) to investigate the relationship between sample size and the specification of prior information on the accuracy of item parameter estimates. The results of the simulation study were clear: Estimation of item response theory (IRT) model item parameters can be improved considerably. Improvements in the one-parameter model were modest; considerable improvements with the two- and three-parameter models were observed. Both the study of different forms of priors and ways to improve the judgmental data used in forming the priors appear to be promising directions for future research. 1 aSwaminathan, H1 aHambleton, RK1 aSireci, S G1 aXing, D1 aRizavi, S M uhttp://mail.iacat.org/content/small-sample-estimation-dichotomous-item-response-models-effect-priors-based-judgmental01550nas a2200193 4500008004100000245026000041210006900301300001000370490000700380520067700387653002101064653002201085653001701107653001501124653004801139100002201187700002201209856012501231 2003 eng d00aTiming behavior in computerized adaptive testing: Response times for correct and incorrect answers are not related to general fluid intelligence/Zum Zeitverhalten beim computergestützten adaptiveb Testen: Antwortlatenzen bei richtigen und falschen Lösun0 aTiming behavior in computerized adaptive testing Response times  a57-630 v243 aExamined the effects of general fluid intelligence on item response times for correct and false responses in computerized adaptive testing. After performing the CFT3 intelligence test, 80 individuals (aged 17-44 yrs) completed perceptual and cognitive discrimination tasks. Results show that response times were related neither to the proficiency dimension reflected by the task nor to the individual level of fluid intelligence. Furthermore, the false > correct-phenomenon as well as substantial positive correlations between item response times for false and correct responses were shown to be independent of intelligence levels. (PsycINFO Database Record (c) 2005 APA )10aAdaptive Testing10aCognitive Ability10aIntelligence10aPerception10aReaction Time computerized adaptive testing1 aRammsayer, Thomas1 aBrandler, Susanne uhttp://mail.iacat.org/content/timing-behavior-computerized-adaptive-testing-response-times-correct-and-incorrect-answers01983nas a2200289 4500008004100000245007600041210006900117260000800186300001200194490000700206520114900213653002401362653001301386653002101399653002001420653001501440653001001455653001001465653001101475653001101486653000901497653002401506653002601530100001601556700001501572856010601587 2002 eng d00aAssessing tobacco beliefs among youth using item response theory models0 aAssessing tobacco beliefs among youth using item response theory cNov aS21-S390 v683 aSuccessful 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.10a*Attitude to Health10a*Culture10a*Health Behavior10a*Questionnaires10aAdolescent10aAdult10aChild10aFemale10aHumans10aMale10aModels, Statistical10aSmoking/*epidemiology1 aPanter, A T1 aReeve, B B uhttp://mail.iacat.org/content/assessing-tobacco-beliefs-among-youth-using-item-response-theory-models02778nas a2200133 4500008004100000245009800041210006900139300000900208490000700217520225500224653003402479100001602513856011502529 2002 eng d00aThe effect of test characteristics on aberrant response patterns in computer adaptive testing0 aeffect of test characteristics on aberrant response patterns in  a33630 v623 aThe advantages that computer adaptive testing offers over linear tests have been well documented. The Computer Adaptive Test (CAT) design is more efficient than the Linear test design as fewer items are needed to estimate an examinee's proficiency to a desired level of precision. In the ideal situation, a CAT will result in examinees answering different number of items according to the stopping rule employed. Unfortunately, the realities of testing conditions have necessitated the imposition of time and minimum test length limits on CATs. Such constraints might place a burden on the CAT test taker resulting in aberrant response behaviors by some examinees. Occurrence of such response patterns results in inaccurate estimation of examinee proficiency levels. This study examined the effects of test lengths, time limits and the interaction of these factors with the examinee proficiency levels on the occurrence of aberrant response patterns. The focus of the study was on the aberrant behaviors caused by rushed guessing due to restrictive time limits. Four different testing scenarios were examined; fixed length performance tests with and without content constraints, fixed length mastery tests and variable length mastery tests without content constraints. For each of these testing scenarios, the effect of two test lengths, five different timing conditions and the interaction between these factors with three ability levels on ability estimation were examined. For fixed and variable length mastery tests, decision accuracy was also looked at in addition to the estimation accuracy. Several indices were used to evaluate the estimation and decision accuracy for different testing conditions. The results showed that changing time limits had a significant impact on the occurrence of aberrant response patterns conditional on ability. Increasing test length had negligible if not negative effect on ability estimation when rushed guessing occured. In case of performance testing high ability examinees while in classification testing middle ability examinees suffered the most. The decision accuracy was considerably affected in case of variable length classification tests. (PsycINFO Database Record (c) 2003 APA, all rights reserved).10acomputerized adaptive testing1 aRizavi, S M uhttp://mail.iacat.org/content/effect-test-characteristics-aberrant-response-patterns-computer-adaptive-testing00686nas a2200121 4500008004400000245026000044210007100304300001000375490001200385100001500397700001500412856013700427 2002 Frendh 00aÉtude de la distribution d'échantillonnage de l'estimateur du niveau d'habileté en testing adaptatif en fonction de deux règles d'arrêt dans le contexte de l'application du modèle de Rasch [Study of the sampling distribution of the proficiecy estima0 aÉtude de la distribution déchantillonnage de lestimateur du nive a23-400 v24(2-3)1 aRaîche, G1 aBlais, J-G uhttp://mail.iacat.org/content/%C3%A9tude-de-la-distribution-d%C3%A9chantillonnage-de-lestimateur-du-niveau-dhabilet%C3%A9-en-testing00548nas a2200145 4500008004100000245009500041210006900136300001200205490000700217100001400224700001600238700001600254700001700270856011500287 2002 eng d00aEvaluation of selection procedures for computerized adaptive testing with polytomous items0 aEvaluation of selection procedures for computerized adaptive tes a393-4110 v261 aRijn, P W1 aEggen, Theo1 aHemker, B T1 aSanders, P F uhttp://mail.iacat.org/content/evaluation-selection-procedures-computerized-adaptive-testing-polytomous-items-001311nas a2200169 4500008004100000245009500041210006900136300001200205490000700217520070700224653003400931100001400965700001600979700001600995700001701011856011301028 2002 eng d00aEvaluation of selection procedures for computerized adaptive testing with polytomous items0 aEvaluation of selection procedures for computerized adaptive tes a393-4110 v263 aIn the present study, a procedure that has been used to select dichotomous items in computerized adaptive testing was applied to polytomous items. This procedure was designed to select the item with maximum weighted information. In a simulation study, the item information function was integrated over a fixed interval of ability values and the item with the maximum area was selected. This maximum interval information item selection procedure was compared to a maximum point information item selection procedure. Substantial differences between the two item selection procedures were not found when computerized adaptive tests were evaluated on bias and the root mean square of the ability estimate. 10acomputerized adaptive testing1 aRijn, P W1 aEggen, Theo1 aHemker, B T1 aSanders, P F uhttp://mail.iacat.org/content/evaluation-selection-procedures-computerized-adaptive-testing-polytomous-items00393nas a2200097 4500008004100000245006600041210006200107260002000169100001600189856009000205 2002 eng d00aAn examination of decision-theory adaptive testing procedures0 aexamination of decisiontheory adaptive testing procedures aNew Orleans, LA1 aRudner, L M uhttp://mail.iacat.org/content/examination-decision-theory-adaptive-testing-procedures00695nas a2200157 4500008003900000245010200039210006900141260011300210100001500323700001700338700001600355700001600371700001700387700001600404856011700420 2002 d00aA feasibility study of on-the-fly item generation in adaptive testing (GRE Board Report No 98-12)0 afeasibility study of onthefly item generation in adaptive testin aEducational Testing Service RR02-23. Princeton NJ: Educational Testing Service. Note = “{PDF file, 193 KB}1 aBejar, I I1 aLawless, R R1 aMorley, M E1 aWagner, M E1 aBennett, R E1 aRevuelta, J uhttp://mail.iacat.org/content/feasibility-study-fly-item-generation-adaptive-testing-gre-board-report-no-98-12-000467nas a2200085 4500008004400000245011400044210007100158100001500229856013700244 2002 Frendh 00aLa simulation d’un test adaptatif basé sur le modèle de Rasch [Simulation of a Rasch-based adaptive test]0 aLa simulation d un test adaptatif basé sur le modèle de Rasch Si1 aRaîche, G uhttp://mail.iacat.org/content/la-simulation-d%E2%80%99un-test-adaptatif-bas%C3%A9-sur-le-mod%C3%A8le-de-rasch-simulation-rasch-based00475nas a2200097 4500008004100000245004400041210004200085260016300127100001500290856007200305 2002 eng d00aLe testing adaptatif [Adaptive testing]0 aLe testing adaptatif Adaptive testing aD. R. Bertrand and J.G. Blais (Eds) : Les théories modernes de la mesure [Modern theories of measurement]. Sainte-Foy: Presses de l’Université du Québec.1 aRaîche, G uhttp://mail.iacat.org/content/le-testing-adaptatif-adaptive-testing00559nas a2200109 4500008004100000245016800041210006900209260002000278100001400298700001500312856012200327 2002 eng d00aPractical considerations about expected a posteriori estimation in adaptive testing: Adaptive a prior, adaptive corrections for bias, adaptive integration interval0 aPractical considerations about expected a posteriori estimation  aNew Orleans, LA1 aRaiche, G1 aBlais, J G uhttp://mail.iacat.org/content/practical-considerations-about-expected-posteriori-estimation-adaptive-testing-adaptive00511nas a2200097 4500008004100000245014600041210006900187100001500256700001500271856012700286 2002 eng d00aSome features of the estimated sampling distribution of the ability estimate in computerized adaptive testing according to two stopping rules0 aSome features of the estimated sampling distribution of the abil1 aRaîche, G1 aBlais, J G uhttp://mail.iacat.org/content/some-features-estimated-sampling-distribution-ability-estimate-computerized-adaptive-testing00532nas a2200109 4500008004100000245013600041210006900177260002000246100001500266700001400281856012700295 2002 eng d00aSome features of the sampling distribution of the ability estimate in computerized adaptive testing according to two stopping rules0 aSome features of the sampling distribution of the ability estima aNew Orleans, LA1 aBlais, J-G1 aRaiche, G uhttp://mail.iacat.org/content/some-features-sampling-distribution-ability-estimate-computerized-adaptive-testing-according00450nas a2200097 4500008004100000245007500041210006900116260003300185100003000218856010400248 2002 eng d00aSTAR Math 2 Computer-Adaptive Math Test and Database: Technical Manual0 aSTAR Math 2 ComputerAdaptive Math Test and Database Technical Ma aWisconsin Rapids, WI: Author1 aRenaissance-Learning-Inc. uhttp://mail.iacat.org/content/star-math-2-computer-adaptive-math-test-and-database-technical-manual02035nas a2200253 4500008004100000245010900041210006900150300000900219490000600228520114100234653002101375653001501396653003901411653002201450653002501472653001801497653002201515653005501537653001501592653001201607100001701619700002501636856012001661 2002 eng d00aA structure-based approach to psychological measurement: Matching measurement models to latent structure0 astructurebased approach to psychological measurement Matching me a4-160 v93 aThe present article sets forth the argument that psychological assessment should be based on a construct's latent structure. The authors differentiate dimensional (continuous) and taxonic (categorical) structures at the latent and manifest levels and describe the advantages of matching the assessment approach to the latent structure of a construct. A proper match will decrease measurement error, increase statistical power, clarify statistical relationships, and facilitate the location of an efficient cutting score when applicable. Thus, individuals will be placed along a continuum or assigned to classes more accurately. The authors briefly review the methods by which latent structure can be determined and outline a structure-based approach to assessment that builds on dimensional scaling models, such as item response theory, while incorporating classification methods as appropriate. Finally, the authors empirically demonstrate the utility of their approach and discuss its compatibility with traditional assessment methods and with computerized adaptive testing. (PsycINFO Database Record (c) 2005 APA ) (journal abstract)10aAdaptive Testing10aAssessment10aClassification (Cognitive Process)10aComputer Assisted10aItem Response Theory10aPsychological10aScaling (Testing)10aStatistical Analysis computerized adaptive testing10aTaxonomies10aTesting1 aRuscio, John1 aRuscio, Ayelet Meron uhttp://mail.iacat.org/content/structure-based-approach-psychological-measurement-matching-measurement-models-latent00455nas a2200133 4500008004100000245005900041210005900100260001900159100001500178700001400193700001200207700001300219856008900232 2002 eng d00aUpdated item parameter estimates using sparse CAT data0 aUpdated item parameter estimates using sparse CAT data aNew Orleans LA1 aSmith, R L1 aRizavi, S1 aPaez, R1 aRotou, O uhttp://mail.iacat.org/content/updated-item-parameter-estimates-using-sparse-cat-data00555nas a2200109 4500008004100000245013000041210006900171260004500240100001800285700001500303856012700318 2001 eng d00aCATSIB: A modified SIBTEST procedure to detect differential item functioning in computerized adaptive tests (Research report)0 aCATSIB A modified SIBTEST procedure to detect differential item  aNewton, PAbLaw School Admission Council1 aNandakumar, R1 aRoussos, L uhttp://mail.iacat.org/content/catsib-modified-sibtest-procedure-detect-differential-item-functioning-computerized-adapti-001700nas a2200229 4500008004100000245007800041210006900119300001200188490000700200520094500207653002501152653005101177653003001228653001801258653001101276653002701287653001101314100001701325700001101342700001801353856009901371 2001 eng d00aComputerized adaptive testing with the generalized graded unfolding model0 aComputerized adaptive testing with the generalized graded unfold a177-1960 v253 aExamined the use of the generalized graded unfolding model (GGUM) in computerized adaptive testing. The objective was to minimize the number of items required to produce equiprecise estimates of person locations. Simulations based on real data about college student attitudes toward abortion and on data generated to fit the GGUM were used. It was found that as few as 7 or 8 items were needed to produce accurate and precise person estimates using an expected a posteriori procedure. The number items in the item bank (20, 40, or 60 items) and their distribution on the continuum (uniform locations or item clusters in moderately extreme locations) had only small effects on the accuracy and precision of the estimates. These results suggest that adaptive testing with the GGUM is a good method for achieving estimates with an approximately uniform level of precision using a small number of items. (PsycINFO Database Record (c) 2005 APA )10aAttitude Measurement10aCollege Students computerized adaptive testing10aComputer Assisted Testing10aItem Response10aModels10aStatistical Estimation10aTheory1 aRoberts, J S1 aLin, Y1 aLaughlin, J E uhttp://mail.iacat.org/content/computerized-adaptive-testing-generalized-graded-unfolding-model00506nam a2200097 4500008004100000245009300041210006900134260007600203100001300279856011600292 2001 eng d00aDevelopment and evaluation of test assembly procedures for computerized adaptive testing0 aDevelopment and evaluation of test assembly procedures for compu aUnpublished doctoral dissertation, University of Massachusetts, Amherst1 aRobin, F uhttp://mail.iacat.org/content/development-and-evaluation-test-assembly-procedures-computerized-adaptive-testing00526nas a2200109 4500008004100000245013200041210006900173260001500242100001400257700001900271856012600290 2001 eng d00aThe effect of test and examinee characteristics on the occurrence of aberrant response patterns in a computerized adaptive test0 aeffect of test and examinee characteristics on the occurrence of aSeattle WA1 aRizavi, S1 aSwaminathan, H uhttp://mail.iacat.org/content/effect-test-and-examinee-characteristics-occurrence-aberrant-response-patterns-computerized00363nas a2200097 4500008004100000245005300041210005300094260002000147100001700167856008100184 2001 eng d00aItem pool design for computerized adaptive tests0 aItem pool design for computerized adaptive tests aAachen, Germany1 aReckase, M D uhttp://mail.iacat.org/content/item-pool-design-computerized-adaptive-tests-000436nas a2200121 4500008004100000245006800041210006400109260001500173100001600188700001500204700001600219856007900235 2001 eng d00aA monte carlo study of the feasibility of on-the-fly assessment0 amonte carlo study of the feasibility of onthefly assessment aSeattle WA1 aRevuelta, J1 aBejar, I I1 aStocking, M uhttp://mail.iacat.org/content/monte-carlo-study-feasibility-fly-assessment00460nas a2200097 4500008004100000245009100041210007200132260001200204100001500216856013100231 2001 eng d00aPour une évaluation sur mesure des étudiants : défis et enjeux du testing adaptatif0 aPour une évaluation sur mesure des étudiants défis et enjeux du  aADMÉÉ1 aRaîche, G uhttp://mail.iacat.org/content/pour-une-%C3%A9valuation-sur-mesure-des-%C3%A9tudiants-d%C3%A9fis-et-enjeux-du-testing-adaptatif00626nas a2200097 4500008004100000245023400041210007200275100002400347700001500371856014200386 2001 eng d00aPour une évaluation sur mesure pour chaque étudiant : défis et enjeux du testing adaptatif par ordinateur en éducation [Tailored testing for each student : Principles and stakes of computerized adaptive testing in education]0 aPour une évaluation sur mesure pour chaque étudiant défis et enj1 aRaîche, Blais, J G1 aBoiteau, N uhttp://mail.iacat.org/content/pour-une-%C3%A9valuation-sur-mesure-pour-chaque-%C3%A9tudiant-d%C3%A9fis-et-enjeux-du-testing-adaptatif-par00467nas a2200097 4500008004100000245010500041210006900146260001000215100001500225856012900240 2001 eng d00aPrincipes et enjeux du testing adaptatif : de la loi des petits nombres à la loi des grands nombres0 aPrincipes et enjeux du testing adaptatif de la loi des petits no aAcfas1 aRaîche, G uhttp://mail.iacat.org/content/principes-et-enjeux-du-testing-adaptatif-de-la-loi-des-petits-nombres-%C3%A0-la-loi-des-grands01361nas a2200205 4500008004100000245016700041210007000208300001000278490000700288520051600295653003000811653003100841653004800872100001800920700001900938700002600957700002600983700001401009856013201023 2001 eng d00aRequerimientos, aplicaciones e investigación en tests adaptativos informatizados [Requirements, applications, and investigation in computerized adaptive testing]0 aRequerimientos aplicaciones e investigación en tests adaptativos a11-280 v193 aSummarizes the main requirements and applications of computerized adaptive testing (CAT) with emphasis on the differences between CAT and conventional computerized tests. Psychometric properties of estimations based on CAT, item selection strategies, and implementation software are described. Results of CAT studies in Spanish-speaking samples are described. Implications for developing a CAT measuring the English vocabulary of Spanish-speaking students are discussed. (PsycINFO Database Record (c) 2005 APA )10aComputer Assisted Testing10aEnglish as Second Language10aPsychometrics computerized adaptive testing1 aOlea Díaz, J1 aPonsoda Gil, V1 aRevuelta Menéndez, J1 aHontangas Beltrán, P1 aAbad, F J uhttp://mail.iacat.org/content/requerimientos-aplicaciones-e-investigaci%C3%B3n-en-tests-adaptativos-informatizados-requirements00464nas a2200097 4500008004100000245008200041210006900123260003300192100003000225856011100255 2001 eng d00aSTAR Early Literacy Computer-Adaptive Diagnostic Assessment: Technical Manual0 aSTAR Early Literacy ComputerAdaptive Diagnostic Assessment Techn aWisconsin Rapids, WI: Author1 aRenaissance-Learning-Inc. uhttp://mail.iacat.org/content/star-early-literacy-computer-adaptive-diagnostic-assessment-technical-manual02443nas a2200169 4500008004100000245012400041210007300165300001000238490000700248520174900255653003402004100002002038700001802058700002202076700002202098856015302120 2000 eng d00aAlgoritmo mixto mínima entropía-máxima información para la selección de ítems en un test adaptativo informatizado0 aAlgoritmo mixto mínima entropíamáxima información para la selecc a12-140 v123 aEl objetivo del estudio que presentamos es comparar la eficacia como estrat egia de selección de ítems de tres algo ritmos dife rentes: a) basado en máxima info rmación; b) basado en mínima entropía; y c) mixto mínima entropía en los ítems iniciales y máxima info rmación en el resto; bajo la hipótesis 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 ítems de respuesta graduada calibrado según 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 ración. Los resultados iniciales mu e s t ran cómo el cri t e rio mixto es más 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 mínima entropía se re s t ri n ge a la selección de los pri m e ros ítems del TAI, ya que con las respuestas a estos pri m e ros ítems la estimación de q comienza a ser re l evante y el algo ritmo de máxima informaciónse 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.10acomputerized adaptive testing1 aDorronsoro, J R1 aSanta-Cruz, C1 aRubio Franco, V J1 aAguado García, D uhttp://mail.iacat.org/content/algoritmo-mixto-m%C3%ADnima-entrop%C3%ADa-m%C3%A1xima-informaci%C3%B3n-para-la-selecci%C3%B3n-de-%C3%ADtems-en-un-test00468nas a2200097 4500008004100000245007700041210006900118260006600187100001300253856010400266 2000 eng d00aCBTS: Computer-based testing simulation and analysis [computer software]0 aCBTS Computerbased testing simulation and analysis computer soft aAmherst, MA: University of Massachusetts, School of Education1 aRobin, F uhttp://mail.iacat.org/content/cbts-computer-based-testing-simulation-and-analysis-computer-software00563nas a2200133 4500008004100000245012400041210006900165260001900234100001300253700001200266700001400278700001500292856012200307 2000 eng d00aClassification accuracy and test security for a computerized adaptive mastery test calibrated with different IRT models0 aClassification accuracy and test security for a computerized ada aNew Orleans LA1 aRobin, F1 aXing, D1 aScrams, D1 aPotenza, M uhttp://mail.iacat.org/content/classification-accuracy-and-test-security-computerized-adaptive-mastery-test-calibrated01564nas a2200229 4500008004100000245006400041210006300105300001100168490000600179520083800185653002701023653001501050653001501065653004201080653001101122653002601133653002601159653003101185100001501216700001601231856008701247 2000 eng d00aComputerization and adaptive administration of the NEO PI-R0 aComputerization and adaptive administration of the NEO PIR a347-640 v73 aThis study asks, how well does an item response theory (IRT) based computerized adaptive NEO PI-R work? To explore this question, real-data simulations (N = 1,059) were used to evaluate a maximum information item selection computerized adaptive test (CAT) algorithm. Findings indicated satisfactory recovery of full-scale facet scores with the administration of around four items per facet scale. Thus, the NEO PI-R could be reduced in half with little loss in precision by CAT administration. However, results also indicated that the CAT algorithm was not necessary. We found that for many scales, administering the "best" four items per facet scale would have produced similar results. In the conclusion, we discuss the future of computerized personality assessment and describe the role IRT methods might play in such assessments.10a*Personality Inventory10aAlgorithms10aCalifornia10aDiagnosis, Computer-Assisted/*methods10aHumans10aModels, Psychological10aPsychometrics/methods10aReproducibility of Results1 aReise, S P1 aHenson, J M uhttp://mail.iacat.org/content/computerization-and-adaptive-administration-neo-pi-r00463nas a2200097 4500008004100000245009400041210006900135260001900204100001700223856012500240 2000 eng d00aComputerized testing – the adolescent years: Juvenile delinquent or positive role model0 aComputerized testing the adolescent years Juvenile delinquent or aNew Orleans LA1 aReckase, M D uhttp://mail.iacat.org/content/computerized-testing-%E2%80%93-adolescent-years-juvenile-delinquent-or-positive-role-model00582nas a2200097 4500008004100000245016800041210006900209260006600278100001300344856012700357 2000 eng d00aDevelopment and evaluation of test assembly procedures for computerized adaptive testing (Laboratory of Psychometric and Evaluative Methods Research Report No 391)0 aDevelopment and evaluation of test assembly procedures for compu aAmherst MA: University of Massachusetts, School of Education.1 aRobin, F uhttp://mail.iacat.org/content/development-and-evaluation-test-assembly-procedures-computerized-adaptive-testing-laboratory01173nas a2200205 4500008004100000245005600041210005300097300001200150490000700162520055300169653002200722653002500744653002500769653002200794653001500816100002300831700001800854700001500872856008000887 2000 eng d00aAn integer programming approach to item bank design0 ainteger programming approach to item bank design a139-1500 v243 aAn integer programming approach to item bank design is presented that can be used to calculate an optimal blueprint for an item bank, in order to support an existing testing program. The results are optimal in that they minimize the effort involved in producing the items as revealed by current item writing patterns. Also presented is an adaptation of the models, which can be used as a set of monitoring tools in item bank management. The approach is demonstrated empirically for an item bank that was designed for the Law School Admission Test. 10aAptitude Measures10aItem Analysis (Test)10aItem Response Theory10aTest Construction10aTest Items1 avan der Linden, WJ1 aVeldkamp, B P1 aReese, L M uhttp://mail.iacat.org/content/integer-programming-approach-item-bank-design01775nas a2200289 4500008004100000245007700041210006900118300001400187490000700201520080000208653002501008653003101033653003701064653003801101653001901139653001001158653002701168653004601195653002001241653002801261653003201289653001801321100001401339700001701353700001501370856010001385 2000 eng d00aItem response theory and health outcomes measurement in the 21st century0 aItem response theory and health outcomes measurement in the 21st aII28-II420 v383 aItem response theory (IRT) has a number of potential advantages over classical test theory in assessing self-reported health outcomes. IRT models yield invariant item and latent trait estimates (within a linear transformation), standard errors conditional on trait level, and trait estimates anchored to item content. IRT also facilitates evaluation of differential item functioning, inclusion of items with different response formats in the same scale, and assessment of person fit and is ideally suited for implementing computer adaptive testing. Finally, IRT methods can be helpful in developing better health outcome measures and in assessing change over time. These issues are reviewed, along with a discussion of some of the methodological and practical challenges in applying IRT methods.10a*Models, Statistical10aActivities of Daily Living10aData Interpretation, Statistical10aHealth Services Research/*methods10aHealth Surveys10aHuman10aMathematical Computing10aOutcome Assessment (Health Care)/*methods10aResearch Design10aSupport, Non-U.S. Gov't10aSupport, U.S. Gov't, P.H.S.10aUnited States1 aHays, R D1 aMorales, L S1 aReise, S P uhttp://mail.iacat.org/content/item-response-theory-and-health-outcomes-measurement-21st-century01344nas a2200157 4500008004100000245006300041210006300104300001000167490000700177520083100184100002101015700001801036700002001054700002201074856009001096 2000 eng d00aItem selection algorithms in computerized adaptive testing0 aItem selection algorithms in computerized adaptive testing a12-140 v123 aStudied the efficacy of 3 different item selection algorithms in computerized adaptive testing. Ss were 395 university students (aged 20-25 yrs) in Spain. Ss were asked to submit answers via computer to 28 items of a personality questionnaire using item selection algorithms based on maximum item information, entropy, or mixed item-entropy algorithms. The results were evaluated according to ability of Ss to use item selection algorithms and number of questions. Initial results indicate that mixed criteria algorithms were more efficient than information or entropy algorithms for up to 15 questionnaire items, but that differences in efficiency decreased with increasing item number. Implications for developing computer adaptive testing methods are discussed. (PsycINFO Database Record (c) 2002 APA, all rights reserved).1 aGarcia, David, A1 aSanta Cruz, C1 aDorronsoro, J R1 aRubio Franco, V J uhttp://mail.iacat.org/content/item-selection-algorithms-computerized-adaptive-testing00660nam a2200097 4500008004100000245026000041210006900301260005400370100001300424856012500437 2000 eng d00aLa distribution dchantillonnage en testing adaptatif en fonction de deux rgles darrt : selon lerreur type et selon le nombre ditems administrs [Sampling distribution of the proficiency estimate in computerized adaptive testing according to two stopping...0 aLa distribution dchantillonnage en testing adaptatif en fonction aDoctoral thesis, Montreal: University of Montreal1 aRache, G uhttp://mail.iacat.org/content/la-distribution-dchantillonnage-en-testing-adaptatif-en-fonction-de-deux-rgles-darrt-selon00550nas a2200145 4500008004500000245009400045210006900139300001200208490000700220100001200227700001600239700001700255700001400272856011800286 2000 Spandsh 00aPsychometric and psychological effects of review on computerized fixed and adaptive tests0 aPsychometric and psychological effects of review on computerized a157-1730 v211 aOlea, J1 aRevuelta, J1 aXimenez, M C1 aAbad, F J uhttp://mail.iacat.org/content/psychometric-and-psychological-effects-review-computerized-fixed-and-adaptive-tests00595nas a2200133 4500008004100000245013300041210006900174260003400243100000900277700001600286700001600302700001700318856012600335 2000 eng d00aA selection procedure for polytomous items in computerized adaptive testing (Measurement and Research Department Reports 2000-5)0 aselection procedure for polytomous items in computerized adaptiv aArnhem, The Netherlands: Cito1 aRijn1 aEggen, Theo1 aHemker, B T1 aSanders, P F uhttp://mail.iacat.org/content/selection-procedure-polytomous-items-computerized-adaptive-testing-measurement-and-research00462nas a2200097 4500008004100000245008100041210006900122260003300191100003000224856011000254 2000 eng d00aSTAR Reading 2 Computer-Adaptive Reading Test and Database: Technical Manual0 aSTAR Reading 2 ComputerAdaptive Reading Test and Database Techni aWisconsin Rapids, WI: Author1 aRenaissance-Learning-Inc. uhttp://mail.iacat.org/content/star-reading-2-computer-adaptive-reading-test-and-database-technical-manual00422nas a2200121 4500008004100000245006000041210006000101260001600161100001100177700001300188700001600201856008300217 2000 eng d00aTest security and the development of computerized tests0 aTest security and the development of computerized tests aNew Orleans1 aGuo, F1 aWay, W D1 aReshetar, R uhttp://mail.iacat.org/content/test-security-and-development-computerized-tests00474nas a2200097 4500008004100000245011800041210006900159260001100228100001300239856012400252 1999 eng d00aAlternative item selection strategies for improving test security and pool usage in computerized adaptive testing0 aAlternative item selection strategies for improving test securit aCanada1 aRobin, F uhttp://mail.iacat.org/content/alternative-item-selection-strategies-improving-test-security-and-pool-usage-computerized00576nas a2200145 4500008004100000245011800041210006900159300001200228490000700240100001700247700001700264700001200281700001500293856012200308 1999 eng d00aCan examinees use a review option to obtain positively biased ability estimates on a computerized adaptive test? 0 aCan examinees use a review option to obtain positively biased ab a141-1570 v361 aVispoel, W P1 aRocklin, T R1 aWang, T1 aBleiler, T uhttp://mail.iacat.org/content/can-examinees-use-review-option-obtain-positively-biased-ability-estimates-computerized00518nas a2200109 4500008004100000245012200041210006900163260002300232100001800255700001500273856012000288 1999 eng d00aA comparison of testlet-based test designs for computerized adaptive testing (LSAC Computerized Testing Report 97-01)0 acomparison of testletbased test designs for computerized adaptiv aNewtown, PA: LSAC.1 aSchnipke, D L1 aReese, L M uhttp://mail.iacat.org/content/comparison-testlet-based-test-designs-computerized-adaptive-testing-lsac-computerized00570nas a2200145 4500008004100000245010600041210006900147300001200216490000700228100001500235700001200250700001900262700001600281856012700297 1999 eng d00aThe effects of test difficulty manipulation in computerized adaptive testing and self-adapted testing0 aeffects of test difficulty manipulation in computerized adaptive a167-1840 v121 aPonsoda, V1 aOlea, J1 aRodriguez, M S1 aRevuelta, J uhttp://mail.iacat.org/content/effects-test-difficulty-manipulation-computerized-adaptive-testing-and-self-adapted-testin-201886nas a2200145 4500008004100000020001100041245008200052210006900134260005300203520133100256100001501587700001801602700001601620856010401636 1999 eng d aSeries00aIncorporating content constraints into a multi-stage adaptive testlet design.0 aIncorporating content constraints into a multistage adaptive tes aPrinceton, NJ. USAbLaw School Admission Council3 aMost large-scale testing programs facing computerized adaptive testing (CAT) must face the challenge of maintaining extensive content requirements, but content constraints in computerized adaptive testing (CAT) can compromise the precision and efficiency that could be achieved by a pure maximum information adaptive testing algorithm. This simulation study first evaluated whether realistic content constraints could be met by carefully assembling testlets and appropriately selecting testlets for each test taker that, when combined, would meet the content requirements of the test and would be adapted to the test takers ability level. The second focus of the study was to compare the precision of the content-balanced testlet design with that achieved by the current paper-and-pencil version of the test through data simulation. The results reveal that constraints to control for item exposure, testlet overlap, and efficient pool utilization need to be incorporated into the testlet assembly algorithm. More refinement of the statistical constraints for testlet assembly is also necessary. However, even for this preliminary attempt at assembling content-balanced testlets, the two-stage computerized test simulated with these testlets performed quite well. (Contains 5 figures, 5 tables, and 12 references.) (Author/SLD)1 aReese, L M1 aSchnipke, D L1 aLuebke, S W uhttp://mail.iacat.org/content/incorporating-content-constraints-multi-stage-adaptive-testlet-design00467nas a2200121 4500008004100000245008300041210006900124300001200193490000700205100001300212700001500225856010500240 1998 eng d00aA comparison of item exposure control methods in computerized adaptive testing0 acomparison of item exposure control methods in computerized adap a311-3270 v351 aRevuelta1 aPonsoda, V uhttp://mail.iacat.org/content/comparison-item-exposure-control-methods-computerized-adaptive-testing00581nas a2200109 4500008004100000245001700041210001700058490000600075520032700081100001600408856004700424 1998 eng d00aItem banking0 aItem banking0 v63 aDiscusses the advantages and disadvantages of using item banks while providing useful information to those who are considering implementing an item banking project in their school district. The primary advantage of item banking is in test development. Also describes start-up activities in implementing item banking. (SLD)1 aRudner, L M uhttp://mail.iacat.org/content/item-banking01440nas a2200145 4500008004100000245005300041210005100094300001200145490000700157520098100164653003401145100002301179700001501202856007701217 1998 eng d00aA model for optimal constrained adaptive testing0 amodel for optimal constrained adaptive testing a259-2700 v223 aA model for constrained computerized adaptive testing is proposed in which the information in the test at the trait level (0) estimate is maximized subject to a number of possible constraints on the content of the test. At each item-selection step, a full test is assembled to have maximum information at the current 0 estimate, fixing the items already administered. Then the item with maximum in-formation is selected. All test assembly is optimal because a linear programming (LP) model is used that automatically updates to allow for the attributes of the items already administered and the new value of the 0 estimator. The LP model also guarantees that each adaptive test always meets the entire set of constraints. A simulation study using a bank of 753 items from the Law School Admission Test showed that the 0 estimator for adaptive tests of realistic lengths did not suffer any loss of efficiency from the presence of 433 constraints on the item selection process. 10acomputerized adaptive testing1 avan der Linden, WJ1 aReese, L M uhttp://mail.iacat.org/content/model-optimal-constrained-adaptive-testing00556nas a2200109 4500008004100000245013000041210006900171260004600240100001800286700001500304856012700319 1997 eng d00aCATSIB: A modified SIBTEST procedure to detect differential item functioning in computerized adaptive tests (Research report)0 aCATSIB A modified SIBTEST procedure to detect differential item  aNewtown, PA: Law School Admission Council1 aNandakumar, R1 aRoussos, L uhttp://mail.iacat.org/content/catsib-modified-sibtest-procedure-detect-differential-item-functioning-computerized-adaptive00452nas a2200109 4500008004100000245008100041210006900122260001600191100001800207700001500225856010200240 1997 eng d00aA comparison of testlet-based test designs for computerized adaptive testing0 acomparison of testletbased test designs for computerized adaptiv aChicago, IL1 aSchnipke, D L1 aReese, L M uhttp://mail.iacat.org/content/comparison-testlet-based-test-designs-computerized-adaptive-testing02399nas a2200253 4500008004100000020002200041245012400063210006900187250001500256260000800271300001200279490000600291520152400297653001901821653003001840653002101870653003301891653002401924653001101948653002701959100001701986700001502003856012702018 1997 eng d a0962-9343 (Print)00aHealth status assessment for the twenty-first century: item response theory, item banking and computer adaptive testing0 aHealth status assessment for the twentyfirst century item respon a1997/08/01 cAug a595-6000 v63 aHealth status assessment is frequently used to evaluate the combined impact of human immunodeficiency virus (HIV) disease and its treatment on functioning and well-being from the patient's perspective. No single health status measure can efficiently cover the range of problems in functioning and well-being experienced across HIV disease stages. Item response theory (IRT), item banking and computer adaptive testing (CAT) provide a solution to measuring health-related quality of life (HRQoL) across different stages of HIV disease. IRT allows us to examine the response characteristics of individual items and the relationship between responses to individual items and the responses to each other item in a domain. With information on the response characteristics of a large number of items covering a HRQoL domain (e.g. physical function, and psychological well-being), and information on the interrelationships between all pairs of these items and the total scale, we can construct more efficient scales. Item banks consist of large sets of questions representing various levels of a HRQoL domain that can be used to develop brief, efficient scales for measuring the domain. CAT is the application of IRT and item banks to the tailored assessment of HRQoL domains specific to individual patients. Given the results of IRT analyses and computer-assisted test administration, more efficient and brief scales can be used to measure multiple domains of HRQoL for clinical trials and longitudinal observational studies.10a*Health Status10a*HIV Infections/diagnosis10a*Quality of Life10aDiagnosis, Computer-Assisted10aDisease Progression10aHumans10aPsychometrics/*methods1 aRevicki, D A1 aCella, D F uhttp://mail.iacat.org/content/health-status-assessment-twenty-first-century-item-response-theory-item-banking-and-computer00471nas a2200121 4500008004100000245006900041210006900110260002500179100001700204700001800221700001400239856009600253 1997 eng d00aIdentifying similar item content clusters on multiple test forms0 aIdentifying similar item content clusters on multiple test forms aGatlinburg, TN, June1 aReckase, M D1 aThompson, T D1 aNering, M uhttp://mail.iacat.org/content/identifying-similar-item-content-clusters-multiple-test-forms00537nas a2200121 4500008004100000245009400041210006900135260004600204100001500250700001800265700001600283856011600299 1997 eng d00aIncorporating content constraints into a multi-stage adaptive testlet design: LSAC report0 aIncorporating content constraints into a multistage adaptive tes aNewtown, PA: Law School Admission Council1 aReese, L M1 aSchnipke, D L1 aLuebke, S W uhttp://mail.iacat.org/content/incorporating-content-constraints-multi-stage-adaptive-testlet-design-lsac-report00513nas a2200145 4500008004100000245008100041210006900122300001200191490000700203100001500210700001400225700001200239700001600251856010000267 1997 eng d00aAn investigation of self-adapted testing in a Spanish high school population0 ainvestigation of selfadapted testing in a Spanish high school po a210-2210 v571 aPonsoda, V1 aWise, S L1 aOlea, J1 aRevuelta, J uhttp://mail.iacat.org/content/investigation-self-adapted-testing-spanish-high-school-population00412nas a2200133 4500008004100000245005400041210004900095300001000144490000700154100001400161700001400175700001500189856007400204 1997 eng d00aThe role of item feedback in self-adapted testing0 arole of item feedback in selfadapted testing a85-980 v571 aRoos, L L1 aWise, S L1 aPlake, B S uhttp://mail.iacat.org/content/role-item-feedback-self-adapted-testing01523nas a2200121 4500008004100000245008800041210006900129300001100198490001000209520105600219100001501275856011101290 1997 eng d00aSelf-adapted testing: Improving performance by modifying tests instead of examinees0 aSelfadapted testing Improving performance by modifying tests ins a83-1040 v10(1)3 aThis paper describes self-adapted testing and some of the evidence concerning its effects, presents possible theoretical explanations for those effects, and discusses some of the practical concerns regarding self-adapted testing. Self-adapted testing is a variant of computerized adapted testing in which the examine makes dynamic choices about the difficulty of the items he or she attempts. Self-adapted testing generates scores that are, in constrast to computerized adapted test and fixed-item tests, uncorrelated with a measure of trait test anxiety. This lack of correlation with an irrelevant attribute of the examine is evidence of an improvement in the construct validity of the scores. This improvement comes at the cost of a decrease in testing efficiency. The interaction between test anxiety and test administration mode is more consistent with an interference theory of test anxiety than a deficit theory. Some of the practical concerns regarding self-adapted testing can be ruled out logically, but others await empirical investigation.1 aRocklin, T uhttp://mail.iacat.org/content/self-adapted-testing-improving-performance-modifying-tests-instead-examinees00548nas a2200121 4500008004100000245013100041210006900172260001500241100001400256700001500270700001700285856012400302 1997 eng d00aA simulation study of the use of the Mantel-Haenszel and logistic regression procedures for assessing DIF in a CAT environment0 asimulation study of the use of the MantelHaenszel and logistic r aChicago IL1 aRoss, L P1 aNandakumar1 aClauser, B E uhttp://mail.iacat.org/content/simulation-study-use-mantel-haenszel-and-logistic-regression-procedures-assessing-dif-cat00543nas a2200121 4500008004500000245012600045210007100171300000800242490000600250100001600256700001500272856013400287 1997 Spandsh 00aUna solución a la estimatión inicial en los tests adaptivos informatizados [A solution to initial estimation in CATs.] 0 aUna solución a la estimatión inicial en los tests adaptivos info a1-60 v21 aRevuelta, J1 aPonsoda, V uhttp://mail.iacat.org/content/una-soluci%C3%B3n-la-estimati%C3%B3n-inicial-en-los-tests-adaptivos-informatizados-solution-initial01951nas a2200133 4500008004100000245005600041210005600097260002100153520149700174653003401671100001801705700001701723856007701740 1997 eng d00aValidation of CATSIB To investigate DIF of CAT data0 aValidation of CATSIB To investigate DIF of CAT data aChicago, IL. USA3 aThis paper investigates the performance of CATSIB (a modified version of the SIBTEST computer program) to assess differential item functioning (DIF) in the context of computerized adaptive testing (CAT). One of the distinguishing features of CATSIB is its theoretically built-in regression correction to control for the Type I error rates when the distributions of the reference and focal groups differ on the intended ability. This phenomenon is also called impact. The Type I error rate of CATSIB with the regression correction (WRC) was compared with that of CATSIB without the regression correction (WORC) to see if the regression correction was indeed effective. Also of interest was the power level of CATSIB after the regression correction. The subtest size was set at 25 items, and sample size, the impact level, and the amount of DIF were varied. Results show that the regression correction was very useful in controlling for the Type I error, CATSIB WORC had inflated observed Type I errors, especially when impact levels were high. The CATSIB WRC had observed Type I error rates very close to the nominal level of 0.05. The power rates of CATSIB WRC were impressive. As expected, the power increased as the sample size increased and as the amount of DIF increased. Even for small samples with high impact rates, power rates were 64% or higher for high DIF levels. For large samples, power rates were over 90% for high DIF levels. (Contains 12 tables and 7 references.) (Author/SLD)10acomputerized adaptive testing1 aNandakumar, R1 aRoussos, L A uhttp://mail.iacat.org/content/validation-catsib-investigate-dif-cat-data00648nas a2200133 4500008004100000245020300041210006900244260001600313100001700329700001700346700001200363700001700375856012200392 1996 eng d00aCan examinees use a review option to positively bias their scores on a computerized adaptive test? Paper presented at the annual meeting of the National council on Measurement in Education, New York0 aCan examinees use a review option to positively bias their score aNew York NY1 aRocklin, T R1 aVispoel, W P1 aWang, T1 aBleiler, T L uhttp://mail.iacat.org/content/can-examinees-use-review-option-positively-bias-their-scores-computerized-adaptive-test00535nas a2200121 4500008004100000245012700041210006900168300001200237490000700249100001500256700001700271856012500288 1996 eng d00aComparison of SPRT and sequential Bayes procedures for classifying examinees into two categories using a computerized test0 aComparison of SPRT and sequential Bayes procedures for classifyi a405-4140 v211 aSpray, J A1 aReckase, M D uhttp://mail.iacat.org/content/comparison-sprt-and-sequential-bayes-procedures-classifying-examinees-two-categories-using00447nas a2200145 4500008004100000245005100041210005000092300001200142490000700154100001400161700001400175700001400189700001700203856008100220 1996 eng d00aConducting self-adapted testing using MicroCAT0 aConducting selfadapted testing using MicroCAT a821-8270 v561 aRoos, L L1 aWise, S L1 aYoes, M E1 aRocklin, T R uhttp://mail.iacat.org/content/conducting-self-adapted-testing-using-microcat00462nas a2200109 4500008004100000245008200041210006900123260002700192100001500219700001800234856010000252 1996 eng d00aAn evaluation of a two-stage testlet design for computerized adaptive testing0 aevaluation of a twostage testlet design for computerized adaptiv aBanff, Alberta, Canada1 aReese, L M1 aSchnipke, D L uhttp://mail.iacat.org/content/evaluation-two-stage-testlet-design-computerized-adaptive-testing00554nas a2200121 4500008004500000245015200045210006900197300001200266490000700278100001600285700001500301856011600316 1996 Spandsh 00aMetodos sencillos para el control de las tasas de exposicion en tests adaptativos informatizados [Simple methods for item exposure control in CATs]0 aMetodos sencillos para el control de las tasas de exposicion en  a161-1720 v171 aRevuelta, J1 aPonsoda, V uhttp://mail.iacat.org/content/metodos-sencillos-para-el-control-de-las-tasas-de-exposicion-en-tests-adaptativos00638nas a2200145 4500008004500000245018700045210006900232300001000301490000700311100001300318700001500331700001600346700001400362856011600376 1996 Spandsh 00aPropiedades psicometricas du un test adaptivo informatizado do vocabulario ingles [Psychometric properties of a computerized adaptive tests for the measurement of English vocabulary]0 aPropiedades psicometricas du un test adaptivo informatizado do v a61-730 v551 aOlea., J1 aPonsoda, V1 aRevuelta, J1 aBelchi, J uhttp://mail.iacat.org/content/propiedades-psicometricas-du-un-test-adaptivo-informatizado-do-vocabulario-ingles00490nas a2200097 4500008004100000245012400041210006900165260001900234100001500253856012400268 1996 eng d00aA Type I error rate study of a modified SIBTEST DIF procedure with potential application to computerized adaptive tests0 aType I error rate study of a modified SIBTEST DIF procedure with aAlberta Canada1 aRoussos, L uhttp://mail.iacat.org/content/type-i-error-rate-study-modified-sibtest-dif-procedure-potential-application-computerized01550nas a2200181 4500008004100000020002200041245008000063210006900143250001500212260000800227300001100235490000700246520096300253100001501216700002001231700001701251856010001268 1995 eng d a0022-3891 (Print)00aComparability and validity of computerized adaptive testing with the MMPI-20 aComparability and validity of computerized adaptive testing with a1995/10/01 cOct a358-710 v653 aThe comparability and validity of a computerized adaptive (CA) Minnesota Multiphasic Personality Inventory-2 (MMPI-2) were assessed in a sample of 571 undergraduate college students. The CA MMPI-2 administered adaptively Scales L, E the 10 clinical scales, and the 15 content scales, utilizing the countdown method (Butcher, Keller, & Bacon, 1985). All subjects completed the MMPI-2 twice, with three experimental conditions: booklet test-retest, booklet-CA, and conventional computerized (CC)-CA. Profiles across administration modalities show a high degree of similarity, providing evidence for the comparability of the three forms. Correlations between MMPI-2 scales and other psychometric measures (Beck Depression Inventory; Symptom Checklist-Revised; State-Trait Anxiety and Anger Scales; and the Anger Expression Scale) support the validity of the CA MMPI-2. Substantial item savings may be realized with the implementation of the countdown procedure.1 aRoper, B L1 aBen-Porath, Y S1 aButcher, J N uhttp://mail.iacat.org/content/comparability-and-validity-computerized-adaptive-testing-mmpi-2-000455nas a2200145 4500008004100000245005700041210005500098300001400153490000700167100001200174700001400186700001300200700001300213856008300226 1995 eng d00aComputer-adaptive testing: A new breed of assessment0 aComputeradaptive testing A new breed of assessment a1326-13270 v951 aRuiz, B1 aFitz, P A1 aLewis, C1 aReidy, C uhttp://mail.iacat.org/content/computer-adaptive-testing-new-breed-assessment-000453nas a2200145 4500008004100000245005700041210005500098300001400153490000700167100001200174700001400186700001300200700001300213856008100226 1995 eng d00aComputer-adaptive testing: A new breed of assessment0 aComputeradaptive testing A new breed of assessment a1326-13270 v951 aRuiz, B1 aFitz, P A1 aLewis, C1 aReidy, C uhttp://mail.iacat.org/content/computer-adaptive-testing-new-breed-assessment00459nas a2200133 4500008004100000245006200041210006100103300001200164490000700176100001700183700002100200700001500221856008900236 1995 eng d00aEffects and underlying mechanisms of self-adapted testing0 aEffects and underlying mechanisms of selfadapted testing a103-1160 v871 aRocklin, T R1 aO’Donnell, A M1 aHolst, P M uhttp://mail.iacat.org/content/effects-and-underlying-mechanisms-self-adapted-testing00561nam a2200097 4500008004100000245013500041210006900176260007800245100001600323856012400339 1995 eng d00aEl control de la exposicin de los items en tests adaptativos informatizados [Item exposure control in computerized adaptive tests]0 aEl control de la exposicin de los items en tests adaptativos inf aUnpublished master’s dissertation, Universidad Autonma de Madrid, Spain1 aRevuelta, J uhttp://mail.iacat.org/content/el-control-de-la-exposicin-de-los-items-en-tests-adaptativos-informatizados-item-exposure00485nas a2200133 4500008004100000245008100041210006900122300001200191490000700203100001500210700000900225700001600234856010100250 1994 eng d00aADTEST: A computer-adaptive tests based on the maximum information principle0 aADTEST A computeradaptive tests based on the maximum information a680-6860 v541 aPonsoda, V1 aOlea1 aRevuelta, J uhttp://mail.iacat.org/content/adtest-computer-adaptive-tests-based-maximum-information-principle00535nas a2200121 4500008004100000245011500041210006900156260001900225100001400244700001400258700001500272856012600287 1994 eng d00aComparing computerized adaptive and self-adapted tests: The influence of examinee achievement locus of control0 aComparing computerized adaptive and selfadapted tests The influe aNew Orleans LA1 aWise, S L1 aRoos, L L1 aPlake, B S uhttp://mail.iacat.org/content/comparing-computerized-adaptive-and-self-adapted-tests-influence-examinee-achievement-locus00572nas a2200133 4500008004100000245013900041210006900180300001000249490000600259100001700265700001700282700001200299856012700311 1994 eng d00aIndividual differences and test administration procedures: A comparison of fixed-item, computerized adaptive, and self-adapted testing0 aIndividual differences and test administration procedures A comp a53-790 v71 aVispoel, W P1 aRocklin, T R1 aWang, T uhttp://mail.iacat.org/content/individual-differences-and-test-administration-procedures-comparison-fixed-item-computerized00750nas a2200097 4500008004100000245025100041210007100292260013800363100001500501856013600516 1994 eng d00aLa simulation de modèle sur ordinateur en tant que méthode de recherche : le cas concret de l’étude de la distribution d’échantillonnage de l’estimateur du niveau d’habileté en testing adaptatif en fonction de deux règles d’arrêt0 aLa simulation de modèle sur ordinateur en tant que méthode de re aActes du 6e colloque de l‘Association pour la recherche au collégial. Montréal : Association pour la recherche au collégial, ARC1 aRaîche, G uhttp://mail.iacat.org/content/la-simulation-de-mod%C3%A8le-sur-ordinateur-en-tant-que-m%C3%A9thode-de-recherche-le-cas-concret-de-l00501nas a2200097 4500008004100000245012400041210007200165100001500237700001500252856013600267 1994 eng d00aL'évaluation nationale individualisée et assistée par ordinateur [Large scale assessment: Tailored and computerized]0 aLévaluation nationale individualisée et assistée par ordinateur 1 aRaîche, G1 aBéland, A uhttp://mail.iacat.org/content/l%C3%A9valuation-nationale-individualis%C3%A9e-et-assist%C3%A9e-par-ordinateur-large-scale-assessment00531nas a2200145 4500008004100000245008600041210006900127300001000196490000600206100001400212700001400226700001000240700002700250856010800277 1994 eng d00aThe relationship between examinee anxiety and preference for self-adapted testing0 arelationship between examinee anxiety and preference for selfada a81-910 v71 aWise, S L1 aRoos, L L1 aPlake1 aNebelsick-Gullett, L J uhttp://mail.iacat.org/content/relationship-between-examinee-anxiety-and-preference-self-adapted-testing00447nas a2200109 4500008004100000245008200041210006900123260001900192100001700211700001500228856009400243 1994 eng d00aThe selection of test items for decision making with a computer adaptive test0 aselection of test items for decision making with a computer adap aNew Orleans LA1 aReckase, M D1 aSpray, J A uhttp://mail.iacat.org/content/selection-test-items-decision-making-computer-adaptive-test00449nas a2200109 4500008004100000245008200041210006900123260001900192100001500211700001700226856009600243 1994 eng d00aThe selection of test items for decision making with a computer adaptive test0 aselection of test items for decision making with a computer adap aNew Orleans LA1 aSpray, J A1 aReckase, M D uhttp://mail.iacat.org/content/selection-test-items-decision-making-computer-adaptive-test-000287nas a2200109 4500008004100000245002500041210002400066300000900090490000600099100001700105856005500122 1994 eng d00aSelf-adapted testing0 aSelfadapted testing a3-140 v71 aRocklin, T R uhttp://mail.iacat.org/content/self-adapted-testing00680nas a2200097 4500008004100000245010900041210007000150260021800220100001500438856012900453 1994 eng d00aUtilisation de la simulation en tant que méthodologie de recherche [Simulation methodology in research]0 aUtilisation de la simulation en tant que méthodologie de recherc aAssociation pour la recherche au collégial (Ed.) : L'en-quête de la créativité [In quest of creativity]. Proceeding of the 6th Congress of the ARC. Montréal: Association pour la recherche au collégial (ARC).1 aRaîche, G uhttp://mail.iacat.org/content/utilisation-de-la-simulation-en-tant-que-m%C3%A9thodologie-de-recherche-simulation-methodology00475nas a2200121 4500008004100000245008000041210006900121300000900190490000700199653003400206100001500240856009800255 1993 eng d00aComparability and validity of computerized adaptive testing with the MMPI-20 aComparability and validity of computerized adaptive testing with a37910 v5310acomputerized adaptive testing1 aRoper, B L uhttp://mail.iacat.org/content/comparability-and-validity-computerized-adaptive-testing-mmpi-200491nas a2200097 4500008004100000245012400041210006900165100001500234700001700249856012700266 1993 eng d00aComparison of SPRT and sequential Bayes procedures for classifying examinees into two categories using an adaptive test0 aComparison of SPRT and sequential Bayes procedures for classifyi1 aSpray, J A1 aReckase, M D uhttp://mail.iacat.org/content/comparison-sprt-and-sequential-bayes-procedures-classifying-examinees-two-categories-using-000386nas a2200097 4500008004100000245006500041210006500106260001500171100001500186856008700201 1993 eng d00aEstablishing time limits for the GRE computer adaptive tests0 aEstablishing time limits for the GRE computer adaptive tests aAtlanta GA1 aReese, C M uhttp://mail.iacat.org/content/establishing-time-limits-gre-computer-adaptive-tests00646nas a2200145 4500008004100000245014000041210006900181260004700250100001900297700001500316700001500331700001800346700001500364856012100379 1993 eng d00aField test of a computer-based GRE general test (GRE Board Technical Report 88-8; Educational Testing Service Research Rep No RR 93-07)0 aField test of a computerbased GRE general test GRE Board Technic aPrinceton NJ: Educational Testing Service.1 aSchaeffer, G A1 aReese, C M1 aSteffen, M1 aMcKinley, R L1 aMills, C N uhttp://mail.iacat.org/content/field-test-computer-based-gre-general-test-gre-board-technical-report-88-8-educational00522nas a2200109 4500008004100000245012600041210006900167260001500236100001700251700001700268856012700285 1993 eng d00aIndividual differences and test administration procedures: A comparison of fixed-item, adaptive, and self-adapted testing0 aIndividual differences and test administration procedures A comp aAtlanta GA1 aVispoel, W P1 aRocklin, T R uhttp://mail.iacat.org/content/individual-differences-and-test-administration-procedures-comparison-fixed-item-adaptive-and00527nas a2200121 4500008004100000245011500041210006900156260001200225100001800237700001700255700001400272856011900286 1993 eng d00aA simulated comparison of testlets and a content balancing procedure for an adaptive certification examination0 asimulated comparison of testlets and a content balancing procedu aAtlanta1 aReshetar, R A1 aNorcini, J J1 aShea, J A uhttp://mail.iacat.org/content/simulated-comparison-testlets-and-content-balancing-procedure-adaptive-certification00564nas a2200121 4500008004100000245014400041210006900185260001200254100001800266700001700284700001400301856012700315 1993 eng d00aA simulated comparison of two content balancing and maximum information item selection procedures for an adaptive certification examination0 asimulated comparison of two content balancing and maximum inform aAtlanta1 aReshetar, R A1 aNorcini, J J1 aShea, J A uhttp://mail.iacat.org/content/simulated-comparison-two-content-balancing-and-maximum-information-item-selection-procedures00514nas a2200145 4500008004100000245007700041210006900118300001200187490000700199100001400206700001500220700001700235700001400252856010200266 1992 eng d00aA comparison of self-adapted and computerized adaptive achievement tests0 acomparison of selfadapted and computerized adaptive achievement  a329-3390 v291 aWise, S L1 aPlake, S S1 aJohnson, P L1 aRoos, S L uhttp://mail.iacat.org/content/comparison-self-adapted-and-computerized-adaptive-achievement-tests00528nas a2200109 4500008004100000245012700041210006900168260001900237100002000256700001500276856012700291 1992 eng d00aComputerized adaptive testing with the MMPI-2: Reliability, validity, and comparability to paper and pencil administration0 aComputerized adaptive testing with the MMPI2 Reliability validit aMinneapolis MN1 aBen-Porath, Y S1 aRoper, B L uhttp://mail.iacat.org/content/computerized-adaptive-testing-mmpi-2-reliability-validity-and-comparability-paper-and-pencil00476nas a2200121 4500008004100000245007600041210006900117260001800186100001500204700002100219700001700240856009700257 1992 eng d00aEffects of feedback during self-adapted testing on estimates of ability0 aEffects of feedback during selfadapted testing on estimates of a aSan Francisco1 aHolst, P M1 aO’Donnell, A M1 aRocklin, T R uhttp://mail.iacat.org/content/effects-feedback-during-self-adapted-testing-estimates-ability00465nas a2200121 4500008004100000245007600041210006900117260001800186100001400204700001500218700001400233856009600247 1992 eng d00aThe effects of feedback in computerized adaptive and self-adapted tests0 aeffects of feedback in computerized adaptive and selfadapted tes aSan Francisco1 aRoos, L L1 aPlake, B S1 aWise, S L uhttp://mail.iacat.org/content/effects-feedback-computerized-adaptive-and-self-adapted-tests01285nas a2200181 4500008004100000020002200041245008400063210006900147250001500216260000800231300001200239490000700251520069100258100001500949700002000964700001700984856010201001 1991 eng d a0022-3891 (Print)00aComparability of computerized adaptive and conventional testing with the MMPI-20 aComparability of computerized adaptive and conventional testing  a1991/01/01 cOct a278-2900 v573 aA computerized adaptive version and the standard version of the Minnesota Multiphasic Personality Inventory-2 (MMPI-2) were administered 1 week apart to a sample of 155 college students to assess the comparability of the two versions. The countdown method was used to adaptively administer Scales L, F, the I0 clinical scales, and the 15 new content scales. Profiles across administration modalities show a high degree of similarity, providing evidence for the comparability of computerized adaptive and conventional testing with the MMPI-2. Substantial item savings were found with the adaptive version. Future directions in the study of adaptive testing with the MMPI-2 are discussed.1 aRoper, B L1 aBen-Porath, Y S1 aButcher, J N uhttp://mail.iacat.org/content/comparability-computerized-adaptive-and-conventional-testing-mmpi-200500nas a2200145 4500008004100000245007200041210006900113300001000182490000600192100001700198700001400215700001400229700001500243856009600258 1991 eng d00aCorrelates of examinee item choice behavior in self-adapted testing0 aCorrelates of examinee item choice behavior in selfadapted testi a25-280 v41 aJohnson, J L1 aRoos, L L1 aWise, S L1 aPlake, B S uhttp://mail.iacat.org/content/correlates-examinee-item-choice-behavior-self-adapted-testing00460nas a2200109 4500008004100000245008300041210006900124260001200193100001700205700002100222856010700243 1991 eng d00aAn empirical comparison of self-adapted and maximum information item selection0 aempirical comparison of selfadapted and maximum information item aChicago1 aRocklin, T R1 aO’Donnell, A M uhttp://mail.iacat.org/content/empirical-comparison-self-adapted-and-maximum-information-item-selection00739nas a2200169 4500008004100000020000900041245012400050210006900174260008700243653003400330653001500364653001800379100001600397700001900413700001700432856012000449 1991 eng d aR-1100aPatterns of alcohol and drug use among federal offenders as assessed by the Computerized Lifestyle Screening Instrument0 aPatterns of alcohol and drug use among federal offenders as asse aOttawa, ON. CanadabResearch and Statistics Branch, Correctional Service of Canada10acomputerized adaptive testing10adrug abuse10asubstance use1 aRobinson, D1 aPorporino, F J1 aMillson, W A uhttp://mail.iacat.org/content/patterns-alcohol-and-drug-use-among-federal-offenders-assessed-computerized-lifestyle00508nas a2200133 4500008004100000245009100041210006900132300001200201490000700213100001300220700001600233700001600249856010900265 1990 eng d00aAdaptive designs for Likert-type data: An approach for implementing marketing research0 aAdaptive designs for Likerttype data An approach for implementin a304-3210 v271 aSingh, J1 aHowell, R D1 aRhoads, G K uhttp://mail.iacat.org/content/adaptive-designs-likert-type-data-approach-implementing-marketing-research00389nas a2200109 4500008004100000245005800041210005700099300001000156490001000166100001600176856008700192 1990 eng d00aComputer testing: Pragmatic issues and research needs0 aComputer testing Pragmatic issues and research needs a19-200 v9 (2)1 aRudner, L M uhttp://mail.iacat.org/content/computer-testing-pragmatic-issues-and-research-needs00413nas a2200121 4500008003900000245005500039210005100094260001900145100002000164700001500184700001700199856007500216 1990 d00aAn empirical study of the computer adaptive MMPI-20 aempirical study of the computer adaptive MMPI2 aMinneapolis MN1 aBen-Porath, Y S1 aRoper, B L1 aButcher, J N uhttp://mail.iacat.org/content/empirical-study-computer-adaptive-mmpi-200444nas a2200121 4500008004100000245006600041210006500107260001400172100001500186700002000201700001700221856008400238 1990 eng d00aIllustration of computerized adaptive testing with the MMPI-20 aIllustration of computerized adaptive testing with the MMPI2 aBoston MA1 aRoper, B L1 aBen-Porath, Y S1 aButcher, J N uhttp://mail.iacat.org/content/illustration-computerized-adaptive-testing-mmpi-200428nas a2200133 4500008004100000020001400041245005100055210005000106300001000156490000600166653003400172100001700206856007100223 1989 eng d a1745-399200aAdaptive testing: The evolution of a good idea0 aAdaptive testing The evolution of a good idea a11-150 v810acomputerized adaptive testing1 aReckase, M D uhttp://mail.iacat.org/content/adaptive-testing-evolution-good-idea00397nas a2200121 4500008004100000245003200041210003200073260007000105100001300175700001600188700000900204856006200213 1989 eng d00aComputerized adaptive tests0 aComputerized adaptive tests aERIC Clearinghouse on Tests, Measurement, and Evaluation, no. 1071 aGrist, S1 aRudner, L M1 aWise uhttp://mail.iacat.org/content/computerized-adaptive-tests00408nas a2200097 4500008004100000245007000041210006900111260002100180100001500201856009400216 1989 eng d00aIndividual differences in item selection in self adaptive testing0 aIndividual differences in item selection in self adaptive testin aSan Francisco CA1 aRocklin, T uhttp://mail.iacat.org/content/individual-differences-item-selection-self-adaptive-testing00594nas a2200097 4500008004100000245018700041210006900228260005500297100001700352856012700369 1989 eng d00aThe interpretation and application of multidimensional item response theory models; and computerized testing in the instructional environment: Final Report (Research Report ONR 89-2)0 ainterpretation and application of multidimensional item response aIowa City IA: The American College Testing Program1 aReckase, M D uhttp://mail.iacat.org/content/interpretation-and-application-multidimensional-item-response-theory-models-and-computerized00432nas a2200097 4500008004100000245008000041210006900121260002800190100001700218856009900235 1988 eng d00aComputerized adaptive testing: a good idea waiting for the right technology0 aComputerized adaptive testing a good idea waiting for the right  aNew Orleans, April 19881 aReckase, M D uhttp://mail.iacat.org/content/computerized-adaptive-testing-good-idea-waiting-right-technology00492nas a2200097 4500008004100000245012800041210006900169100001500238700001600253856012500269 1988 eng d00aFitting the two-parameter model to personality data: The parameterization of the Multidimensional Personality Questionnaire0 aFitting the twoparameter model to personality data The parameter1 aReise, S P1 aWaller, N G uhttp://mail.iacat.org/content/fitting-two-parameter-model-personality-data-parameterization-multidimensional-personality00444nas a2200133 4500008004100000245006200041210006100103300001000164490000600174100001000180700001500190700001400205856009100219 1987 eng d00aComputerized psychological testing: Overview and critique0 aComputerized psychological testing Overview and critique a42-510 v11 aBurke1 aNormand, J1 aRaju, N M uhttp://mail.iacat.org/content/computerized-psychological-testing-overview-and-critique00621nas a2200133 4500008004100000245011200041210006900153260003800222653003400260653003800294100001500332700001700347856012300364 1987 eng d00aThe effect of item parameter estimation error on decisions made using the sequential probability ratio test0 aeffect of item parameter estimation error on decisions made usin aIowa City, IA. USAbDTIC Document10acomputerized adaptive testing10aSequential probability ratio test1 aSpray, J A1 aReckase, M D uhttp://mail.iacat.org/content/effect-item-parameter-estimation-error-decisions-made-using-sequential-probability-ratio00571nas a2200109 4500008004100000245015100041210006900192260004300261100001500304700001700319856012500336 1987 eng d00aThe effect of item parameter estimation error on the decisions made using the sequential probability ratio test (ACT Research Report Series 87-17)0 aeffect of item parameter estimation error on the decisions made  aIowa City IA: American College Testing1 aSpray, J A1 aReckase, M D uhttp://mail.iacat.org/content/effect-item-parameter-estimation-error-decisions-made-using-sequential-probability-ratio-000494nas a2200121 4500008004100000245009300041210006900134300001200203490000700215100001200222700002100234856011700255 1987 eng d00aSelf-adapted testing: A performance improving variation of computerized adaptive testing0 aSelfadapted testing A performance improving variation of compute a315-3190 v791 aRocklin1 aO’Donnell, A M uhttp://mail.iacat.org/content/self-adapted-testing-performance-improving-variation-computerized-adaptive-testing00551nas a2200097 4500008004100000245010100041210006900142260010900211100001700320856011600337 1986 eng d00aFinal report: The use of tailored testing with instructional programs (Research Report ONR 86-1)0 aFinal report The use of tailored testing with instructional prog aIowa City IA: The American College Testing Program, Assessment Programs Area, Test Development Division.1 aReckase, M D uhttp://mail.iacat.org/content/final-report-use-tailored-testing-instructional-programs-research-report-onr-86-100543nas a2200133 4500008004100000245010100041210006900142100001400211700001400225700001900239700001300258700001700271856012100288 1984 eng d00aEvaluation plan for the computerized adaptive vocational aptitude battery (Research Report 82-1)0 aEvaluation plan for the computerized adaptive vocational aptitud1 aGreen, BF1 aBock, R D1 aHumphreys, L G1 aLinn, RL1 aReckase, M D uhttp://mail.iacat.org/content/evaluation-plan-computerized-adaptive-vocational-aptitude-battery-research-report-82-100557nas a2200157 4500008004100000245009200041210006900133300001200202490000700214100001400221700000900235700001300244700001300257700001700270856011200287 1984 eng d00aA plan for scaling the computerized adaptive Armed Services Vocational Aptitude Battery0 aplan for scaling the computerized adaptive Armed Services Vocati a347-3600 v211 aGreen, BF1 aBock1 aLinn, RL1 aLord, FM1 aReckase, M D uhttp://mail.iacat.org/content/plan-scaling-computerized-adaptive-armed-services-vocational-aptitude-battery00501nas a2200121 4500008004100000245009200041210006900133260001900202100001700221700001400238700001300252856011400265 1984 eng d00aPredictive validity of computerized adaptive testing in a military training environment0 aPredictive validity of computerized adaptive testing in a milita aNew Orleans LA1 aSympson, J B1 aWeiss, DJ1 aRee, M J uhttp://mail.iacat.org/content/predictive-validity-computerized-adaptive-testing-military-training-environment00437nas a2200109 4500008004100000245007700041210006900118260001900187100001500206700001700221856008900238 1984 eng d00aThe selection of items for decision making with a computer adaptive test0 aselection of items for decision making with a computer adaptive  aNew Orleans LA1 aSpray, J A1 aReckase, M D uhttp://mail.iacat.org/content/selection-items-decision-making-computer-adaptive-test00656nas a2200205 4500008004100000020001400041245006700055210006700122300001200189490000700201653003400208653001700242653002100259100001400280700001400294700001900308700001300327700001700340856009300357 1984 eng d a1745-398400aTechnical guidelines for assessing computerized adaptive tests0 aTechnical guidelines for assessing computerized adaptive tests a347-3600 v2110acomputerized adaptive testing10aMode effects10apaper-and-pencil1 aGreen, BF1 aBock, R D1 aHumphreys, L G1 aLinn, RL1 aReckase, M D uhttp://mail.iacat.org/content/technical-guidelines-assessing-computerized-adaptive-tests00572nas a2200109 4500008004100000245013900041210006900180260005100249100001800300700001700318856012700335 1983 eng d00aAn evaluation of one- and three-parameter logistic tailored testing procedures for use with small item pools (Research Report ONR83-1)0 aevaluation of one and threeparameter logistic tailored testing p aIowa City IA: American College Testing Program1 aMcKinley, R L1 aReckase, M D uhttp://mail.iacat.org/content/evaluation-one-and-three-parameter-logistic-tailored-testing-procedures-use-small-item-pools00574nas a2200157 4500008004100000245006000041210005700101260003800158300001200196653000900208653004900217653004100266653000900307100001700316856008300333 1983 eng d00aA procedure for decision making using tailored testing.0 aprocedure for decision making using tailored testing aNew York, NY. USAbAcademic Press a237-25410aCCAT10aCLASSIFICATION Computerized Adaptive Testing10asequential probability ratio testing10aSPRT1 aReckase, M D uhttp://mail.iacat.org/content/procedure-decision-making-using-tailored-testing00528nas a2200097 4500008004100000245004800041210004700089260020000136100001700336856007700353 1982 eng d00aDiscussion: Adaptive and sequential testing0 aDiscussion Adaptive and sequential testing aD. J. Weiss (Ed.). Proceedings of the 1982 Computerized Adaptive Testing Conference (pp. 290-294). Minneapolis MN: University of Minnesota, Department of Psychology, Psychometric Methods Program.1 aReckase, M D uhttp://mail.iacat.org/content/discussion-adaptive-and-sequential-testing00620nas a2200121 4500008004100000245012000041210006900161260010000230100001700330700001400347700001300361856012400374 1982 eng d00aPredictive validity of conventional and adaptive tests in an Air Force training environment (Report AFHRL-TR-81-40)0 aPredictive validity of conventional and adaptive tests in an Air aBrooks Air Force Base TX: Air Force Human Resources Laboratory, Manpower and Personnel Division1 aSympson, J B1 aWeiss, DJ1 aRee, M J uhttp://mail.iacat.org/content/predictive-validity-conventional-and-adaptive-tests-air-force-training-environment-report00469nas a2200121 4500008004100000245004000041210004000081260011500121100001600236700001400252700001300266856006800279 1981 eng d00aAdaptive testing without a computer0 aAdaptive testing without a computer aCatalog of Selected Documents in Psychology, Nov 1981, 11, 74-75 (Ms. No. 2350). AFHRL Technical Report 80-66.1 aFriedman, D1 aSteinberg1 aRee, M J uhttp://mail.iacat.org/content/adaptive-testing-without-computer00553nas a2200109 4500008004100000245008300041210006900124260011600193100001300309700001700322856010400339 1981 eng d00aA comparison of a Bayesian and a maximum likelihood tailored testing procedure0 acomparison of a Bayesian and a maximum likelihood tailored testi aColumbia MObUniversity of Missouri, Department of Educational Psychology, Tailored Testing Research Laboratory1 aMcKinley1 aReckase, M D uhttp://mail.iacat.org/content/comparison-bayesian-and-maximum-likelihood-tailored-testing-procedure00484nas a2200109 4500008004100000245009800041210006900139260001900208100001500227700001700242856011500259 1981 eng d00aA comparison of a maximum likelihood and a Bayesian estimation procedure for tailored testing0 acomparison of a maximum likelihood and a Bayesian estimation pro aLos Angeles CA1 aRosso, M A1 aReckase, M D uhttp://mail.iacat.org/content/comparison-maximum-likelihood-and-bayesian-estimation-procedure-tailored-testing00447nas a2200109 4500008004500000245008700045210006900132300001000201490000600211100001300217856010700230 1981 Engldsh 00aThe Effects of Item Calibration Sample Size and Item Pool Size on Adaptive Testing0 aEffects of Item Calibration Sample Size and Item Pool Size on Ad a11-190 v51 aRee, M J uhttp://mail.iacat.org/content/effects-item-calibration-sample-size-and-item-pool-size-adaptive-testing00464nas a2200097 4500008004100000245007100041210006900112260007200181100001700253856009600270 1981 eng d00aFinal report: Procedures for criterion referenced tailored testing0 aFinal report Procedures for criterion referenced tailored testin aColumbia: University of Missouri, Educational Psychology Department1 aReckase, M D uhttp://mail.iacat.org/content/final-report-procedures-criterion-referenced-tailored-testing00570nas a2200097 4500008004100000245014500041210006900186260007800255100001700333856012200350 1981 eng d00aThe use of the sequential probability ratio test in making grade classifications in conjunction with tailored testing (Research Report 81-4)0 ause of the sequential probability ratio test in making grade cla aColumbia MO: University of Missouri, Department of Educational Psychology1 aReckase, M D uhttp://mail.iacat.org/content/use-sequential-probability-ratio-test-making-grade-classifications-conjunction-tailored00374nas a2200121 4500008004100000245004500041210004500086300001200131490000700143100001300150700001700163856007200180 1980 eng d00aComputer applications to ability testing0 aComputer applications to ability testing a193-2030 v131 aMcKinley1 aReckase, M D uhttp://mail.iacat.org/content/computer-applications-ability-testing00517nas a2200109 4500008004100000245012400041210006900165260001700234100001800251700001700269856012100286 1980 eng d00aEffects of program parameters and item pool characteristics on the bias of a three-parameter tailored testing procedure0 aEffects of program parameters and item pool characteristics on t aBoston MA, U1 aPatience, W M1 aReckase, M D uhttp://mail.iacat.org/content/effects-program-parameters-and-item-pool-characteristics-bias-three-parameter-tailored00434nas a2200097 4500008004100000245007600041210006900117260002800186100002100214856010100235 1980 eng d00aFinal Report: Computerized adaptive testing, assessment of requirements0 aFinal Report Computerized adaptive testing assessment of require aFalls Church VA: Author1 aRehab-Group-Inc. uhttp://mail.iacat.org/content/final-report-computerized-adaptive-testing-assessment-requirements00484nas a2200121 4500008004100000245007800041210006900119300002500188490001600213100001300229700001700242856010300259 1980 eng d00aOperational characteristics of a one-parameter tailored testing procedure0 aOperational characteristics of a oneparameter tailored testing p a10, 66 (Ms No. 2104)0 vAugust 19801 aPatience1 aReckase, M D uhttp://mail.iacat.org/content/operational-characteristics-one-parameter-tailored-testing-procedure00595nas a2200097 4500008004100000245005900041210005900100260024100159100001700400856008000417 1980 eng d00aSome decision procedures for use with tailored testing0 aSome decision procedures for use with tailored testing aD. J. Weiss (Ed.), Proceedings of the 1979 Computerized Adaptive Testing Conference (pp. 79-100). Minneapolis MN: University of Minnesota, Department of Psychology, Psychometric Methods Program, Computerized Adaptive Testing Laboratory.1 aReckase, M D uhttp://mail.iacat.org/content/some-decision-procedures-use-tailored-testing00592nas a2200109 4500008004100000245010700041210006900148260010300217100001800320700001700338856012700355 1980 eng d00aA successful application of latent trait theory to tailored achievement testing (Research Report 80-1)0 asuccessful application of latent trait theory to tailored achiev aUniversity of Missouri, Department of Educational Psychology, Tailored Testing Research Laboratory1 aMcKinley, R L1 aReckase, M D uhttp://mail.iacat.org/content/successful-application-latent-trait-theory-tailored-achievement-testing-research-report-80-100534nas a2200109 4500008004100000245013600041210006900177260001800246100001800264700001700282856012500299 1979 eng d00aOperational characteristics of a Rasch model tailored testing procedure when program parameters and item pool attributes are varied0 aOperational characteristics of a Rasch model tailored testing pr aSan Francisco1 aPatience, W M1 aReckase, M D uhttp://mail.iacat.org/content/operational-characteristics-rasch-model-tailored-testing-procedure-when-program-parameters00627nas a2200109 4500008004100000245009400041210006900135260016900204100001400373700001700387856011300404 1979 eng d00aProblems in application of latent-trait models to tailored testing (Research Report 79-1)0 aProblems in application of latenttrait models to tailored testin aColumbia MO: University of Missouri, Department of Psychology", (also presented at National Council on Measurement in Education, 1979: ERIC No. ED 177 196) note = "1 aKoch, W J1 aReckase, M D uhttp://mail.iacat.org/content/problems-application-latent-trait-models-tailored-testing-research-report-79-100433nas a2200097 4500008004100000245008500041210006900126260002100195100001700216856010200233 1978 eng d00aA generalization of sequential analysis to decision making with tailored testing0 ageneralization of sequential analysis to decision making with ta aOklahoma City OK1 aReckase, M D uhttp://mail.iacat.org/content/generalization-sequential-analysis-decision-making-tailored-testing00555nas a2200109 4500008004100000245011600041210006900157260006600226100001400292700001700306856012200323 1978 eng d00aA live tailored testing comparison study of the one- and three-parameter logistic models (Research Report 78-1)0 alive tailored testing comparison study of the one and threeparam aColumbia MO: University of Missouri, Department of Psychology1 aKoch, W J1 aReckase, M D uhttp://mail.iacat.org/content/live-tailored-testing-comparison-study-one-and-three-parameter-logistic-models-research00458nas a2200133 4500008004100000245006300041210006300104300001200167490000600179100001700185700001700202700001800219856008700237 1977 eng d00aApplication of tailored testing to achievement measurement0 aApplication of tailored testing to achievement measurement a158-1610 v91 aEnglish, R A1 aReckase, M D1 aPatience, W M uhttp://mail.iacat.org/content/application-tailored-testing-achievement-measurement00489nas a2200121 4500008004100000245007500041210006900116260003700185100001600222700001200238700001600250856010100266 1977 eng d00aFlexilevel adaptive testing paradigm: Validation in technical training0 aFlexilevel adaptive testing paradigm Validation in technical tra aAFHRL Technical Report 77-35 (I)1 aHansen, D N1 aRoss, S1 aHarris, D A uhttp://mail.iacat.org/content/flexilevel-adaptive-testing-paradigm-validation-technical-training00493nas a2200121 4500008004100000245007500041210006900116260003800185100001600223700001200239700001600251856010400267 1977 eng d00aFlexilevel adaptive training paradigm: Hierarchical concept structures0 aFlexilevel adaptive training paradigm Hierarchical concept struc aAFHRL Technical Report 77-35 (II)1 aHansen, D N1 aRoss, S1 aHarris, D A uhttp://mail.iacat.org/content/flexilevel-adaptive-training-paradigm-hierarchical-concept-structures00636nas a2200097 4500008003900000245010600039210006900145260018600214100001300400856012500413 1977 d00aImplementation of a Model Adaptive Testing System at an Armed Forces Entrance and Examination Station0 aImplementation of a Model Adaptive Testing System at an Armed Fo aD. J. Weiss (Ed.), Proceedings of the 1977 Computerized Adaptive Testing Conference. Minneapolis MN: University of Minnesota, Department of Psychology, Psychometric Methods Program.1 aRee, M J uhttp://mail.iacat.org/content/implementation-model-adaptive-testing-system-armed-forces-entrance-and-examination-station00333nas a2200109 4500008004100000245004000041210004000081300001200121490000700133100001700140856006600157 1977 eng d00aProcedures for computerized testing0 aProcedures for computerized testing a351-3560 v701 aReckase, M D uhttp://mail.iacat.org/content/procedures-computerized-testing00441nas a2200097 4500008004100000245009300041210006900134260001900203100001700222856010400239 1976 eng d00aThe effect of item pool characteristics on the operation of a tailored testing procedure0 aeffect of item pool characteristics on the operation of a tailor aMurray Hill NJ1 aReckase, M D uhttp://mail.iacat.org/content/effect-item-pool-characteristics-operation-tailored-testing-procedure00588nas a2200133 4500008004100000245009400041210006900135260007200204100001600276700001500292700001800307700001900325856011000344 1976 eng d00aMonte carlo results from a computer program for tailored testing (Technical Report No. 2)0 aMonte carlo results from a computer program for tailored testing aLos Angeles CA: University of California, Department of Psychology.1 aCudeck, R A1 aCliff, N A1 aReynolds, T J1 aMcCormick, D J uhttp://mail.iacat.org/content/monte-carlo-results-computer-program-tailored-testing-technical-report-no-200321nas a2200097 4500008004100000245004000041210004000081260001700121100001700138856006800155 1976 eng d00aProcedures for computerized testing0 aProcedures for computerized testing aSt. Louis MO1 aReckase, M D uhttp://mail.iacat.org/content/procedures-computerized-testing-000472nas a2200097 4500008004100000245010400041210006900145260002100214100001700235856012200252 1975 eng d00aThe effect of item choice on ability estimation when using a simple logistic tailored testing model0 aeffect of item choice on ability estimation when using a simple  aWashington, D.C.1 aReckase, M D uhttp://mail.iacat.org/content/effect-item-choice-ability-estimation-when-using-simple-logistic-tailored-testing-model00407nas a2200097 4500008004100000245007400041210006900115260001700184100001700201856009100218 1974 eng d00aAn application of the Rasch simple logistic model to tailored testing0 aapplication of the Rasch simple logistic model to tailored testi aSt. Loius MO1 aReckase, M D uhttp://mail.iacat.org/content/application-rasch-simple-logistic-model-tailored-testing00544nas a2200121 4500008004100000245006900041210006700110260010600177100001700283700001400300700001600314856009200330 1974 eng d00aDevelopment of a programmed testing system (Technical Paper 259)0 aDevelopment of a programmed testing system Technical Paper 259 aArlington VA: US Army Research Institute for the Behavioral and Social Sciences. NTIS No. AD A001534)1 aBayroff, A G1 aRoss, R M1 aFischl, M A uhttp://mail.iacat.org/content/development-programmed-testing-system-technical-paper-25900469nas a2200109 4500008004100000245009900041210006900140300001200209490000600221100001700227856011500244 1974 eng d00aAn interactive computer program for tailored testing based on the one-parameter logistic model0 ainteractive computer program for tailored testing based on the o a208-2120 v61 aReckase, M D uhttp://mail.iacat.org/content/interactive-computer-program-tailored-testing-based-one-parameter-logistic-model00458nas a2200097 4500008004100000245009900041210006900140260001700209100001700226856011700243 1973 eng d00aAn interactive computer program for tailored testing based on the one-parameter logistic model0 ainteractive computer program for tailored testing based on the o aSt. Louis MO1 aReckase, M D uhttp://mail.iacat.org/content/interactive-computer-program-tailored-testing-based-one-parameter-logistic-model-000567nas a2200181 4500008004100000245005100041210004900092300001100141490000700152653000900159653004900168653004100217653000900258100001300267700001400280700001600294856007500310 1972 eng d00aSequential testing for dichotomous decisions. 0 aSequential testing for dichotomous decisions a85-95.0 v3210aCCAT10aCLASSIFICATION Computerized Adaptive Testing10asequential probability ratio testing10aSPRT1 aLinn, RL1 aRock, D A1 aCleary, T A uhttp://mail.iacat.org/content/sequential-testing-dichotomous-decisions00623nas a2200121 4500008004100000245017800041210006900219260004700288100001300335700001400348700001600362856012300378 1970 eng d00aSequential testing for dichotomous decisions. College Entrance Examination Board Research and Development Report (RDR 69-70, No 3", and Educational Testing Service RB-70-31)0 aSequential testing for dichotomous decisions College Entrance Ex aPrinceton NJ: Educational Testing Service.1 aLinn, RL1 aRock, D A1 aCleary, T A uhttp://mail.iacat.org/content/sequential-testing-dichotomous-decisions-college-entrance-examination-board-research-and00393nas a2200133 4500008004100000245004500041210004200086300001200128490000700140100001600147700001300163700001400176856006900190 1969 eng d00aAn exploratory study of programmed tests0 aexploratory study of programmed tests a345-3600 v281 aCleary, T A1 aLinn, RL1 aRock, D A uhttp://mail.iacat.org/content/exploratory-study-programmed-tests00538nas a2200121 4500008004100000245009800041210006900139260004600208100001300254700001400267700001600281856011900297 1968 eng d00aThe development and evaluation of several programmed testing methods (Research Bulletin 68-5)0 adevelopment and evaluation of several programmed testing methods aPrinceton NJ: Educational Testing Service1 aLinn, RL1 aRock, D A1 aCleary, T A uhttp://mail.iacat.org/content/development-and-evaluation-several-programmed-testing-methods-research-bulletin-68-500493nas a2200133 4500008004100000245008400041210006900125300001200194490000600206100001600212700001300228700001400241856010400255 1968 eng d00aReproduction of total test score through the use of sequential programmed tests0 aReproduction of total test score through the use of sequential p a183-1870 v51 aCleary, T A1 aLinn, RL1 aRock, D A uhttp://mail.iacat.org/content/reproduction-total-test-score-through-use-sequential-programmed-tests00495nam a2200097 4500008004100000245010000041210006900141260006100210100001900271856010700290 1961 eng d00aAn analysis of the application of utility theory to the development of two-stage testing models0 aanalysis of the application of utility theory to the development aUnpublished doctoral dissertation, University of Buffalo1 aRosenbach, J H uhttp://mail.iacat.org/content/analysis-application-utility-theory-development-two-stage-testing-models