01738nas a2200181   4500008004100000245014500041210006900186300001200255490000700267520104600274653003001320653002401350653001501374100001301389700001701402700002101419856011601440       2005                        eng d00aA randomized experiment to compare conventional, computerized, and computerized adaptive administration of ordinal polytomous attitude items0 arandomized experiment to compare conventional computerized and c  a159-1830 v293 aA total of 520 high school students were randomly assigned to a paper-and-pencil test (PPT), a computerized standard test (CST), or a computerized adaptive test (CAT) version of the Dutch School Attitude Questionnaire (SAQ), consisting of ordinal polytomous items. The CST administered items in the same order as the PPT. The CAT administered all items of three SAQ subscales in adaptive order using Samejima's graded response model, so that six different stopping rule settings could be applied afterwards. School marks were used as external criteria. Results showed significant but small multivariate administration mode effects on conventional raw scores and small to medium effects on maximum likelihood latent trait estimates. When the precision of CAT latent trait estimates decreased, correlations with grade point average in general decreased. However, the magnitude of the decrease was not very large as compared to the PPT, the CST, and the CAT without the stopping rule. (PsycINFO Database Record (c) 2005 APA ) (journal abstract)10aComputer Assisted Testing10aTest Administration10aTest Items1 aHol, A M1 aVorst, H C M1 aMellenbergh, G J  uhttp://mail.iacat.org/content/randomized-experiment-compare-conventional-computerized-and-computerized-adaptive