Precision of Warm’s weighted likelihood estimation of ability for a polytomous model in CAT - Wang, S.,; Wang, T. (Applied Psychological Measurement, 2001)

Principes et enjeux du testing adaptatif : de la loi des petits nombres à la loi des grands nombres - Raîche, G. (Communication présentée à l’intérieur du 69e congrès de l’Association canadienne française pour l’avancement de la science, 2001)

A rearrangement procedure for administering adaptive tests when review options are permitted - Papanastasiou, E. C. (2001)

Refining a system for computerized adaptive testing pool creation - Way, W. D.; Swanson, l,; Stocking, M. (Paper presented at the annual meeting of the American Educational Research Association, 2001)

Refining a system for computerized adaptive testing pool creation (Research Report 01-18) - Way, W. D.; Swanson, L.; Steffen, M.; Stocking, M. L. (2001)

Requerimientos, aplicaciones e investigación en tests adaptativos informatizados [Requirements, applications, and investigation in computerized adaptive testing] - Olea Díaz, J.; Ponsoda Gil, V.; Revuelta Menéndez, J.; Hontangas Beltrán, P.; Abad, F. J. (Apuntes de Psicologia, 2001)
Summarizes 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 )
Keywords: Computer Assisted Testing; English as Second Language; Psychometrics computerized adaptive testing

Scoring alternatives for incomplete computerized adaptive tests (Research Report 01-20) - Way, W. D.; Gawlick, L. A.; Eignor, D. R. (2001)

STAR Early Literacy Computer-Adaptive Diagnostic Assessment: Technical Manual - Renaissance-Learning-Inc. (2001)

A system for on-the-fly adaptive testing - Wagner, M. E. (Paper presented at the annual meeting of the National Council on Measurement in Education, 2001)

Test anxiety and test performance: Comparing paper-based and computer-adaptive versions of the Graduate Record Examinations (GRE) General test - Powers, D. E. (Journal of educational computing research, 2001)

Testing a computerized adaptive personality inventory using simulated response data - Simms, L. (Paper presented at the annual meeting of the American Psychological Association, 2001)

Testing via the Internet: A literature review and analysis of issues for Department of Defense Internet testing of the Armed Services Vocational Aptitude Battery (ASVAB) in high schools (FR-01-12) - J. R. McBride; Paddock, A. F.; Wise, L. L.; Strickland, W. J.; B. K. Waters (2001)

Toepassing van een computergestuurde adaptieve testprocedure op persoonlijkheidsdata [Application of a computerised adaptive test procedure on personality data] - Hol, A. M.; Vorst, H. C. M.; Mellenbergh, G. J. (Nederlands Tijdschrift voor de Psychologie en haar Grensgebieden, 2001)
Studied the applicability of a computerized adaptive testing procedure to an existing personality questionnaire within the framework of item response theory. The procedure was applied to the scores of 1,143 male and female university students (mean age 21.8 yrs) in the Netherlands on the Neuroticism scale of the Amsterdam Biographical Questionnaire (G. J. Wilde, 1963). The graded response model (F. Samejima, 1969) was used. The quality of the adaptive test scores was measured based on their correlation with test scores for the entire item bank and on their correlation with scores on other scales from the personality test. The results indicate that computerized adaptive testing can be applied to personality scales. (PsycINFO Database Record (c) 2005 APA )
Keywords: Adaptive Testing; Computer Applications; Computer Assisted Testing; Personality Measures; Test Reliability computerized adaptive testing

User's guide for SCORIGHT (version 1): A computer program for scoring tests built of testlets (Research Report 01-06) - Wang, X; Bradlow, E. T.; Wainer, H., (2001)

Users guide for SCORIGHT (version 2) : A computer program for scoring tests built of testlets (Research Report 01-06) - Wang, X; Bradlow, E. T.; Wainer, H., (2001)

Using response times to detect aberrant behavior in computerized adaptive testing - van der Linden, W. J.; van Krimpen-Stoop, E. M. L. A. (Paper presented at the annual meeting of the National Council on Measurement in Education, 2001)

Validity issues in computer-based testing - Huff, K. L.; Sireci, S. G. (Educational Measurement: Issues and Practice, 2001)

Adaptive mastery testing using a multidimensional IRT model and Bayesian sequential decision theory (Research Report 00-06) - Glas, C. A. W.; Vos, H. J. (2000)

Algoritmo mixto mínima entropía-máxima información para la selección de ítems en un test adaptativo informatizado - Dorronsoro, J. R.; Santa-Cruz, C.; Rubio Franco, V. J.; Aguado García, D. (Psicothema, 2000)
El 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.
Keywords: computerized adaptive testing

Applying specific information item selection to a passage-based test - Thompson, T.D.; Davey, T. (Paper presented at the annual meeting of the National Council on Measurement in Education, 2000)

Assembling parallel item pools for computerized adaptive testing - Wang, T.; Fan, M. Yi, Q.; Ban, J. C.; Zhu, D. (Paper presented at the annual meeting of the American Educational Research Association, 2000)

Capitalization on item calibration error in adaptive testing - van der Linden, W. J.; Glas, C. A. W. (Applied Measurement in Education, 2000)
(from the journal abstract) In adaptive testing, item selection is sequentially optimized during the test. Because the optimization takes place over a pool of items calibrated with estimation error, capitalization on chance is likely to occur. How serious the consequences of this phenomenon are depends not only on the distribution of the estimation errors in the pool or the conditional ratio of the test length to the pool size given ability, but may also depend on the structure of the item selection criterion used. A simulation study demonstrated a dramatic impact of capitalization on estimation errors on ability estimation. Four different strategies to minimize the likelihood of capitalization on error in computerized adaptive testing are discussed.
Keywords: computerized adaptive testing

CAT administration of language placement examinations - Stahl, J.; Bergstrom, B.; Gershon, R. C. (Journal of Applied Measurement, 2000)
This article describes the development of a computerized adaptive test for Cegep de Jonquiere, a community college located in Quebec, Canada. Computerized language proficiency testing allows the simultaneous presentation of sound stimuli as the question is being presented to the test-taker. With a properly calibrated bank of items, the language proficiency test can be offered in an adaptive framework. By adapting the test to the test-taker's level of ability, an assessment can be made with significantly fewer items. We also describe our initial attempt to detect instances in which "cheating low" is occurring. In the "cheating low" situation, test-takers deliberately answer questions incorrectly, questions that they are fully capable of answering correctly had they been taking the test honestly.
Keywords: *Language; *Software; Aptitude Tests/*statistics & numerical data; Educational Measurement/*statistics & numerical data; Humans; Psychometrics; Reproducibility of Results; Research Support, Non-U.S. Gov't

Caveats, pitfalls, and unexpected consequences of implementing large-scale computerized testing - Wainer, H.,; Eignor, D. R. (2000)

CBTS: Computer-based testing simulation and analysis [computer software] - Robin, F. (2000)

Change in distribution of latent ability with item position in CAT sequence - Krass, I. A. (Paper presented at the annual meeting of the National Council on Measurement in Education in New Orleans, 2000)

The choice of item difficulty in self adapted testing - Hontangas, P.; Ponsoda, V.; Olea, J.; Wise, S. L. (European Journal of Psychological Assessment, 2000)

Classification accuracy and test security for a computerized adaptive mastery test calibrated with different IRT models - Robin, F.; Xing, D.; Scrams, D.; Potenza, M. (Paper presented at the annual meeting of the National Council on Measurement in Education, 2000)

A comparison of computerized adaptive testing and multistage testing - Patsula, L N. (Dissertation Abstracts International: Section B: the Sciences & Engineering, 2000)
There is considerable evidence to show that computerized-adaptive testing (CAT) and multi-stage testing (MST) are viable frameworks for testing. With many testing organizations looking to move towards CAT or MST, it is important to know what framework is superior in different situations and at what cost in terms of measurement. What was needed is a comparison of the different testing procedures under various realistic testing conditions. This dissertation addressed the important problem of the increase or decrease in accuracy of ability estimation in using MST rather than CAT. The purpose of this study was to compare the accuracy of ability estimates produced by MST and CAT while keeping some variables fixed and varying others. A simulation study was conducted to investigate the effects of several factors on the accuracy of ability estimation using different CAT and MST designs. The factors that were manipulated are the number of stages, the number of subtests per stage, and the number of items per subtest. Kept constant were test length, distribution of subtest information, method of determining cut-points on subtests, amount of overlap between subtests, and method of scoring total test. The primary question of interest was, given a fixed test length, how many stages and many subtests per stage should there be to maximize measurement precision? Furthermore, how many items should there be in each subtest? Should there be more in the routing test or should there be more in the higher stage tests? Results showed that, in general, increasing the number of stages from two to three decreased the amount of errors in ability estimation. Increasing the number of subtests from three to five increased the accuracy of ability estimates as well as the efficiency of the MST designs relative to the P&P and CAT designs at most ability levels (-.75 to 2.25). Finally, at most ability levels (-.75 to 2.25), varying the number of items per stage had little effect on either the resulting accuracy of ability estimates or the relative efficiency of the MST designs to the P&P and CAT designs. (PsycINFO Database Record (c) 2003 APA, all rights reserved).
Keywords: computerized adaptive testing

A comparison of item selection rules at the early stages of computerized adaptive testing - Chen, S.Y.; Ankenmann, R. D.; Chang, Hua-Hua (Applied Psychological Measurement, 2000)

A comparison of item selection rules at the early stages of computerized adaptive testing - Chen, S-Y.; Ankenmann, R. D.; Chang, Hua-Hua (Applied Psychological Measurement, 2000)
The effects of 5 item selection rules--Fisher information (FI), Fisher interval information (FII), Fisher information with a posterior distribution (FIP), Kullback-Leibler information (KL), and Kullback-Leibler information with a posterior distribution (KLP)--were compared with respect to the efficiency and precision of trait (θ) estimation at the early stages of computerized adaptive testing (CAT). FII, FIP, KL, and KLP performed marginally better than FI at the early stages of CAT for θ=-3 and -2. For tests longer than 10 items, there appeared to be no precision advantage for any of the selection rules. (PsycINFO Database Record (c) 2005 APA ) (journal abstract)
Keywords: Adaptive Testing; Computer Assisted Testing; Item Analysis (Test); Statistical Estimation computerized adaptive testing

Computer-adaptive sequential testing - Luecht, RM; Nungester, R. J. (2000)

Computer-adaptive testing: A methodology whose time has come - Linacre, J. M. (Development of Computerised Middle School Achievement Tests, 2000)
Keywords: computerized adaptive testing

Computer-adaptive testing: A methodology whose time has come. MESA Memorandum No 9 - Linacre, J. M. (2000)

Computerization and adaptive administration of the NEO PI-R - Reise, S. P.; Henson, J. M. (Assessment, 2000)
This 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.
Keywords: *Personality Inventory; Algorithms; California; Diagnosis, Computer-Assisted/*methods; Humans; Models, Psychological; Psychometrics/methods; Reproducibility of Results

Computerized adaptive administration of the self-evaluation examination - LaVelle, T.; Zaglaniczny, K.,; Spitzer, L.E. (AANA.J, 2000)

Computerized adaptive rating scales (CARS): Development and evaluation of the concept - Borman, W. C.; Hanson, M. A.; Kubisiak, U. C.; Buck, D. E. (2000)

Computerized adaptive testing: A primer (2nd edition) - Wainer, H.,; Dorans, N.; Eignor, D. R.; Flaugher, R.; Green, B. F.; Mislevy, R.; Steinberg, L.; Thissen, D. (2000)

Computerized adaptive testing for classifying examinees into three categories - Theo Eggen; Straetmans, G. J. J. M. (Educational and Psychological Measurement, 2000)
The objective of this study was to explore the possibilities for using computerized adaptive testing in situations in which examinees are to be classified into one of three categories.Testing algorithms with two different statistical computation procedures are described and evaluated. The first computation procedure is based on statistical testing and the other on statistical estimation. Item selection methods based on maximum information (MI) considering content and exposure control are considered. The measurement quality of the proposed testing algorithms is reported. The results of the study are that a reduction of at least 22% in the mean number of items can be expected in a computerized adaptive test (CAT) compared to an existing paper-and-pencil placement test. Furthermore, statistical testing is a promising alternative to statistical estimation. Finally, it is concluded that imposing constraints on the MI selection strategy does not negatively affect the quality of the testing algorithms
Keywords: computerized adaptive testing; Computerized classification testing

Computerized adaptive testing: Theory and practice - van der Linden, W. J.; Glas, C. A. W. (Kluwer Academic Publishers, 2000)

Computerized testing – the adolescent years: Juvenile delinquent or positive role model - Reckase, M. D. (Paper presented at the annual meeting of the National Council on Measurement in Education, 2000)

Constrained adaptive testing with shadow tests - van der Linden, W. J. (2000)

The construction and evaluation of a dynamic computerised adaptive test for the measurement of learning potential - De Beer, M. (2000)

Content balancing in stratified computerized adaptive testing designs - Leung, C-K..; Chang, Hua-Hua; Hau, K-T. (Paper presented at the annual meeting of the American Educational Research Association, 2000)

Cross-validating item parameter estimation in adaptive testing - van der Linden, W. J.; Glas, C. A. W. (2000)

Designing item pools for computerized adaptive testing - Veldkamp, B. P.; van der Linden, W. J. (Computerized adaptive testing: Theory and practice, 2000)

Detecting person misfit in adaptive testing using statistical process control techniques - van Krimpen-Stoop, E. M. L. A.; Meijer, R. R. (2000)

Detecting person misfit in adaptive testing using statistical process control techniques - van Krimpen-Stoop, E. M. L. A.; Meijer, R. R. (Computer adaptive testing: Theory and practice, 2000)
Keywords: person Fit

Detecting test-takers who have memorized items in computerized-adaptive testing and muti-stage testing: A comparison - Patsula, L N.; McLeod, L. D. (Paper presented at the annual meeting of the National Council on Measurement in Education, 2000)

Detection of known items in adaptive testing with a statistical quality control method - Veerkamp, W. J. J.; Glas, C. E. W. (Journal of Educational and Behavioral Statistics, 2000)

Detection of person misfit in computerized adaptive testing with polytomous items (Research Report 00-01) - van Krimpen-Stoop, E. M. L. A.; Meijer, R. R. (2000)

Development and evaluation of test assembly procedures for computerized adaptive testing (Laboratory of Psychometric and Evaluative Methods Research Report No 391) - Robin, F. (2000)

The development of a computerized version of Vandenberg's mental rotation test and the effect of visuo-spatial working memory loading - Strong, S. D. (Dissertation Abstracts International Section A: Humanities and Social Sciences, 2000)
This dissertation focused on the generation and evaluation of web-based versions of Vandenberg's Mental Rotation Test. Memory and spatial visualization theory were explored in relation to the addition of a visuo-spatial working memory component. Analysis of the data determined that there was a significant difference between scores on the MRT Computer and MRT Memory test. The addition of a visuo-spatial working memory component did significantly affect results at the .05 alpha level. Reliability and discrimination estimates were higher on the MRT Memory version. The computerization of the paper and pencil version on the MRT did not significantly effect scores but did effect the time required to complete the test. The population utilized in the quasi-experiment consisted of 107 university students from eight institutions in engineering graphics related courses. The subjects completed two researcher developed, Web-based versions of Vandenberg's Mental Rotation Test and the original paper and pencil version of the Mental Rotation Test. One version of the test included a visuo-spatial working memory loading. Significant contributions of this study included developing and evaluating computerized versions of Vandenberg's Mental Rotation Test. Previous versions of Vandenberg's Mental Rotation Test did not take advantage of the ability of the computer to incorporate an interaction factor, such as a visuo-spatial working memory loading, into the test. The addition of an interaction factor results in a more discriminate test which will lend itself well to computerized adaptive testing practices. Educators in engineering graphics related disciplines should strongly consider the use of spatial visualization tests to aid in establishing the effects of modern computer systems on fundamental design/drafting skills. Regular testing of spatial visualization skills will result assist in the creation of a more relevant curriculum. Computerized tests which are valid and reliable will assist in making this task feasible. (PsycINFO Database Record (c) 2005 APA )
Keywords: Computer Assisted Testing; Mental Rotation; Short Term Memory computerized adaptive testing; Test Construction; Test Validity; Visuospatial Memory

Diagnostische programme in der Demenzfrüherkennung: Der Adaptive Figurenfolgen-Lerntest (ADAFI) [Diagnostic programs in the early detection of dementia: The Adaptive Figure Series Learning Test (ADAFI)] - Schreiber, M. D.; Schneider, R. J.; Schweizer, A.; Beckmann, J. F.; Baltissen, R. (Zeitschrift für Gerontopsychologie & -Psychiatrie, 2000)
Zusammenfassung: Untersucht wurde die Eignung des computergestützten Adaptiven Figurenfolgen-Lerntests (ADAFI), zwischen gesunden älteren Menschen und älteren Menschen mit erhöhtem Demenzrisiko zu differenzieren. Der im ADAFI vorgelegte Aufgabentyp der fluiden Intelligenzdimension (logisches Auffüllen von Figurenfolgen) hat sich in mehreren Studien zur Erfassung des intellektuellen Leistungspotentials (kognitive Plastizität) älterer Menschen als günstig für die genannte Differenzierung erwiesen. Aufgrund seiner Konzeption als Diagnostisches Programm fängt der ADAFI allerdings einige Kritikpunkte an Vorgehensweisen in diesen bisherigen Arbeiten auf. Es konnte gezeigt werden, a) daß mit dem ADAFI deutliche Lokationsunterschiede zwischen den beiden Gruppen darstellbar sind, b) daß mit diesem Verfahren eine gute Vorhersage des mentalen Gesundheitsstatus der Probanden auf Einzelfallebene gelingt (Sensitivität: 80 %, Spezifität: 90 %), und c) daß die Vorhersageleistung statusdiagnostischer Tests zur Informationsverarbeitungsgeschwindigkeit und zum Arbeitsgedächtnis geringer ist. Die Ergebnisse weisen darauf hin, daß die plastizitätsorientierte Leistungserfassung mit dem ADAFI vielversprechend für die Frühdiagnostik dementieller Prozesse sein könnte.The aim of this study was to examine the ability of the computerized Adaptive Figure Series Learning Test (ADAFI) to differentiate among old subjects at risk for dementia and old healthy controls. Several studies on the subject of measuring the intellectual potential (cognitive plasticity) of old subjects have shown the usefulness of the fluid intelligence type of task used in the ADAFI (completion of figure series) for this differentiation. Because the ADAFI has been developed as a Diagnostic Program it is able to counter some critical issues in those studies. It was shown a) that distinct differences between both groups are revealed by the ADAFI, b) that the prediction of the cognitive health status of individual subjects is quite good (sensitivity: 80 %, specifity: 90 %), and c) that the prediction of the cognitive health status with tests of processing speed and working memory is worse than with the ADAFI. The results indicate that the ADAFI might be a promising plasticity-oriented tool for the measurement of cognitive decline in the elderly, and thus might be useful for the early detection of dementia.
Keywords: Adaptive Testing; At Risk Populations; Computer Assisted Diagnosis; Dementia

Does adaptive testing violate local independence? - Mislevy, R. J.; Chang, Hua-Hua (Psychometrika, 2000)

Effects of item-selection criteria on classification testing with the sequential probability ratio test (Research Report 2000-8) - Lin, C.-J.; Spray, J. A. (2000)

Effects of nonequivalence of item pools on ability estimates in CAT - Ban, J. C.; Wang, T.; Yi, Q.; Harris, D. J. (Paper presented at the annual meeting of the National Council on Measurement in Education, 2000)

Emergence of item response modeling in instrument development and data analysis - Hambleton, R. K. (Medical Care, 2000)
Keywords: Computer Assisted Testing; Health; Item Response Theory; Measurement; Statistical Validity computerized adaptive testing; Test Construction; Treatment Outcomes

Estimating item parameters from classical indices for item pool development with a computerized classification test (Research Report 2000-4) - Huang, C.-Y.; Kalohn, J.C.; Lin, C.-J.; Spray, J. (2000)

Estimating item parameters from classical indices for item pool development with a computerized classification test (ACT Research 2000-4) - Chang, C.-Y.; Kalohn, J.C.; Lin, C.-J.; Spray, J. (2000)

Estimating Item Parameters from Classical Indices for Item Pool Development with a Computerized Classification Test. - Huang, C.-Y.; Kalohn, J.C.; Lin, C.-J.; Spray, J. A. (ACT, Inc., 2000)

Estimation of trait level in computerized adaptive testing - Cheng, P. E.; Liou, M. (Applied Psychological Measurement, 2000)
Notes that in computerized adaptive testing (CAT), a examinee's trait level (θ) must be estimated with reasonable accuracy based on a small number of item responses. A successful implementation of CAT depends on (1) the accuracy of statistical methods used for estimating θ and (2) the efficiency of the item-selection criterion. Methods of estimating θ suitable for CAT are reviewed, and the differences between Fisher and Kullback-Leibler information criteria for selecting items are discussed. The accuracy of different CAT algorithms was examined in an empirical study. The results show that correcting θ estimates for bias was necessary at earlier stages of CAT, but most CAT algorithms performed equally well for tests of 10 or more items. (PsycINFO Database Record (c) 2005 APA )
Keywords: (Statistical); Adaptive Testing; Computer Assisted Testing; Item Analysis; Statistical Estimation computerized adaptive testing

ETS finds flaws in the way online GRE rates some students - Carlson, S. (Chronicle of Higher Education, 2000)

An examination of exposure control and content balancing restrictions on item selection in CATs using the partial credit model - Davis, L. L.; Pastor, D. A.; Dodd, B. G.; Chiang, C.; Fitzpatrick, S. (Paper presented at the annual meeting of the American Educational Research Association, 2000)

An examination of the reliability and validity of performance ratings made using computerized adaptive rating scales - Buck, D. E. (Dissertation Abstracts International: Section B: The Sciences and Engineering, 2000)
This study compared the psychometric properties of performance ratings made using recently-developed computerized adaptive rating scales (CARS) to the psyc hometric properties of ratings made using more traditional paper-and-pencil rati ng formats, i.e., behaviorally-anchored and graphic rating scales. Specifically, the reliability, validity and accuracy of the performance ratings from each for mat were examined. One hundred twelve participants viewed six 5-minute videotape s of office situations and rated the performance of a target person in each vide otape on three contextual performance dimensions-Personal Support, Organizationa l Support, and Conscientious Initiative-using CARS and either behaviorally-ancho red or graphic rating scales. Performance rating properties were measured using Shrout and Fleiss's intraclass correlation (2, 1), Borman's differential accurac y measure, and Cronbach's accuracy components as indexes of rating reliability, validity, and accuracy, respectively. Results found that performance ratings mad e using the CARS were significantly more reliable and valid than performance rat ings made using either of the other formats. Additionally, CARS yielded more acc urate performance ratings than the paper-and-pencil formats. The nature of the C ARS system (i.e., its adaptive nature and scaling methodology) and its paired co mparison judgment task are offered as possible reasons for the differences found in the psychometric properties of the performance ratings made using the variou s rating formats. (PsycINFO Database Record (c) 2005 APA )
Keywords: Adaptive Testing; Computer Assisted Testing; Performance Tests; Rating Scales; Reliability; Test; Test Validity

An exploratory analysis of item parameters and characteristics that influence item level response time - Smith, Russell Winsor (Dissertation Abstracts International Section A: Humanities and Social Sciences, 2000)
This research examines the relationship between item level response time and (1) item discrimination, (2) item difficulty, (3) word count, (4) item type, and (5) whether a figure is included in an item. Data are from the Graduate Management Admission Test, which is currently offered only as a computerized adaptive test. Analyses revealed significant differences in response time between the five item types: problem solving, data sufficiency, sentence correction, critical reasoning, and reading comprehension. For this reason, the planned pairwise and complex analyses were run within each item type. Pairwise curvilinear regression analyses explored the relationship between response time and item discrimination, item difficulty, and word count. Item difficulty significantly contributed to the prediction of response time for each item type; two of the relationships were significantly quadratic. Item discrimination significantly contributed to the prediction of response time for only two of the item types; one revealed a quadratic relationship and the other a cubic relationship. Word count had significant linear relationship with response time for all the item types except reading comprehension, for which there was no significant relationship. Multiple regression analyses using word count, item difficulty, and item discrimination predicted between 35.4% and 71.4% of the variability in item response time across item types. The results suggest that response time research should consider the type of item that is being administered and continue to explore curvilinear relationships between response time and its predictor variables. (PsycINFO Database Record (c) 2005 APA )
Keywords: Item Analysis (Statistical); Item Response Theory; Problem Solving; Reaction Time; Reading Comprehension; Reasoning

A framework for comparing adaptive test designs - Stocking, M. L. (2000)

From simulation to application: Examinees react to computerized testing - Pommerich, M; Burden, T. (Paper presented at the annual meeting of the National Council of Measurement in Education, 2000)

The GRE computer adaptive test: Operational issues - Mills, C. N.; Steffen, M. (2000)

The impact of receiving the same items on consecutive computer adaptive test administrations - O'Neill, T.; Lunz, M. E.; Thiede, K. (Journal of Applied Measurement, 2000)
Addresses item exposure in a Computerized Adaptive Test (CAT) when the item selection algorithm is permitted to present examinees with questions that they have already been asked in a previous test administration. The data were from a national certification exam in medical technology. The responses of 178 repeat examinees were compared. The results indicate that the combined use of an adaptive algorithm to select items and latent trait theory to estimate person ability provides substantial protection from score contamination. The implications for constraints that prohibit examinees from seeing an item twice are discussed. (PsycINFO Database Record (c) 2002 APA, all rights reserved).

Implementing the computer-adaptive sequential testing (CAST) framework to mass produce high quality computer-adaptive and mastery tests - Luecht, RM (Symposium paper presented at the Annual Meeting of the National Council on Measurement in Education, 2000)

An integer programming approach to item bank design - van der Linden, W. J.; Veldkamp, B. P.; Reese, L. M. (Applied Psychological Measurement, 2000)
An 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.
Keywords: Aptitude Measures; Item Analysis (Test); Item Response Theory; Test Construction; Test Items

An investigation of approaches to computerizing the GRE subject tests (GRE Board Professional Report No 93-08P; Educational Testing Service Research Report 00-4) - Stocking, M. L.; Smith, R.; Swanson, L. (2000)

Item calibration and parameter drift - Glas, C. A. W. (2000)

Item exposure control in computer-adaptive testing: The use of freezing to augment stratification - Parshall, C.; Harmes, J. C.; Kromrey, J. D. (Florida Journal of Educational Research, 2000)

Item pools - Flaugher, R. (2000)

Item response theory and health outcomes measurement in the 21st century - Hays, R. D.; Morales, L. S.; Reise, S. P. (Medical Care, 2000)
Item 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.
Keywords: *Models, Statistical; Activities of Daily Living; Data Interpretation, Statistical; Health Services Research/*methods; Health Surveys; Human; Mathematical Computing; Outcome Assessment (Health Care)/*methods; Research Design; Support, Non-U.S. Gov't; Support, U.S. Gov't, P.H.S.; United States

Item selection algorithms in computerized adaptive testing - Garcia, David A.; Santa Cruz, C.; Dorronsoro, J. R.; Rubio Franco, V. J. (Psicothema, 2000)
Studied 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).

Item selection and ability estimation in adaptive testing - van der Linden, W. J.; Pashley, P. J. (Computerized adaptive testing: Theory and practice, 2000)

La 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... - Rache, G. (2000)

Lagrangian relaxation for constrained curve-fitting with binary variables: Applications in educational testing - Koppel, N. B. (Dissertation Abstracts International Section A: Humanities and Social Sciences, 2000)
This dissertation offers a mathematical programming approach to curve fitting with binary variables. Various Lagrangian Relaxation (LR) techniques are applied to constrained curve fitting. Applications in educational testing with respect to test assembly are utilized. In particular, techniques are applied to both static exams (i.e. conventional paper-and-pencil (P&P)) and adaptive exams (i.e. a hybrid computerized adaptive test (CAT) called a multiple-forms structure (MFS)). This dissertation focuses on the development of mathematical models to represent these test assembly problems as constrained curve-fitting problems with binary variables and solution techniques for the test development. Mathematical programming techniques are used to generate parallel test forms with item characteristics based on item response theory. A binary variable is used to represent whether or not an item is present on a form. The problem of creating a test form is modeled as a network flow problem with additional constraints. In order to meet the target information and the test characteristic curves, a Lagrangian relaxation heuristic is applied to the problem. The Lagrangian approach works by multiplying the constraint by a "Lagrange multiplier" and adding it to the objective. By systematically varying the multiplier, the test form curves approach the targets. This dissertation explores modifications to Lagrangian Relaxation as it is applied to the classical paper-and-pencil exams. For the P&P exams, LR techniques are also utilized to include additional practical constraints to the network problem, which limit the item selection. An MFS is a type of a computerized adaptive test. It is a hybrid of a standard CAT and a P&P exam. The concept of an MFS will be introduced in this dissertation, as well as, the application of LR as it is applied to constructing parallel MFSs. The approach is applied to the Law School Admission Test for the assembly of the conventional P&P test as well as an experimental computerized test using MFSs. (PsycINFO Database Record (c) 2005 APA )
Keywords: Analysis; Educational Measurement; Mathematical Modeling; Statistical

Learning Potential Computerised Adaptive Test (LPCAT): Technical Manual - De Beer, M. (2000)

Learning Potential Computerised Adaptive Test (LPCAT): User's Manual - De Beer, M. (2000)

Limiting answer review and change on computerized adaptive vocabulary tests: Psychometric and attitudinal results - Vispoel, W. P.; Hendrickson, A. B.; Bleiler, T. (Journal of Educational Measurement, 2000)

Los tests adaptativos informatizados en la frontera del siglo XXI: Una revisión [Computerized adaptive tests at the turn of the 21st century: A review] - Hontangas, P.; Ponsoda, V.; Olea, J.; Abad, F. J. (Metodología de las Ciencias del Comportamiento, 2000)
Keywords: computerized adaptive testing

Methods of controlling the exposure of items in CAT - Stocking, M. L.; Lewis, C. (2000)

A minimax solution for sequential classification problems - Vos, H. J. (2000)

MML and EAP estimation in testlet-based adaptive testing - Glas, C. A. W.; Wainer, H.,; Bradlow, E. T. (Computerized adaptive testing: Theory and practice, 2000)

Modifications of the branch-and-bound algorithm for application in constrained adaptive testing (Research Report 00-05) - Veldkamp, B. P. (2000)

Multidimensional adaptive testing with constraints on test content (Research Report 00-11) - Veldkamp, B. P.; van der Linden, W. J. (2000)

Multiple stratification CAT designs with content control - Yi, Q.; Chang, Hua-Hua (2000)

A new item selection procedure for mixed item type in computerized classification testing - Lau, C.; Wang, T. (Paper presented at the annual meeting of the American Educational Research Association, 2000)

The null distribution of person-fit statistics for conventional and adaptive tests - van Krimpen-Stoop, E. M. L. A.; Meijer, R. R. (Applied Psychological Measurement, 2000)

Optimal stratification of item pools in a-stratified computerized adaptive testing (Research Report 00-07) - van der Linden, W. J. (2000)

Overview of the computerized adaptive testing special section - Ponsoda, V. (Psicológica, 2000)
This paper provides an overview of the five papers included in the Psicologica special section on computerized adaptive testing. A short introduction to this topic is presented as well. The main results, the links between the five papers and the general research topic to which they are more related are also shown. (PsycINFO Database Record (c) 2005 APA )
Keywords: Adaptive Testing; Computers computerized adaptive testing

Performance of item exposure control methods in computerized adaptive testing: Further explorations - Chang, Hua-Hua; Chang, S.; Ansley (Paper presented at the Annual Meeting of the American Educational Research Association, 2000)

Practical issues in developing and maintaining a computerized adaptive testing program - Wise, S. L.; Kingsbury, G. G. (Psicologica, 2000)

Principles of multidimensional adaptive testing - Segall, D. O. (2000)

Psychological reactions to adaptive testing - Tonidandel, S.,; Quiñones, M. A. (International Journal of Selection and Assessment, 2000)

Psychometric and psychological effects of review on computerized fixed and adaptive tests - Olea, J.; Revuelta, J.; Ximenez, M. C.; Abad, F. J. (Psicolgia, 2000)

A real data simulation of computerized adaptive administration of the MMPI-A - Fobey, J. D.; Handel, R. W.; Ben-Porath, Y. S. (Computers in Human Behavior, 2000)
A real data simulation of computerized adaptive administration of the Minnesota Multiphasic Inventory-Adolescent (MMPI-A) was conducted using item responses from three groups of participants. The first group included 196 adolescents (age range 14-18) tested at a midwestern residential treatment facility for adolescents. The second group was the normative sample used in the standardization of the MMPI-A (Butcher, Williams, Graham, Archer, Tellegen, Ben-Porath, & Kaemmer, 1992. Minnesota Multiphasic Inventory-Adolescent (MMPI-A): manual for administration, scoring, and interpretation. Minneapolis: University of Minnesota Press.). The third group was the clinical sample: used in the validation of the MMPI-A (Williams & Butcher, 1989. An MMPI study of adolescents: I. Empirical validation of the study's scales. Personality assessment, 1, 251-259.). The MMPI-A data for each group of participants were run through a modified version of the MMPI-2 adaptive testing computer program (Roper, Ben-Porath & Butcher, 1995. Comparability and validity of computerized adaptive testing with the MMPI-2. Journal of Personality Assessment, 65, 358-371.). To determine the optimal amount of item savings, each group's MMPI-A item responses were used to simulate three different orderings of the items: (1) from least to most frequently endorsed in the keyed direction; (2) from least to most frequently endorsed in the keyed direction with the first 120 items rearranged into their booklet order; and (3) all items in booklet order. The mean number of items administered for each group was computed for both classification and full- scale elevations for T-score cut-off values of 60 and 65. Substantial item administration savings were achieved for all three groups, and the mean number of items saved ranged from 50 items (10.7% of the administered items) to 123 items (26.4% of the administered items), depending upon the T-score cut-off, classification method (i.e. classification only or full-scale elevation), and group. (C) 2000 Elsevier Science Ltd. All rights reserved.

A real data simulation of computerized adaptive administration of the MMPI-A - Forbey, J. D.; Handel, R. W.; Ben-Porath, Y. S. (Computers in Human Behavior, 2000)

Rescuing computerized testing by breaking Zipf’s law - Wainer, H., (Journal of Educational and Behavioral Statistics, 2000)

Response to Hays et al and McHorney and Cohen: Practical implications of item response theory and computerized adaptive testing: A brief summary of ongoing studies of widely used headache impact scales - Ware, J. E., Jr.; Bjorner, J. B.; Kosinski, M. (Medical Care, 2000)

A review of CAT review - Sekula-Wacura, R. (Popular Measurement, 2000)
Studied the effects of answer review on results of a computerized adaptive test, the laboratory professional examination of the American Society of Clinical Pathologists. Results from 29,293 candidates show that candidates who changed answers were more likely to improve their scores. (SLD)

A selection procedure for polytomous items in computerized adaptive testing (Measurement and Research Department Reports 2000-5) - Rijn, P. W. van,; Theo Eggen; Hemker, B. T.; Sanders, P. F. (2000)

Solving complex constraints in a-stratified computerized adaptive testing designs - Leung, C-K..; Chang, Hua-Hua; Hau, K-T. (Paper presented at the annual meeting of the National Council on Measurement in Education, 2000)

Some considerations for improving accuracy of estimation of item characteristic curves in online calibration of computerized adaptive testing - Samejima, F. (Paper presented at the annual meeting of the National Council on Measurement in Education, 2000)

Specific information item selection for adaptive testing - Davey, T.; Fan, M. (Paper presented at the annual meeting of the National Council on Measurement in Education, 2000)

STAR Reading 2 Computer-Adaptive Reading Test and Database: Technical Manual - Renaissance-Learning-Inc. (2000)

Sufficient simplicity or comprehensive complexity? A comparison of probabilitic and stratification methods of exposure control - Parshall, C. G.; Kromrey, J. D.; Hogarty, K. Y. (Paper presented at the annual meeting of the National Council on Measurement in Education, 2000)

Taylor approximations to logistic IRT models and their use in adaptive testing - Veerkamp, W. J. J. (Journal of Educational and Behavioral Statistics, 2000)
Taylor approximation can be used to generate a linear approximation to a logistic ICC and a linear ability estimator. For a specific situation it will be shown to result in a special case of a Robbins-Monro item selection procedure for adaptive testing. The linear estimator can be used for the situation of zero and perfect scores when maximum likelihood estimation fails to come up with a finite estimate. It is also possible to use this estimator to generate starting values for maximum likelihood and weighted likelihood estimation. Approximations to the expectation and variance of the linear estimator for a sequence of Robbins-Monro item selections can be determined analytically.
Keywords: computerized adaptive testing

Test security and item exposure control for computer-based - Kalohn, J. (Paper presented at the annual meeting of the National Council on Measurement in Educatio, 2000)

Test security and the development of computerized tests - Guo, F.; Way, W. D.; Reshetar, R. (Paper presented at the National Council on Measurement in Education invited symposium: Maintaining test security in computerized programs–Implications for practice, 2000)

Testlet response theory: An analog for the 3PL model useful in testlet-based adaptive testing - Wainer, H.,; Bradlow, E. T.; Du, Z. (2000)

Testlet-based adaptive mastery testing, W - Vos, H. J.; Glas, C. A. W. (2000)

Testlet-based Designs for Computer-Based Testing in a Certification and Licensure Setting - Pitoniak, M. J. (2000)

Using Bayesian Networks in Computerized Adaptive Tests - Millan, E.; Trella, M; Perez-de-la-Cruz, J.-L.; Conejo, R (2000)

Using constraints to develop and deliver adaptive tests - Abdullah, S. C; Cooley, R. E. (Paper presented at the Computer-Assisted Testing Conference., 2000)

Using response times to detect aberrant behavior in computerized adaptive testing (Research Report 00-09) - van der Linden, W. J.; van Krimpen-Stoop, E. M. L. A. (2000)

Variations in mean response times for questions on the computer-adaptive GRE general test: Implications for fair assessment (GRE Board Professional Report No - Bridgeman, B.; Cline, F. (2000)

Adaptive testing with equated number-correct scoring (Research Report 99-02) - van der Linden, W. J. (1999)

Adjusting computer adaptive test starting points to conserve item pool - Zhu, D.; Fan. M. (Paper presented at the annual meeting of the American Educational Research Association, 1999)

Adjusting "scores" from a CAT following successful item challenges - Wang, T.; Yi, Q.; Ban, J. C.; Harris, D. J.; Hanson, B. A. (Paper presented at the annual meeting of the American Educational Research Association, 1999)

Alternative item selection strategies for improving test security and pool usage in computerized adaptive testing - Robin, F. (Paper presented at the annual meeting of the National Council on Measurement in Education< Montreal, 1999)

Alternative methods for the detection of item preknowledge in computerized adaptive testing - McLeod, Lori Davis (Dissertation Abstracts International: Section B: the Sciences & Engineering, 1999)
Keywords: computerized adaptive testing

a-stratified multistage computerized adaptive testing - Chang, Hua-Hua; Ying, Z. (Applied Psychological Measurement, 1999)

a-stratified multistage computerized adaptive testing - Chang, Hua-Hua; Ying, Z. (Applied Psychological Measurement, 1999)
For computerized adaptive tests (CAT) based on the three-parameter logistic mode it was found that administering items with low discrimination parameter (a) values early in the test and administering those with high a values later was advantageous; the skewness of item exposure distributions was reduced while efficiency was maintain in trait level estimation. Thus, a new multistage adaptive testing approach is proposed that factors a into the item selection process. In this approach, the items in the item bank are stratified into a number of levels based on their a values. The early stages of a test use items with lower as and later stages use items with higher as. At each stage, items are selected according to an optimization criterion from the corresponding level. Simulation studies were performed to compare a-stratified CATs with CATs based on the Sympson-Hetter method for controlling item exposure. Results indicated that this new strategy led to tests that were well-balanced, with respect to item exposure, and efficient. The a-stratified CATs achieved a lower average exposure rate than CATs based on Bayesian or information-based item selection and the Sympson-Hetter method. (PsycINFO Database Record (c) 2003 APA, all rights reserved).
Keywords: computerized adaptive testing

a-stratified multistage computerized adaptive testing - Chang, Hua-Hua; Ying, Z. (Applied Psychological Measurement, 1999)

Automated flawed item detection and graphical item used in on-line calibration of CAT-ASVAB. - Krass, I. A.; Thomasson, G. L. (Paper presented at the annual meeting of the National Council on Measurement in Education, 1999)

A Bayesian random effects model for testlets - Bradlow, E. T.; Wainer, H.,; Wang, X (Psychometrika, 1999)

Benefits from computerized adaptive testing as seen in simulation studies - Hornke, L. F. (European Journal of Psychological Assessment, 1999)

Can examinees use a review option to obtain positively biased ability estimates on a computerized adaptive test? - Vispoel, W. P.; Rocklin, T. R.; Wang, T.; Bleiler, T. (Journal of Educational Measurement, 1999)

CAT administration of language placement exams - Stahl, J.; Gershon, R. C.; Bergstrom, B. (Paper presented at the annual meeting of the National Council on Measurement in Education, 1999)

CAT for certification and licensure - Bergstrom, Betty A.; Lunz, M. E. (Innovations in computerized assessment, 1999)
(from the chapter) This chapter discusses implementing computerized adaptive testing (CAT) for high-stakes examinations that determine whether or not a particular candidate will be certified or licensed. The experience of several boards who have chosen to administer their licensure or certification examinations using the principles of CAT illustrates the process of moving into this mode of administration. Examples of the variety of options that can be utilized within a CAT administration are presented, the decisions that boards must make to implement CAT are discussed, and a timetable for completing the tasks that need to be accomplished is provided. In addition to the theoretical aspects of CAT, practical issues and problems are reviewed. (PsycINFO Database Record (c) 2002 APA, all rights reserved).
Keywords: computerized adaptive testing

A comparative study of ability estimates from computer-adaptive testing and multi-stage testing - Patsula, L N.; Hambleton, R. K. (Paper presented at the annual meeting of the National Council on Measurement in Education, 1999)

A comparison of computerized-adaptive testing and multi-stage testing - Patsula, L N. (1999)

A comparison of conventional and adaptive testing procedures for making single-point decisions - Kingsbury, G. G.; A Zara (Paper presented at the annual meeting of the National Council on Measurement in Education, 1999)

Comparison of stratum scored and maximum likelihood scoring - Wise, S. L. (Paper presented at the annual meeting of the National Council on Measurement in Education, 1999)

A comparison of testlet-based test designs for computerized adaptive testing (LSAC Computerized Testing Report 97-01) - Schnipke, D. L.; Reese, L. M. (1999)

Comparison of the a-stratified method, the Sympson-Hetter method, and the matched difficulty method in CAT administration - Ban, J; Wang, T.; Yi, Q. (Paper presented at the annual meeting of the Psychometric Society, 1999)

Competency gradient for child-parent centers - Bezruczko, N. (Journal of Outcomes Measurement, 1999)
This report describes an implementation of the Rasch model during the longitudinal evaluation of a federally-funded early childhood preschool intervention program. An item bank is described for operationally defining a psychosocial construct called community life-skills competency, an expected teenage outcome of the preschool intervention. This analysis examined the position of teenage students on this scale structure, and investigated a pattern of cognitive operations necessary for students to pass community life-skills test items. Then this scale structure was correlated with nationally standardized reading and math achievement scores, teacher ratings, and school records to assess its validity as a measure of the community-related outcome goal for this intervention. The results show a functional relationship between years of early intervention and magnitude of effect on the life-skills competency variable.
Keywords: *Models, Statistical; Activities of Daily Living/classification/psychology; Adolescent; Chicago; Child; Child, Preschool; Early Intervention (Education)/*statistics & numerical data; Female; Follow-Up Studies; Humans; Male; Outcome and Process Assessment (Health Care)/*statistics & numerical data

Computerized adaptive assessment with the MMPI-2 in a clinical setting - Handel, R. W.; Ben-Porath, Y. S.; Watt, M. E. (Psychological Assessment, 1999)

Computerized adaptive testing in the Bundeswehr - Storm, E. G. (1999)

Computerized adaptive testing: Overview and introduction - Meijer, R. R.; Nering, M. L. (Applied Psychological Measurement, 1999)

Computerized Adaptive Testing: Overview and Introduction - Meijer, R. R.; Nering, M. L. (Applied Psychological Measurement, 1999)
Use of computerized adaptive testing (CAT) has increased substantially since it was first formulated in the 1970s. This paper provides an overview of CAT and introduces the contributions to this Special Issue. The elements of CAT discussed here include item selection procedures, estimation of the latent trait, item exposure, measurement precision, and item bank development. Some topics for future research are also presented.
Keywords: computerized adaptive testing

Computerized classification testing under practical constraints with a polytomous model - Lau, CA; Wang, T. (annual meeting of the American Educational Research Association, 1999)

Computerized classification testing under practical constraints with a polytomous model - Lau, C. A,; Wang, T. (Paper presented at the annual meeting of the American Educational Research Association, 1999)

Computerized testing – Issues and applications (Mini-course manual) - Parshall, C.; Davey, T.; Spray, J.; Kalohn, J. (Annual Meeting of the National Council on Measurement in Education, 1999)

Constructing adaptive tests to parallel conventional programs - Fan, M.; Thompson, T.; Davey, T. (Paper presented at the annual meeting of the National council on Measurement in Education, 1999)

Creating computerized adaptive tests of music aptitude: Problems, solutions, and future directions - Vispoel, W. P. (1999)

Current and future research in multi-stage testing (Research Report No 370) - Zenisky, A. L. (1999)

CUSUM-based person-fit statistics for adaptive testing - van Krimpen-Stoop, E. M. L. A.; Meijer, R. R. (Journal of Educational and Behavioral Statistics, 1999)

CUSUM-based person-fit statistics for adaptive testing (Research Report 99-05) - van Krimpen-Stoop, E. M. L. A.; Meijer, R. R. (1999)

Designing item pools for computerized adaptive testing (Research Report 99-03 ) - Veldkamp, B. P.; van der Linden, W. J. (1999)

Detecting item memorization in the CAT environment - McLeod L. D.,; Lewis, C. (Applied Psychological Measurement, 1999)

Detecting items that have been memorized in the CAT environment - McLeod, L. D.; Schinpke, D. L. (Paper presented at the annual meeting of the National Council on Measurement in Education, 1999)

Developing computerized adaptive tests for school children - Kingsbury, G. G.; Houser, R.L. (1999)

The development and cognitive evaluation of an audio-assisted computer-adaptive test for eight-grade mathematics - Williams, V. S. L. (Paper presented at the annual meeting of the National Council on Measurement in Education, 1999)

Development and introduction of a computer adaptive Graduate Record Examination General Test - Mills, C. N. (1999)

The development of a computerized adaptive selection system for computer programmers in a financial services company - Zickar, M.. J.; Overton, R. C.; Taylor, L. R.; Harms, H. J. (1999)

The development of an adaptive test for placement in french - Laurier, M. (Studies in language testing, 1999)

Development of the computerized adaptive testing version of the Armed Services Vocational Aptitude Battery - Segall, D. O.; Moreno, K. E. (1999)

Dynamic health assessments: The search for more practical and more precise outcomes measures - Ware, J. E., Jr.; Bjorner, J. B.; Kosinski, M. (Quality of Life Newsletter, 1999)

The effect of model misspecification on classification decisions made using a computerized test - Kalohn, J.C.; Spray, J. A. (Journal of Educational Measurement, 1999)
Many computerized testing algorithms require the fitting of some item response theory (IRT) model to examinees' responses to facilitate item selection, the determination of test stopping rules, and classification decisions. Some IRT models are thought to be particularly useful for small volume certification programs that wish to make the transition to computerized adaptive testing (CAT). The 1-parameter logistic model (1-PLM) is usually assumed to require a smaller sample size than the 3-parameter logistic model (3-PLM) for item parameter calibrations. This study examined the effects of model misspecification on the precision of the decisions made using the sequential probability ratio test. For this comparison, the 1-PLM was used to estimate item parameters, even though the items' characteristics were represented by a 3-PLM. Results demonstrate that the 1-PLM produced considerably more decision errors under simulation conditions similar to a real testing environment, compared to the true model and to a fixed-form standard reference set of items. (PsycINFO Database Record (c) 2003 APA, all rights reserved).
Keywords: computerized adaptive testing

The effects of test difficulty manipulation in computerized adaptive testing and self-adapted testing - Ponsoda, V.; Olea, J.; Rodriguez, M. S.; Revuelta, J. (Applied Measurement in Education, 1999)

Empirical initialization of the trait estimator in adaptive testing - van der Linden, W. J. (Applied Psychological Measurement, 1999)

An enhanced stratified computerized adaptive testing design - Leung, C-K..; Chang, Hua-Hua; Hau, K-T. (Paper presented at the annual meeting of the American Educational Research Association, 1999)

Evaluating the usefulness of computerized adaptive testing for medical in-course assessment - Kreiter, C. D.; Ferguson, K.; Gruppen, L. D. (Academic Medicine, 1999)
PURPOSE: This study investigated the feasibility of converting an existing computer-administered, in-course internal medicine test to an adaptive format. METHOD: A 200-item internal medicine extended matching test was used for this research. Parameters were estimated with commercially available software with responses from 621 examinees. A specially developed simulation program was used to retrospectively estimate the efficiency of the computer-adaptive exam format. RESULTS: It was found that the average test length could be shortened by almost half with measurement precision approximately equal to that of the full 200-item paper-and-pencil test. However, computer-adaptive testing with this item bank provided little advantage for examinees at the upper end of the ability continuum. An examination of classical item statistics and IRT item statistics suggested that adding more difficult items might extend the advantage to this group of examinees. CONCLUSIONS: Medical item banks presently used for incourse assessment might be advantageously employed in adaptive testing. However, it is important to evaluate the match between the items and the measurement objective of the test before implementing this format.
Keywords: *Automation; *Education, Medical, Undergraduate; Educational Measurement/*methods; Humans; Internal Medicine/*education; Likelihood Functions; Psychometrics/*methods; Reproducibility of Results

An examination of conditioning variables in DIF analysis in a computer adaptive testing environment - Walker, C. M.; Ackerman, T. A. (Paper presented at the annual meeting of the National Council on Measurement in Education, 1999)

Examinee judgments of changes in item difficulty: Implications for item review in computerized adaptive testing - Wise, S. L.; Finney, S. J.,; Enders, C. K.; Freeman, S.A.; Severance, D.D. (Applied Measurement in Education, 1999)

Exploring the relationship between item exposure rate and test overlap rate in computerized adaptive testing - Chen, S.; Ankenmann, R. D.; Spray, J. A. (1999)

Exploring the relationship between item exposure rate and test overlap rate in computerized adaptive testing (ACT Research Report series 99-5) - Chen, S-Y.; Ankenmann, R. D.; Spray, J. A. (1999)

Fairness in computer-based testing - Gallagher, Aand; Bridgeman, B.; Calahan, C (Paper presented at the annual meeting of the National Council on Measurement in Education, 1999)

Formula score and direct optimization algorithms in CAT ASVAB on-line calibration - Levine, M. V.; Krass, I. A. (Paper presented at the annual meeting of the *?*., 1999)

Generating items during testing: Psychometric issues and models - Embretson, S. E. (Psychometrika, 1999)

Graphical models and computerized adaptive testing - Almond, R. G.; Mislevy, R. J. (Applied Psychological Measurement, 1999)
Considers computerized adaptive testing from the perspective of graphical modeling (GM). GM provides methods for making inferences about multifaceted skills and knowledge and for extracting data from complex performances. Provides examples from language-proficiency assessment. (SLD)
Keywords: computerized adaptive testing

Het ontwerpen van adaptieve examens [Designing adaptive tests] - van der Linden, W. J. (1999)

Impact of flawed items on ability estimation in CAT - Liu, M.; Steffen, M. (Paper presented at the annual meeting of the National Council on Measurement in Education, 1999)

Implications from information functions and standard errors for determining preferred normed scales for CAT and P and P ASVAB - Nicewander, W. A.; Thomasson, G. L. (Paper presented at the annual meeting of the National Council on Measurement in Education, 1999)

Incorporating content constraints into a multi-stage adaptive testlet design. - Reese, L. M.; Schnipke, D. L.; Luebke, S. W. (LSAC Computerized Testing Report, 1999)
Most 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)

Innovations in computerized assessment - F Drasgow; Olson-Buchanan, J. B. (Lawrence Erlbaum Associates, Inc., 1999)
Chapters in this book present the challenges and dilemmas faced by researchers as they created new computerized assessments, focusing on issues addressed in developing, scoring, and administering the assessments. Chapters are: (1) "Beyond Bells and Whistles; An Introduction to Computerized Assessment" (Julie B. Olson-Buchanan and Fritz Drasgow); (2) "The Development of a Computerized Selection System for Computer Programmers in a Financial Services Company" (Michael J. Zickar, Randall C. Overton, L. Rogers Taylor, and Harvey J. Harms); (3) "Development of the Computerized Adaptive Testing Version of the Armed Services Vocational Aptitude Battery" (Daniel O. Segall and Kathleen E. Moreno); (4) "CAT for Certification and Licensure" (Betty A. Bergstrom and Mary E. Lunz); (5) "Developing Computerized Adaptive Tests for School Children" (G. Gage Kingsbury and Ronald L. Houser); (6) "Development and Introduction of a Computer Adaptive Graduate Record Examinations General Test" (Craig N. Mills); (7) "Computer Assessment Using Visual Stimuli: A Test of Dermatological Skin Disorders" (Terry A. Ackerman, John Evans, Kwang-Seon Park, Claudia Tamassia, and Ronna Turner); (8) "Creating Computerized Adaptive Tests of Music Aptitude: Problems, Solutions, and Future Directions" (Walter P. Vispoel); (9) "Development of an Interactive Video Assessment: Trials and Tribulations" (Fritz Drasgow, Julie B. Olson-Buchanan, and Philip J. Moberg); (10) "Computerized Assessment of Skill for a Highly Technical Job" (Mary Ann Hanson, Walter C. Borman, Henry J. Mogilka, Carol Manning, and Jerry W. Hedge); (11) "Easing the Implementation of Behavioral Testing through Computerization" (Wayne A. Burroughs, Janet Murray, S. Scott Wesley, Debra R. Medina, Stacy L. Penn, Steven R. Gordon, and Michael Catello); and (12) "Blood, Sweat, and Tears: Some Final Comments on Computerized Assessment." (Fritz Drasgow and Julie B. Olson-Buchanan). Each chapter contains references. (Contains 17 tables and 21 figures.) (SLD)
Keywords: computerized adaptive testing

Item calibration and parameter drift - Glas, C. A. W.; Veerkamp, W. J. J. (1999)

Item exposure in adaptive tests: An empirical investigation of control strategies - Parshall, C.; Hogarty, K.; Kromrey, J. (Paper presented at the annual meeting of the Psychometric Society, 1999)

Item nonresponse: Occurrence, causes and imputation of missing answers to test items - Huisman, J. M. E. (1999)

Item selection in adaptive testing with the sequential probability ratio test - Theo Eggen (Applied Psychological Measurement, 1999)

Item selection in computerized adaptive testing: improving the a-stratified design with the Sympson-Hetter algorithm - Leung, C-K..; Chang, Hua-Hua; Hau, K-T. (Paper presented at the Annual Meeting of the American Educational Research Association, 1999)

Limiting answer review and change on computerized adaptive vocabulary tests: Psychometric and attitudinal results - Vispoel, W. P.; Hendrickson, A.; Bleiler, T.; Widiatmo, H.; Shrairi, S.; Ihrig, D. (Paper presented at the annual meeting of the National Council on Measurement in Education, 1999)

Managing CAT item development in the face of uncertainty - Guo, F. (Paper presented at the annual meeting of the National Council on Measurement in Education, 1999)

A minimax procedure in the context of sequential mastery testing (Research Report 99-04) - Vos, H. J. (1999)

More efficient use of item inventories - Smith, R.; Zhu, R. (Paper presented at the annual meeting of the National Council on Measurement in Education, 1999)

Multidimensional adaptive testing with a minimum error-variance criterion - van der Linden, W. J. (Journal of Educational and Behavioral Statistics, 1999)
Adaptive testing under a multidimensional logistic response model is addressed. An algorithm is proposed that minimizes the (asymptotic) variance of the maximum-likelihood estimator of a linear combination of abilities of interest. The criterion results in a closed-form expression that is easy to evaluate. In addition, it is shown how the algorithm can be modified if the interest is in a test with a "simple ability structure". The statistical properties of the adaptive ML estimator are demonstrated for a two-dimensional item pool with several linear combinations of the abilities.
Keywords: computerized adaptive testing

The null distribution of person-fit statistics for conventional and adaptive tests - van Krimpen-Stoop, E. M. L. A.; Meijer, R. R. (Applied Psychological Measurement, 1999)

On-the-fly adaptive tests: An application of generative modeling to quantitative reasoning - Bejar, I. I. (Symposium presented at the annual meeting of the National Council on Measurement in Education, 1999)

Optimal design for item calibration in computerized adaptive testing - Buyske, S. G. (Dissertation Abstracts International: Section B: the Sciences & Engineering, 1999)
Item Response Theory is the psychometric model used for standardized tests such as the Graduate Record Examination. A test-taker's response to an item is modelled as a binary response with success probability depending on parameters for both the test-taker and the item. Two popular models are the two-parameter logistic (2PL) model and the three-parameter logistic (3PL) model. For the 2PL model, the logit of the probability of a correct response equals ai(theta j-bi), where ai and bi are item parameters, while thetaj is the test-taker's parameter, known as "proficiency." The 3PL model adds a nonzero left asymptote to model random response behavior by low theta test-takers. Assigning scores to students requires accurate estimation of theta s, while accurate estimation of theta s requires accurate estimation of the item parameters. The operational implementation of Item Response Theory, particularly following the advent of computerized adaptive testing, generally involves handling these two estimation problems separately. This dissertation addresses the optimal design for item parameter estimation. Most current designs calibrate items with a sample drawn from the overall test-taking population. For 2PL models a sequential design based on the D-optimality criterion has been proposed, while no 3PL design is in the literature. In this dissertation, we design the calibration with the ultimate use of the items in mind, namely to estimate test-takers' proficiency parameters. For both the 2PL and 3PL models, this criterion leads to a locally L-optimal design criterion, named the Minimal Information Loss criterion. In turn, this criterion and the General Equivalence Theorem give a two point design for the 2PL model and a three point design for the 3PL model. A sequential implementation of this optimal design is presented. For the 2PL model, this design is almost 55% more efficient than the simple random sample approach, and 12% more efficient than the locally D-optimal design. For the 3PL model, the proposed design is 34% more efficient than the simple random sample approach. (PsycINFO Database Record (c) 2003 APA, all rights reserved).
Keywords: computerized adaptive testing

Performance of the Sympson-Hetter exposure control algorithm with a polytomous item bank - Pastor, D. A.; Chiang, C.; Dodd, B. G.; Yockey, R. and (Paper presented at the annual meeting of American Educational Research Association, 1999)

The precision of ability estimation methods for computerized adaptive testing using the generalized partial credit model - Wang, S (1999)

Precision of Warm's weighted likelihood estimation of ability for a polytomous model in CAT - Wang, S; Wang, T. (Paper presented at the annual meeting of the American Educational Research Association, 1999)

Pretesting alongside an operational CAT - Davey, T.; Pommerich, M; Thompson, D. T. (Paper presented at the annual meeting of the National Council on Measurement in Education, 1999)

Principles for administering adaptive tests - Miller, T.; Davey, T. (Paper presented at the annual meeting of the National Council on Measurement in Education, 1999)