@article {2617, title = {Development of a Computerized Adaptive Test for Anxiety Based on the Dutch{\textendash}Flemish Version of the PROMIS Item Bank}, journal = {Assessment}, year = {In Press}, abstract = {We used the Dutch{\textendash}Flemish version of the USA PROMIS adult V1.0 item bank for Anxiety as input for developing a computerized adaptive test (CAT) to measure the entire latent anxiety continuum. First, psychometric analysis of a combined clinical and general population sample (N = 2,010) showed that the 29-item bank has psychometric properties that are required for a CAT administration. Second, a post hoc CAT simulation showed efficient and highly precise measurement, with an average number of 8.64 items for the clinical sample, and 9.48 items for the general population sample. Furthermore, the accuracy of our CAT version was highly similar to that of the full item bank administration, both in final score estimates and in distinguishing clinical subjects from persons without a mental health disorder. We discuss the future directions and limitations of CAT development with the Dutch{\textendash}Flemish version of the PROMIS Anxiety item bank.}, doi = {10.1177/1073191117746742}, url = {https://doi.org/10.1177/1073191117746742}, author = {Gerard Flens and Niels Smits and Caroline B. Terwee and Joost Dekker and Irma Huijbrechts and Philip Spinhoven and Edwin de Beurs} } @article {2733, title = {Stratified Item Selection Methods in Cognitive Diagnosis Computerized Adaptive Testing}, journal = {Applied Psychological Measurement}, volume = {44}, number = {5}, year = {2020}, pages = {346-361}, abstract = {Cognitive diagnostic computerized adaptive testing (CD-CAT) aims to obtain more useful diagnostic information by taking advantages of computerized adaptive testing (CAT). Cognitive diagnosis models (CDMs) have been developed to classify examinees into the correct proficiency classes so as to get more efficient remediation, whereas CAT tailors optimal items to the examinee{\textquoteright}s mastery profile. The item selection method is the key factor of the CD-CAT procedure. In recent years, a large number of parametric/nonparametric item selection methods have been proposed. In this article, the authors proposed a series of stratified item selection methods in CD-CAT, which are combined with posterior-weighted Kullback{\textendash}Leibler (PWKL), nonparametric item selection (NPS), and weighted nonparametric item selection (WNPS) methods, and named S-PWKL, S-NPS, and S-WNPS, respectively. Two different types of stratification indices were used: original versus novel. The performances of the proposed item selection methods were evaluated via simulation studies and compared with the PWKL, NPS, and WNPS methods without stratification. Manipulated conditions included calibration sample size, item quality, number of attributes, number of strata, and data generation models. Results indicated that the S-WNPS and S-NPS methods performed similarly, and both outperformed the S-PWKL method. And item selection methods with novel stratification indices performed slightly better than the ones with original stratification indices, and those without stratification performed the worst.}, doi = {10.1177/0146621619893783}, url = {https://doi.org/10.1177/0146621619893783}, author = {Jing Yang and Hua-Hua Chang and Jian Tao and Ningzhong Shi} } @article {2723, title = {Computerized Adaptive Testing for Cognitively Based Multiple-Choice Data}, journal = {Applied Psychological Measurement}, volume = {43}, number = {5}, year = {2019}, pages = {388-401}, abstract = {Cognitive diagnosis models (CDMs) are latent class models that hold great promise for providing diagnostic information about student knowledge profiles. The increasing use of computers in classrooms enhances the advantages of CDMs for more efficient diagnostic testing by using adaptive algorithms, referred to as cognitive diagnosis computerized adaptive testing (CD-CAT). When multiple-choice items are involved, CD-CAT can be further improved by using polytomous scoring (i.e., considering the specific options students choose), instead of dichotomous scoring (i.e., marking answers as either right or wrong). In this study, the authors propose and evaluate the performance of the Jensen{\textendash}Shannon divergence (JSD) index as an item selection method for the multiple-choice deterministic inputs, noisy {\textquotedblleft}and{\textquotedblright} gate (MC-DINA) model. Attribute classification accuracy and item usage are evaluated under different conditions of item quality and test termination rule. The proposed approach is compared with the random selection method and an approximate approach based on dichotomized responses. The results show that under the MC-DINA model, JSD improves the attribute classification accuracy significantly by considering the information from distractors, even with a very short test length. This result has important implications in practical classroom settings as it can allow for dramatically reduced testing times, thus resulting in more targeted learning opportunities.}, doi = {10.1177/0146621618798665}, url = {https://doi.org/10.1177/0146621618798665}, author = {Hulya D. Yigit and Miguel A. Sorrel and Jimmy de la Torre} } @article {2741, title = {Imputation Methods to Deal With Missing Responses in Computerized Adaptive Multistage Testing}, journal = {Educational and Psychological Measurement}, volume = {79}, number = {3}, year = {2019}, pages = {495-511}, abstract = {Routing examinees to modules based on their ability level is a very important aspect in computerized adaptive multistage testing. However, the presence of missing responses may complicate estimation of examinee ability, which may result in misrouting of individuals. Therefore, missing responses should be handled carefully. This study investigated multiple missing data methods in computerized adaptive multistage testing, including two imputation techniques, the use of full information maximum likelihood and the use of scoring missing data as incorrect. These methods were examined under the missing completely at random, missing at random, and missing not at random frameworks, as well as other testing conditions. Comparisons were made to baseline conditions where no missing data were present. The results showed that imputation and the full information maximum likelihood methods outperformed incorrect scoring methods in terms of average bias, average root mean square error, and correlation between estimated and true thetas.}, doi = {10.1177/0013164418805532}, url = {https://doi.org/10.1177/0013164418805532}, author = {Dee Duygu Cetin-Berber and Halil Ibrahim Sari and Anne Corinne Huggins-Manley} } @article {2738, title = {Routing Strategies and Optimizing Design for Multistage Testing in International Large-Scale Assessments}, journal = {Journal of Educational Measurement}, volume = {56}, number = {1}, year = {2019}, pages = {192-213}, abstract = {Abstract 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.}, doi = {10.1111/jedm.12206}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/jedm.12206}, author = {Svetina, Dubravka and Liaw, Yuan-Ling and Rutkowski, Leslie and Rutkowski, David} } @article {2685, title = {Implementing Three CATs Within Eighteen Months}, journal = {Journal of Computerized Adaptive Testing}, volume = {6}, year = {2018}, month = {09/2018}, pages = {38-55}, doi = {10.7333/1809-060338}, url = {http://iacat.org/jcat/index.php/jcat/article/view/70/33}, author = {Christian Spoden and Andreas Frey and Raphael Bernhardt} } @article {2610, title = {Some recommendations for developing multidimensional computerized adaptive tests for patient-reported outcomes}, journal = {Quality of Life Research}, volume = {27}, number = {4}, year = {2018}, month = {Apr}, pages = {1055{\textendash}1063}, abstract = {Multidimensional item response theory and computerized adaptive testing (CAT) are increasingly used in mental health, quality of life (QoL), and patient-reported outcome measurement. Although multidimensional assessment techniques hold promises, they are more challenging in their application than unidimensional ones. The authors comment on minimal standards when developing multidimensional CATs.}, issn = {1573-2649}, doi = {10.1007/s11136-018-1821-8}, url = {https://doi.org/10.1007/s11136-018-1821-8}, author = {Smits, Niels and Paap, Muirne C. S. and B{\"o}hnke, Jan R.} } @article {2625, title = {What Information Works Best?: A Comparison of Routing Methods}, journal = {Applied Psychological Measurement}, volume = {42}, number = {6}, year = {2018}, pages = {499-515}, abstract = {There 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{\textendash}Leibler (KL), and posterior Kullback{\textendash}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.}, doi = {10.1177/0146621617752990}, url = {https://doi.org/10.1177/0146621617752990}, author = {Halil Ibrahim Sari and Anthony Raborn} } @conference {2651, title = {Adaptive Item and Feedback Selection in Personalized Learning with a Network Approach}, booktitle = {IACAT 2017 Conference}, year = {2017}, month = {08/2017}, publisher = {Niigata Seiryo University}, organization = {Niigata Seiryo University}, address = {Niigata, Japan}, abstract = {

Personalized learning is a term used to describe educational systems that adapt student-specific curriculum sequencing, pacing, and presentation based on their unique backgrounds, knowledge, preferences, interests, and learning goals. (Chen, 2008; Netcoh, 2016). The technological approach to personalized learning provides data-driven models to incorporate these adaptations automatically. Examples of applications include online learning systems, educational games, and revision-aid systems. In this study we introduce Bayesian networks as a methodology to implement an adaptive framework within a personalized learning environment. Existing ideas from Computerized Adaptive Testing (CAT) with Item Response Theory (IRT), where choices about content provision are based on maximizing information, are related to the goals of personalized learning environments. Personalized learning entails other goals besides efficient ability estimation by maximizing information, such as an adaptive configuration of preferences and feedback to the student. These considerations will be discussed and their application in networks will be illustrated.

Adaptivity in Personalized Learning.In standard CAT\’s there is a focus on selecting items that provide maximum information about the ability of an individual at a certain point in time (Van der Linden \& Glas, 2000). When learning is the main goal of testing, alternative adaptive item selection methods were explored by Eggen (2012). The adaptive choices made in personalized learning applications require additional adaptivity with respect to the following aspects; the moment of feedback, the kind of feedback, and the possibility for students to actively influence the learning process.

Bayesian Networks and Personalized Learning.Personalized learning aims at constructing a framework to incorporate all the aspects mentioned above. Therefore, the goal of this framework is not only to focus on retrieving ability estimates by choosing items on maximum information, but also to construct a framework that allows for these other factors to play a role. Plajner and Vomlel (2016) have already applied Bayesian Networks to adaptive testing, selecting items with help of entropy reduction. Almond et al. (2015) provide a reference work on Bayesian Networks in Educational Assessment. Both acknowledge the potential of the method in terms of features such as modularity options to build finer-grained models. IRT does not allow to model sub-skills very easily and to gather information on fine-grained level, due to its dependency on the assumption of generally one underlying trait. The local independence assumption in IRT implies being interested in mainly the student\’s overall ability on the subject of interest. When the goal is to improve student\’s learning, we are not just interested in efficiently coming to their test score on a global subject. One wants a model that is able to map\ educational problems and talents in detail over the whole educational program, while allowing for dependency between items. The moment in time can influence topics to be better mastered than others, and this is exactly what we can to get out of a model. The possibility to model flexible structures, estimate abilities on a very detailed level for sub-skills and to easily incorporate other variables such as feedback in Bayesian Networks makes it a very promising method for making adaptive choices in personalized learning. It is shown in this research how item and feedback selection can be performed with help of the promising Bayesian Networks. A student involvement possibility is also introduced and evaluated.

References

Almond, R. G., Mislevy, R. J., Steinberg, L. S., Yan, D., \& Williamson, D. M. (2015). Bayesian Networks in Educational Assessment. Test. New York: Springer Science+Business Media. http://doi.org/10.1007/978-0-387-98138-3

Eggen, T.J.H.M. (2012) Computerized Adaptive Testing Item Selection in Computerized Adaptive Learning Systems. In: Eggen. TJHM \& Veldkamp, BP.. (Eds). Psychometrics in Practice at RCEC. Enschede: RCEC

Netcoh, S. (2016, March). \“What Do You Mean by \‘Personalized Learning?\’. Croscutting Conversations in Education \– Research, Reflections \& Practice. Blogpost.

Plajner, M., \& Vomlel, J. (2016). Student Skill Models in Adaptive Testing. In Proceedings of the Eighth International Conference on Probabilistic Graphical Models (pp. 403-414).

Van der Linden, W. J., \& Glas, C. A. (2000). Computerized adaptive testing: Theory and practice. Dordrecht: Kluwer Academic Publishers.

Session Video

}, keywords = {feedback selection, item selection, network approach, personalized learning}, author = {Nikky van Buuren and Hendrik Straat and Theo Eggen and Jean-Paul Fox} } @conference {2653, title = {Adaptivity in a Diagnostic Educational Test}, booktitle = {IACAT 2017 Conference}, year = {2017}, month = {08/2017}, publisher = {Niigata Seiryo University}, organization = {Niigata Seiryo University}, address = {Niigata, Japan}, abstract = {

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

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

Session Video

}, keywords = {CAT, Diagnostic tests, Education}, author = {Sanneke Schouwstra} } @article {2600, title = {ATS-PD: An Adaptive Testing System for Psychological Disorders}, journal = {Educational and Psychological Measurement}, volume = {77}, number = {5}, year = {2017}, pages = {792-815}, abstract = {The clinical assessment of mental disorders can be a time-consuming and error-prone procedure, consisting of a sequence of diagnostic hypothesis formulation and testing aimed at restricting the set of plausible diagnoses for the patient. In this article, we propose a novel computerized system for the adaptive testing of psychological disorders. The proposed system combines a mathematical representation of psychological disorders, known as the {\textquotedblleft}formal psychological assessment,{\textquotedblright} with an algorithm designed for the adaptive assessment of an individual{\textquoteright}s knowledge. The assessment algorithm is extended and adapted to the new application domain. Testing the system on a real sample of 4,324 healthy individuals, screened for obsessive-compulsive disorder, we demonstrate the system{\textquoteright}s ability to support clinical testing, both by identifying the correct critical areas for each individual and by reducing the number of posed questions with respect to a standard written questionnaire.}, doi = {10.1177/0013164416652188}, url = {https://doi.org/10.1177/0013164416652188}, author = {Ivan Donadello and Andrea Spoto and Francesco Sambo and Silvana Badaloni and Umberto Granziol and Giulio Vidotto} } @conference {2632, title = {A Comparison of Three Empirical Reliability Estimates for Computerized Adaptive Testing}, booktitle = {IACAT 2017 conference}, year = {2017}, month = {08/2017}, publisher = {Niigata Seiryo University}, organization = {Niigata Seiryo University}, address = {Niigata, Japan}, abstract = {

Reliability estimates in Computerized Adaptive Testing (CAT) are derived from estimated thetas and standard error of estimated thetas. In practical, the observed standard error (OSE) of estimated thetas can be estimated by test information function for each examinee with respect to Item response theory (IRT). Unlike classical test theory (CTT), OSEs in IRT are conditional values given each estimated thetas so that those values should be marginalized to consider test reliability. Arithmetic mean, Harmonic mean, and Jensen equality were applied to marginalize OSEs to estimate CAT reliability. Based on different marginalization method, three empirical CAT reliabilities were compared with true reliabilities. Results showed that three empirical CAT reliabilities were underestimated compared to true reliability in short test length (\< 40), whereas the magnitude of CAT reliabilities was followed by Jensen equality, Harmonic mean, and Arithmetic mean in long test length (\> 40). Specifically, Jensen equality overestimated true reliability across all conditions in long test length (\>50).

Session Video\ 

}, keywords = {CAT, Reliability}, url = {https://drive.google.com/file/d/1gXgH-epPIWJiE0LxMHGiCAxZZAwy4dAH/view?usp=sharing}, author = {Dong Gi Seo} } @article {2601, title = {Is a Computerized Adaptive Test More Motivating Than a Fixed-Item Test?}, journal = {Applied Psychological Measurement}, volume = {41}, number = {7}, year = {2017}, pages = {495-511}, abstract = {Computer adaptive tests provide important measurement advantages over traditional fixed-item tests, but research on the psychological reactions of test takers to adaptive tests is lacking. In particular, it has been suggested that test-taker engagement, and possibly test performance as a consequence, could benefit from the control that adaptive tests have on the number of test items examinees answer correctly. However, previous research on this issue found little support for this possibility. This study expands on previous research by examining this issue in the context of a mathematical ability assessment and by considering the possible effect of immediate feedback of response correctness on test engagement, test anxiety, time on task, and test performance. Middle school students completed a mathematics assessment under one of three test type conditions (fixed, adaptive, or easier adaptive) and either with or without immediate feedback about the correctness of responses. Results showed little evidence for test type effects. The easier adaptive test resulted in higher engagement and lower anxiety than either the adaptive or fixed-item tests; however, no significant differences in performance were found across test types, although performance was significantly higher across all test types when students received immediate feedback. In addition, these effects were not related to ability level, as measured by the state assessment achievement levels. The possibility that test experiences in adaptive tests may not in practice be significantly different than in fixed-item tests is raised and discussed to explain the results of this and previous studies.}, doi = {10.1177/0146621617707556}, url = {https://doi.org/10.1177/0146621617707556}, author = {Guangming Ling and Yigal Attali and Bridgid Finn and Elizabeth A. Stone} } @conference {2654, title = {Concerto 5 Open Source CAT Platform: From Code to Nodes}, booktitle = {IACAT 2017 Conference}, year = {2017}, month = {08/2017}, publisher = {Niigata Seiryo University}, organization = {Niigata Seiryo University}, address = {Niigata, Japan}, abstract = {

Concerto 5 is the newest version of the Concerto open source R-based Computer-Adaptive Testing platform, which is currently used in educational testing and in clinical trials. In our quest to make CAT accessible to all, the latest version uses flowchart nodes to connect different elements of a test, so that CAT test creation is an intuitive high-level process that does not require writing code.

A test creator might connect an Info Page node, to a Consent Page node, to a CAT node, to a Feedback node. And after uploading their items, their test is done.

This talk will show the new flowchart interface, and demonstrate the creation of a CAT test from scratch in less than 10 minutes.

Concerto 5 also includes a new Polytomous CAT node, so CATs with Likert items can be easily created in the flowchart interface. This node is currently used in depression and anxiety tests in a clinical trial.

Session Video

}, keywords = {Concerto 5, Open Source CAT}, url = {https://drive.google.com/open?id=11eu1KKILQEoK5c-CYO1P1AiJgiQxX0E0}, author = {David Stillwell} } @article {2615, title = {Development of a Computer Adaptive Test for Depression Based on the Dutch-Flemish Version of the PROMIS Item Bank}, journal = {Evaluation \& the Health Professions}, volume = {40}, number = {1}, year = {2017}, pages = {79-105}, abstract = {We developed a Dutch-Flemish version of the patient-reported outcomes measurement information system (PROMIS) adult V1.0 item bank for depression as input for computerized adaptive testing (CAT). As item bank, we used the Dutch-Flemish translation of the original PROMIS item bank (28 items) and additionally translated 28 U.S. depression items that failed to make the final U.S. item bank. Through psychometric analysis of a combined clinical and general population sample (N = 2,010), 8 added items were removed. With the final item bank, we performed several CAT simulations to assess the efficiency of the extended (48 items) and the original item bank (28 items), using various stopping rules. Both item banks resulted in highly efficient and precise measurement of depression and showed high similarity between the CAT simulation scores and the full item bank scores. We discuss the implications of using each item bank and stopping rule for further CAT development.}, doi = {10.1177/0163278716684168}, url = {https://doi.org/10.1177/0163278716684168}, author = {Gerard Flens and Niels Smits and Caroline B. Terwee and Joost Dekker and Irma Huijbrechts and Edwin de Beurs} } @conference {2635, title = {Evaluation of Parameter Recovery, Drift, and DIF with CAT Data}, booktitle = {IACAT 2017 Conference}, year = {2017}, month = {08/2017}, publisher = {Niigata Seiryo University}, organization = {Niigata Seiryo University}, address = {Niigata, Japan}, abstract = {

Parameter drift and differential item functioning (DIF) analyses are frequent components of a test maintenance plan. That is, after a test form(s) is published, organizations will often calibrate postpublishing data at a later date to evaluate whether the performance of the items or the test has changed over time. For example, if item content is leaked, the items might gradually become easier over time, and item statistics or parameters can reflect this.

When tests are published under a computerized adaptive testing (CAT) paradigm, they are nearly always calibrated with item response theory (IRT). IRT calibrations assume that range restriction is not an issue \– that is, each item is administered to a range of examinee ability. CAT data violates this assumption. However, some organizations still wish to evaluate continuing performance of the items from a DIF or drift paradigm.

This presentation will evaluate just how inaccurate DIF and drift analyses might be on CAT data, using a Monte Carlo parameter recovery methodology. Known item parameters will be used to generate both linear and CAT data sets, which are then calibrated for DIF and drift. In addition, we will implement Randomesque item exposure constraints in some CAT conditions, as this randomization directly alleviates the range restriction problem somewhat, but it is an empirical question as to whether this improves the parameter recovery calibrations.

Session Video

}, keywords = {CAT, DIF, Parameter Drift, Parameter Recovery}, url = {https://drive.google.com/open?id=1F7HCZWD28Q97sCKFIJB0Yps0H66NPeKq}, author = {Nathan Thompson and Jordan Stoeger} } @conference {2662, title = {Item Response Time on Task Effect in CAT}, booktitle = {IACAT 2017 Conference}, year = {2017}, month = {08/2017}, publisher = {Niigata Seiryo University}, organization = {Niigata Seiryo University}, address = {Niigata, Japan}, abstract = {

Introduction. In addition to reduced test length and increased measurement efficiency, computerized adaptive testing (CAT) can provide new insights into the cognitive process of task completion that cannot be mined via conventional tests. Response time is a primary characteristic of the task completion procedure. It has the potential to inform us about underlying processes. In this study, the relationship between response time and response accuracy will be investigated.

Hypothesis. The present study argues that the relationship between response time on task and response accuracy, which may be positive, negative, or curvilinear, will depend on cognitive nature of task items, holding ability of the subjects and difficulty of the items constant. The interpretations regarding the associations are not uniform either.

Research question. Is there a homogeneous effect of response time on test outcome across Graduate

Proposed explanations. If the accuracy of cognitive test responses decreases with response time, then it is an indication that the underlying cognitive process is a degrading process such as knowledge retrieval. More accessible knowledge can be retrieved faster than less accessible knowledge. It is inherent to knowledge retrieval that the success rate declines with elapsing response time. For instance, in reading tasks, the time on task effect is negative and the more negative, the easier a task is. However, if the accuracy of cognitive test responses increases with response time, then the process is of an upgrading nature, with an increasing success rate as a function of response time. For example, problem-solving takes time, and fast responses are less likely to be well-founded responses. It is of course also possible that the relationship is curvilinear, as when an increasing success rate is followed by a decreasing success rate or vice versa.

Methodology. The data are from computer-based GRE quantitative and verbal tests and will be analyzed with generalized linear mixed models (GLMM) framework after controlling the effect of ability and item difficulty as possible confounding factors. A linear model means a linear combination of predictors determining the probability of person p for answering item i correctly. The models are equivalent with advanced IRT models that go beyond the regular modeling of test responses in terms of one or more latent variables and item parameters. The lme4 package for R will be utilized to conduct the statistical calculation.

Implications. The right amount of testing time in CAT is important\—too much is wasteful and costly, too little impacts score validity. The study is expected to provide new perception on the relationship between response time and response accuracy, which in turn, contribute to a better understanding of time effects and relevant cognitive process in CA.

Session Video

}, keywords = {CAT, Response time, Task effect}, author = {Yang Shi} } @conference {2665, title = {Multi-stage Testing for a Multi-disciplined End-of primary-school Test }, booktitle = {IACAT 2017 Conference}, year = {2017}, month = {08/2017}, publisher = {Niigata Seiryo University}, organization = {Niigata Seiryo University}, address = {Niigata, Japan}, abstract = {

The Dutch secondary education system consists of five levels: basic, lower, and middle vocational education, general secondary education, and pre-academic education. The individual decision for level of secondary education is based on a combination of the teacher\’s judgment and an end-of-primaryschool placement test.

This placement test encompasses the measurement of reading, language, mathematics and writing; each skill consisting of one to four subdomains. The Dutch end-of-primaryschool test is currently administered in two linear 200-item paper-based versions. The two versions differ in difficulty so as to motivate both less able and more able students, and measure both groups of students precisely. The primary goal of the test is providing a placement advice for five levels of secondary education. The secondary goal is the assessment of six different fundamental reference levels defined on reading, language, and mathematics. Because of the high stakes advice of the test, the Dutch parliament has instructed to change the format to a multistage test. A major advantage of multistage testing is that the tailoring of the tests is more strongly related to the ability of the students than to the teacher\’s judgment. A separate multistage test is under development for each of the three skills measured by the reference levels to increase the classification accuracy for secondary education placement and to optimally measure the performance on the reference-level-related skills.

This symposium consists of three presentations discussing the challenges in transitioning from a linear paper-based test to a computer-based multistage test within an existing curriculum and the specification of the multistage test to meet the measurement purposes. The transitioning to a multistage test has to improve both classification accuracy and measurement precision.

First, we describe the Dutch educational system and the role of the end-of-primary-school placement test within this system. Special attention will be paid to the advantages of multistage testing over both linear testing and computerized adaptive testing, and on practical implications related to the transitioning from a linear to a multistage test.

Second, we discuss routing and reporting on the new multi-stage test. Both topics have a major impact on the quality of the placement advice and the reference mastery decisions. Several methods for routing and reporting are compared.

Third, the linear test contains 200 items to cover a broad range of different skills and to obtain a precise measurement of those skills separately. Multistage testing creates opportunities to reduce the cognitive burden for the students while maintaining the same quality of placement advice and assessment of mastering of reference levels. This presentation focuses on optimal allocation of items to test modules, optimal number of stages and modules per stage and test length reduction.

Session Video 1

Session Video 2

}, keywords = {mst, Multidisciplined, proficiency}, url = {https://drive.google.com/open?id=1C5ys178p_Wl9eemQuIsI56IxDTck2z8P}, author = {Hendrik Straat and Maaike van Groen and Wobbe Zijlstra and Marie-Anne Keizer-Mittelha{\"e}user and Michel Lamor{\'e}} } @conference {2648, title = {New Challenges (With Solutions) and Innovative Applications of CAT}, booktitle = {IACAT 2017 Conference}, year = {2017}, month = {08/2017}, publisher = {Niigata Seiryo University}, organization = {Niigata Seiryo University}, address = {Niigata, Japan}, abstract = {

Over the past several decades, computerized adaptive testing (CAT) has profoundly changed the administration of large-scale aptitude tests, state-wide achievement tests, professional licensure exams, and health outcome measures. While many challenges of CAT have been successfully addressed due to the continual efforts of researchers in the field, there are still many remaining, longstanding challenges that have yet to be resolved. This symposium will begin with three presentations, each of which provides a sound solution to one of the unresolved challenges. They are (1) item calibration when responses are \“missing not at random\” from CAT administration; (2) online calibration of new items when person traits have non-ignorable measurement error; (3) establishing consistency and asymptotic normality of latent trait estimation when allowing item response revision in CAT. In addition, this symposium also features innovative applications of CAT. In particular, there is emerging interest in using cognitive diagnostic CAT to monitor and detect learning progress (4th presentation). Last but not least, the 5th presentation illustrates the power of multidimensional polytomous CAT that permits rapid identification of hospitalized patients\’ rehabilitative care needs in\ health outcomes measurement. We believe this symposium covers a wide range of interesting and important topics in CAT.

Session Video

}, keywords = {CAT, challenges, innovative applications}, url = {https://drive.google.com/open?id=1Wvgxw7in_QCq_F7kzID6zCZuVXWcFDPa}, author = {Chun Wang and David J. Weiss and Xue Zhang and Jian Tao and Yinhong He and Ping Chen and Shiyu Wang and Susu Zhang and Haiyan Lin and Xiaohong Gao and Hua-Hua Chang and Zhuoran Shang} } @conference {2670, title = {Response Time and Response Accuracy in Computerized Adaptive Testing}, booktitle = {IACAT 2017 Conference}, year = {2017}, month = {08/2017}, publisher = {Niigata Seiryo University}, organization = {Niigata Seiryo University}, address = {Niigata, Japan}, abstract = {

Introduction. This study explores the relationship between response speed and response accuracy in Computerized Adaptive Testing (CAT). CAT provides a score as well as item response times, which can offer additional diagnostic information regarding behavioral processes of task completion that cannot be uncovered by paper-based instruments. The goal of this study is to investigate how the accuracy rate evolves as a function of response time. If the accuracy of cognitive test responses decreases with response time, then it is an indication that the underlying cognitive process is a degrading process such as knowledge retrieval. More accessible knowledge can be retrieved faster than less accessible knowledge. For instance, in reading tasks, the time on task effect is negative and the more negative, the easier a task is. However, if the accuracy of cognitive test responses increases with response time, then the process is of an upgrading nature, with an increasing success rate as a function of response time. For example, problem-solving takes time, and fast responses are less likely to be well-founded responses. It is of course also possible that the relationship is curvilinear, as when an increasing success rate is followed by a decreasing success rate or vice versa.

Hypothesis. The present study argues the relationship between response time on task and response accuracy can be positive, negative, or curvilinear, which depends on cognitive nature of task items holding ability of the subjects and difficulty of the items constant.

Methodology. Data from a subsection of GRE quantitative test were available. We will use generalized linear mixed models. A linear model means a linear combination of predictors determining the probability of person p for answering item i correctly. Modeling mixed effects means both random effects and fixed effects are included. Fixed effects refer to constants across test takers. The models are equivalent with advanced IRT models that go beyond the regular modeling of test responses in terms of one or more latent variables and item parameters. The lme4 package for R will be utilized to conduct the statistical calculation.

Research questions. 1. What is the relationship between response accuracy and response speed? 2. What is the correlation between response accuracy and type of response time (fast response vs slow response) after controlling ability of people?

Preliminary Findings. 1. There is a negative relationship between response time and response accuracy. The success rate declines with elapsing response time. 2. The correlation between the two response latent variables (fast and slow) is 1.0, indicating the time on task effects between respond time types are not different.

Implications. The right amount of testing time in CAT is important\—too much is wasteful and costly, too little impacts score validity. The study is expected to provide new perception on the relationship between response time and response accuracy, which in turn, contribute to the best timing strategy in CAT\—with or without time constraints.

Session Video

}, keywords = {CAT, response accuracy, Response time}, url = {https://drive.google.com/open?id=1yYP01bzGrKvJnfLwepcAoQQ2F4TdSvZ2}, author = {Yang Shi} } @conference {2639, title = {A Simulation Study to Compare Classification Method in Cognitive Diagnosis Computerized Adaptive Testing}, booktitle = {IACAT 2017 Conference}, year = {2017}, month = {08/2017}, publisher = {Niigata Seiryo University}, organization = {Niigata Seiryo University}, address = {Niigata, Japan}, abstract = {

Cognitive Diagnostic Computerized Adaptive Testing (CD-CAT) combines the strengths of both CAT and cognitive diagnosis. Cognitive diagnosis models that can be viewed as restricted latent class models have been developed to classify the examinees into the correct profile of skills that have been mastered and those that have not so as to get more efficient remediation. Chiu \& Douglas (2013) introduces a nonparametric procedure that only requires specification of Q-matrix to classify by proximity to ideal response pattern. In this article, we compare nonparametric procedure with common profile estimation method like maximum a posterior (MAP) in CD-CAT. Simulation studies consider a variety of Q-matrix structure, the number of attributes, ways to generate attribute profiles,\ and item quality. Results indicate that nonparametric procedure consistently gets the higher pattern and attribute recovery rate in nearly all conditions.

References

Chiu, C.-Y., \& Douglas, J. (2013). A nonparametric approach to cognitive diagnosis by proximity to ideal response patterns. Journal of Classification, 30, 225-250. doi: 10.1007/s00357-013-9132-9

Session Video

}, url = {https://drive.google.com/open?id=1jCL3fPZLgzIdwvEk20D-FliZ15OTUtpr}, author = {Jing Yang and Jian Tao and Hua-Hua Chang and Ning-Zhong Shi} } @conference {2661, title = {Using Computerized Adaptive Testing to Detect Students{\textquoteright} Misconceptions: Exploration of Item Selection}, booktitle = {IACAT 2017 Conference}, year = {2017}, month = {08/2017}, publisher = {Niigata Seiryo University}, organization = {Niigata Seiryo University}, address = {Niigata, Japan}, abstract = {

Owning misconceptions impedes learning, thus detecting misconceptions through assessments is crucial to facilitate teaching. However, most computerized adaptive testing (CAT) applications to diagnose examinees\’ attribute profiles focus on whether examinees mastering correct concepts or not. In educational scenario, teachers and students have to figure out the misconceptions underlying incorrect answers after obtaining the scores from assessments and then correct the corresponding misconceptions. The Scaling Individuals and Classifying Misconceptions (SICM) models proposed by Bradshaw and Templin (2014) fill this gap. SICMs can identify a student\’s misconceptions directly from the distractors of multiple-choice questions and report whether s/he own the misconceptions or not. Simultaneously, SICM models are able to estimate a continuous ability within the item response theory (IRT) framework to fulfill the needs of policy-driven assessment systems relying on scaling examinees\’ ability. However, the advantage of providing estimations for two types of latent variables also causes complexity of model estimation. More items are required to achieve the same accuracies for both classification and estimation compared to dichotomous DCMs and to IRT, respectively. Thus, we aim to develop a CAT using the SICM models (SICM-CAT) to estimate students\’ misconceptions and continuous abilities simultaneously using fewer items than a linear test.

To achieve this goal, in this study, our research questions mainly focus on establishing several item selection rules that target on providing both accurate classification results and continuous ability estimations using SICM-CAT. The first research question is which information criterion to be used. The Kullback\–Leibler (KL) divergence is the first choice, as it can naturally combine the continuous and discrete latent variables. Based on this criterion, we propose an item selection index that can nicely integrate the two types of information. Based on this index, the items selected in real time could discriminate the examinee\’s current misconception profile and ability estimates from other possible estimates to the most extent. The second research question is about how to adaptively balance the estimations of the misconception profile and the continuous latent ability. Mimic the idea of the Hybrid Design proposed by Wang et al. (2016), we propose a design framework which makes the item selection transition from the group-level to the item-level. We aim to explore several design questions, such as how to select the transiting point and which latent variable estimation should be targeted first.

Preliminary results indicated that the SICM-CAT based on the proposed item selection index could classify examinees into different latent classes and measure their latent abilities compared with the random selection method more accurately and reliably under all the simulation conditions. We plan to compare different CAT designs based on our proposed item selection rules with the best linear test as the next step. We expect that the SICM-CAT is able to use shorter test length while retaining the same accuracies and reliabilities.

References

Bradshaw, L., \& Templin, J. (2014). Combining item response theory and diagnostic classification models: A psychometric model for scaling ability and diagnosing misconceptions. Psychometrika, 79(3), 403-425.

Wang, S., Lin, H., Chang, H. H., \& Douglas, J. (2016). Hybrid computerized adaptive testing: from group sequential design to fully sequential design. Journal of Educational Measurement, 53(1), 45-62.

Session Video

}, keywords = {CAT, incorrect answering, Student Misconception}, author = {Yawei Shen and Yu Bao and Shiyu Wang and Laine Bradshaw} } @article {2486, title = {A Comparison of Constrained Item Selection Methods in Multidimensional Computerized Adaptive Testing}, journal = {Applied Psychological Measurement}, volume = {40}, number = {5}, year = {2016}, pages = {346-360}, abstract = {The construction of assessments in computerized adaptive testing (CAT) usually involves fulfilling a large number of statistical and non-statistical constraints to meet test specifications. To improve measurement precision and test validity, the multidimensional priority index (MPI) and the modified MPI (MMPI) can be used to monitor many constraints simultaneously under a between-item and a within-item multidimensional framework, respectively. As both item selection methods can be implemented easily and computed efficiently, they are important and useful for operational CATs; however, no thorough simulation study has compared the performance of these two item selection methods under two different item bank structures. The purpose of this study was to investigate the efficiency of the MMPI and the MPI item selection methods under the between-item and within-item multidimensional CAT through simulations. The MMPI and the MPI item selection methods yielded similar performance in measurement precision for both multidimensional pools and yielded similar performance in exposure control and constraint management for the between-item multidimensional pool. For the within-item multidimensional pool, the MPI method yielded slightly better performance in exposure control but yielded slightly worse performance in constraint management than the MMPI method.}, doi = {10.1177/0146621616639305}, url = {http://apm.sagepub.com/content/40/5/346.abstract}, author = {Su, Ya-Hui} } @article {2618, title = {On the effect of adding clinical samples to validation studies of patient-reported outcome item banks: a simulation study}, journal = {Quality of Life Research}, volume = {25}, number = {7}, year = {2016}, pages = {1635{\textendash}1644}, abstract = {To increase the precision of estimated item parameters of item response theory models for patient-reported outcomes, general population samples are often enriched with samples of clinical respondents. Calibration studies provide little information on how this sampling scheme is incorporated into model estimation. In a small simulation study the impact of ignoring the oversampling of clinical respondents on item and person parameters is illustrated.}, issn = {1573-2649}, doi = {10.1007/s11136-015-1199-9}, url = {https://doi.org/10.1007/s11136-015-1199-9}, author = {Smits, Niels} } @article {2459, title = {Stochastic Curtailment of Questionnaires for Three-Level Classification: Shortening the CES-D for Assessing Low, Moderate, and High Risk of Depression}, journal = {Applied Psychological Measurement}, volume = {40}, number = {1}, year = {2016}, pages = {22-36}, abstract = {In clinical assessment, efficient screeners are needed to ensure low respondent burden. In this article, Stochastic Curtailment (SC), a method for efficient computerized testing for classification into two classes for observable outcomes, was extended to three classes. In a post hoc simulation study using the item scores on the Center for Epidemiologic Studies{\textendash}Depression Scale (CES-D) of a large sample, three versions of SC, SC via Empirical Proportions (SC-EP), SC via Simple Ordinal Regression (SC-SOR), and SC via Multiple Ordinal Regression (SC-MOR) were compared at both respondent burden and classification accuracy. All methods were applied under the regular item order of the CES-D and under an ordering that was optimal in terms of the predictive power of the items. Under the regular item ordering, the three methods were equally accurate, but SC-SOR and SC-MOR needed less items. Under the optimal ordering, additional gains in efficiency were found, but SC-MOR suffered from capitalization on chance substantially. It was concluded that SC-SOR is an efficient and accurate method for clinical screening. Strengths and weaknesses of the methods are discussed.}, doi = {10.1177/0146621615592294}, url = {http://apm.sagepub.com/content/40/1/22.abstract}, author = {Smits, Niels and Finkelman, Matthew D. and Kelderman, Henk} } @article {2482, title = {Using Response Time to Detect Item Preknowledge in Computer?Based Licensure Examinations}, journal = {Educational Measurement: Issues and Practice.}, volume = {35}, number = {38{\textendash}47}, year = {2016}, abstract = {This 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.}, doi = {http://dx.doi.org/10.1111/emip.12102}, author = {Qian H. and Staniewska, D. and Reckase, M. and Woo, A.} } @article {2384, title = {Assessing Individual-Level Impact of Interruptions During Online Testing}, journal = {Journal of Educational Measurement}, volume = {52}, number = {1}, year = {2015}, pages = {80{\textendash}105}, abstract = {With an increase in the number of online tests, the number of interruptions during testing due to unexpected technical issues seems to be on the rise. For example, interruptions occurred during several recent state tests. When interruptions occur, it is important to determine the extent of their impact on the examinees{\textquoteright} scores. Researchers such as Hill and Sinharay et~al. examined the impact of interruptions at an aggregate level. However, there is a lack of research on the assessment of impact of interruptions at an individual level. We attempt to fill that void. We suggest four methodological approaches, primarily based on statistical hypothesis testing, linear regression, and item response theory, which can provide evidence on the individual-level impact of interruptions. We perform a realistic simulation study to compare the Type~I error rate and power of the suggested approaches. We then apply the approaches to data from the 2013 Indiana Statewide Testing for Educational Progress-Plus~(ISTEP+) test that experienced interruptions.}, issn = {1745-3984}, doi = {10.1111/jedm.12064}, url = {http://dx.doi.org/10.1111/jedm.12064}, author = {Sinharay, Sandip and Wan, Ping and Choi, Seung W. and Kim, Dong-In} } @article {2387, title = {a-Stratified Computerized Adaptive Testing in the Presence of Calibration Error}, journal = {Educational and Psychological Measurement}, volume = {75}, number = {2}, year = {2015}, pages = {260-283}, abstract = {a-Stratified computerized adaptive testing with b-blocking (AST), as an alternative to the widely used maximum Fisher information (MFI) item selection method, can effectively balance item pool usage while providing accurate latent trait estimates in computerized adaptive testing (CAT). However, previous comparisons of these methods have treated item parameter estimates as if they are the true population parameter values. Consequently, capitalization on chance may occur. In this article, we examined the performance of the AST method under more realistic conditions where item parameter estimates instead of true parameter values are used in the CAT. Its performance was compared against that of the MFI method when the latter is used in conjunction with Sympson{\textendash}Hetter or randomesque exposure control. Results indicate that the MFI method, even when combined with exposure control, is susceptible to capitalization on chance. This is particularly true when the calibration sample size is small. On the other hand, AST is more robust to capitalization on chance. Consistent with previous investigations using true item parameter values, AST yields much more balanced item pool usage, with a small loss in the precision of latent trait estimates. The loss is negligible when the test is as long as 40 items.}, doi = {10.1177/0013164414530719}, url = {http://epm.sagepub.com/content/75/2/260.abstract}, author = {Cheng, Ying and Patton, Jeffrey M. and Shao, Can} } @article {2456, title = {Best Design for Multidimensional Computerized Adaptive Testing With the Bifactor Model}, journal = {Educational and Psychological Measurement}, volume = {75}, number = {6}, year = {2015}, pages = {954-978}, abstract = {Most computerized adaptive tests (CATs) have been studied using the framework of unidimensional item response theory. However, many psychological variables are multidimensional and might benefit from using a multidimensional approach to CATs. This study investigated the accuracy, fidelity, and efficiency of a fully multidimensional CAT algorithm (MCAT) with a bifactor model using simulated data. Four item selection methods in MCAT were examined for three bifactor pattern designs using two multidimensional item response theory models. To compare MCAT item selection and estimation methods, a fixed test length was used. The Ds-optimality item selection improved θ estimates with respect to a general factor, and either D- or A-optimality improved estimates of the group factors in three bifactor pattern designs under two multidimensional item response theory models. The MCAT model without a guessing parameter functioned better than the MCAT model with a guessing parameter. The MAP (maximum a posteriori) estimation method provided more accurate θ estimates than the EAP (expected a posteriori) method under most conditions, and MAP showed lower observed standard errors than EAP under most conditions, except for a general factor condition using Ds-optimality item selection.}, doi = {10.1177/0013164415575147}, url = {http://epm.sagepub.com/content/75/6/954.abstract}, author = {Seo, Dong Gi and Weiss, David J.} } @article {2355, title = {Comparing Simple Scoring With IRT Scoring of Personality Measures: The Navy Computer Adaptive Personality Scales}, journal = {Applied Psychological Measurement}, volume = {39}, number = {2}, year = {2015}, pages = {144-154}, abstract = {

This article analyzes data from U.S. Navy sailors (N = 8,956), with the central measure being the Navy Computer Adaptive Personality Scales (NCAPS). Analyses and results from this article extend and qualify those from previous research efforts by examining the properties of the NCAPS and its adaptive structure in more detail. Specifically, this article examines item exposure rates, the efficiency of item use based on item response theory (IRT)\–based Expected A Posteriori (EAP) scoring, and a comparison of IRT-EAP scoring with much more parsimonious scoring methods that appear to work just as well (stem-level scoring and dichotomous scoring). The cutting-edge nature of adaptive personality testing will necessitate a series of future efforts like this: to examine the benefits of adaptive scoring schemes and novel measurement methods continually, while pushing testing technology further ahead.

}, doi = {10.1177/0146621614559517}, url = {http://apm.sagepub.com/content/39/2/144.abstract}, author = {Oswald, Frederick L. and Shaw, Amy and Farmer, William L.} } @article {2394, title = {Stochastic Curtailment in Adaptive Mastery Testing: Improving the Efficiency of Confidence Interval{\textendash}Based Stopping Rules}, journal = {Applied Psychological Measurement}, volume = {39}, number = {4}, year = {2015}, pages = {278-292}, abstract = {A well-known stopping rule in adaptive mastery testing is to terminate the assessment once the examinee{\textquoteright}s ability confidence interval lies entirely above or below the cut-off score. This article proposes new procedures that seek to improve such a variable-length stopping rule by coupling it with curtailment and stochastic curtailment. Under the new procedures, test termination can occur earlier if the probability is high enough that the current classification decision remains the same should the test continue. Computation of this probability utilizes normality of an asymptotically equivalent version of the maximum likelihood ability estimate. In two simulation sets, the new procedures showed a substantial reduction in average test length while maintaining similar classification accuracy to the original method.}, doi = {10.1177/0146621614561314}, url = {http://apm.sagepub.com/content/39/4/278.abstract}, author = {Sie, Haskell and Finkelman, Matthew D. and Bartroff, Jay and Thompson, Nathan A.} } @article {2403, title = {Utilizing Response Times in Computerized Classification Testing}, journal = {Applied Psychological Measurement}, volume = {39}, number = {5}, year = {2015}, pages = {389-405}, abstract = {A 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{\textquoteright} 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.}, doi = {10.1177/0146621615569504}, url = {http://apm.sagepub.com/content/39/5/389.abstract}, author = {Sie, Haskell and Finkelman, Matthew D. and Riley, Barth and Smits, Niels} } @article {2350, title = {Determining the Overall Impact of Interruptions During Online Testing}, journal = {Journal of Educational Measurement}, volume = {51}, number = {4}, year = {2014}, pages = {419{\textendash}440}, abstract = {

With an increase in the number of online tests, interruptions during testing due to unexpected technical issues seem unavoidable. For example, interruptions occurred during several recent state tests. When interruptions occur, it is important to determine the extent of their impact on the examinees\’ scores. There is a lack of research on this topic due to the novelty of the problem. This article is an attempt to fill that void. Several methods, primarily based on propensity score matching, linear regression, and item response theory, were suggested to determine the overall impact of the interruptions on the examinees\’ scores. A realistic simulation study shows that the suggested methods have satisfactory Type I error rate and power. Then the methods were applied to data from the Indiana Statewide Testing for Educational Progress-Plus (ISTEP+) test that experienced interruptions in 2013. The results indicate that the interruptions did not have a significant overall impact on the student scores for the ISTEP+ test.

}, issn = {1745-3984}, doi = {10.1111/jedm.12052}, url = {http://dx.doi.org/10.1111/jedm.12052}, author = {Sinharay, Sandip and Wan, Ping and Whitaker, Mike and Kim, Dong-In and Zhang, Litong and Choi, Seung W.} } @article {2344, title = {Using Multidimensional CAT to Administer a Short, Yet Precise, Screening Test}, journal = {Applied Psychological Measurement}, volume = {38}, number = {8}, year = {2014}, pages = {614-631}, abstract = {

Multidimensional computerized adaptive testing (MCAT) provides a mechanism by which the simultaneous goals of accurate prediction and minimal testing time for a screening test could both be met. This article demonstrates the use of MCAT to administer a screening test for the Computerized Adaptive Testing\–Armed Services Vocational Aptitude Battery (CAT-ASVAB) under a variety of manipulated conditions. CAT-ASVAB is a test battery administered via unidimensional CAT (UCAT) that is used to qualify applicants for entry into the U.S. military and assign them to jobs. The primary research question being evaluated is whether the use of MCAT to administer a screening test can lead to significant reductions in testing time from the full-length selection test, without significant losses in score precision. Different stopping rules, item selection methods, content constraints, time constraints, and population distributions for the MCAT administration are evaluated through simulation, and compared with results from a regular full-length UCAT administration.

}, doi = {10.1177/0146621614541514}, url = {http://apm.sagepub.com/content/38/8/614.abstract}, author = {Yao, Lihua and Pommerich, Mary and Segall, Daniel O.} } @article {2287, title = {A Comparison of Computerized Classification Testing and Computerized Adaptive Testing in Clinical Psychology}, journal = {Journal of Computerized Adaptive Testing}, volume = {1}, year = {2013}, pages = {19-37}, doi = {10.7333/1302-0102019}, author = {Smits, N. and Finkelman, M. D.} } @article {2315, title = {A Comparison of Four Methods for Obtaining Information Functions for Scores From Computerized Adaptive Tests With Normally Distributed Item Difficulties and Discriminations}, journal = {Journal of Computerized Adaptive Testing}, volume = {1}, year = {2013}, pages = {88-107}, doi = {10.7333/1312-0105088}, author = {Ito, K. and Segall, D.O.} } @article {2316, title = {Estimating Measurement Precision in Reduced-Length Multi-Stage Adaptive Testing }, journal = {Journal of Computerized Adaptive Testing}, volume = {1}, year = {2013}, pages = {67-87}, doi = {10.7333/1309-0104067}, author = {Crotts, K.M. and Zenisky, A. L. and Sireci, S.G. and Li, X.} } @article {2292, title = {The Philosophical Aspects of IRT Equating: Modeling Drift to Evaluate Cohort Growth in Large-Scale Assessments}, journal = {Educational Measurement: Issues and Practice}, volume = {32}, number = {1}, year = {2013}, pages = {2{\textendash}14}, keywords = {cohort growth, construct-relevant drift, evaluation of scale drift, philosophical aspects of IRT equating}, issn = {1745-3992}, doi = {10.1111/emip.12000}, url = {http://dx.doi.org/10.1111/emip.12000}, author = {Taherbhai, Husein and Seo, Daeryong} } @inbook {2273, title = {Reporting differentiated literacy results in PISA by using multidimensional adaptive testing. }, booktitle = {Research on PISA.}, year = {2013}, publisher = {Dodrecht: Springer}, organization = {Dodrecht: Springer}, author = {Frey, A. and Seitz, N-N. and Kr{\"o}hne, U.} } @article {2277, title = {Investigating the Effect of Item Position in Computer-Based Tests}, journal = {Journal of Educational Measurement}, volume = {49}, number = {4}, year = {2012}, pages = {362{\textendash}379}, abstract = {

Computer-based tests (CBTs) often use random ordering of items in order to minimize item exposure and reduce the potential for answer copying. Little research has been done, however, to examine item position effects for these tests. In this study, different versions of a Rasch model and different response time models were examined and applied to data from a CBT administration of a medical licensure examination. The models specifically were used to investigate whether item position affected item difficulty and item intensity estimates. Results indicated that the position effect was negligible.

}, issn = {1745-3984}, doi = {10.1111/j.1745-3984.2012.00181.x}, url = {http://dx.doi.org/10.1111/j.1745-3984.2012.00181.x}, author = {Li, Feiming and Cohen, Allan and Shen, Linjun} } @article {2194, title = {On the Reliability and Validity of a Numerical Reasoning Speed Dimension Derived From Response Times Collected in Computerized Testing}, journal = {Educational and Psychological Measurement}, volume = {72}, number = {2}, year = {2012}, pages = {245-263}, abstract = {

Data from 181 college students were used to assess whether math reasoning item response times in computerized testing can provide valid and reliable measures of a speed dimension. The alternate forms reliability of the speed dimension was .85. A two-dimensional structural equation model suggests that the speed dimension is related to the accuracy of speeded responses. Speed factor scores were significantly correlated with performance on the ACT math scale. Results suggest that the speed dimension underlying response times can be reliably measured and that the dimension is related to the accuracy of performance under the pressure of time limits.

}, doi = {10.1177/0013164411408412}, url = {http://epm.sagepub.com/content/72/2/245.abstract}, author = {Davison, Mark L. and Semmes, Robert and Huang, Lan and Close, Catherine N.} } @conference {2080, title = {Adaptive Item Calibration and Norming: Unique Considerations of a Global Deployment}, booktitle = {Annual Conference of the International Association for Computerized Adaptive Testing}, year = {2011}, month = {10/2011}, keywords = {CAT, common item equating, Figural Reasoning Test, item calibration, norming}, author = {Alexander Schwall and Evan Sinar} } @article {365, title = {Applying computerized adaptive testing to the CES-D scale: A simulation study}, journal = {Psychiatry Research}, year = {2011}, note = {Psychiatry Res. 2011 Jan 3.}, month = {Jan 3}, edition = {2011/01/07}, abstract = {In this paper we studied the appropriateness of developing an adaptive version of the Center of Epidemiological Studies-Depression (CES-D, Radloff, 1977) scale. Computerized Adaptive Testing (CAT) involves the computerized administration of a test in which each item is dynamically selected from a pool of items until a pre-specified measurement precision is reached. Two types of analyses were performed using the CES-D responses of a large sample of adolescents (N=1392). First, it was shown that the items met the psychometric requirements needed for CAT. Second, CATs were simulated by using the existing item responses as if they had been collected adaptively. CATs selecting only a small number of items gave results which, in terms of depression measurement and criterion validity, were only marginally different from the results of full CES-D assessment. It was concluded that CAT is a very fruitful way of improving the efficiency of the CES-D questionnaire. The discussion addresses the strengths and limitations of the application of CAT in mental health research.}, isbn = {0165-1781 (Print)0165-1781 (Linking)}, issn = {21208660}, author = {Smits, N. and Cuijpers, P. and van Straten, A.} } @article {2295, title = {Applying computerized adaptive testing to the CES-D scale: A simulation study}, journal = {Psychiatry Research}, volume = {188}, year = {2011}, pages = {147{\textendash}155}, author = {Smits, N. and Cuijpers, P. and van Straten, A.} } @article {361, title = {Computerized adaptive assessment of personality disorder: Introducing the CAT{\textendash}PD project}, journal = {Journal of Personality Assessment}, volume = {93}, number = {4}, year = {2011}, pages = {380-389}, abstract = {Assessment 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{\textemdash}which was focused on developing the PD traits to be assessed and the initial item pool{\textemdash}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{\textendash}PD) will be well positioned as a measure of the proposed DSM{\textendash}5 PD traits. Implications for both applied and basic personality research are discussed.}, isbn = {0022-3891}, author = {Simms, L. J. and Goldberg, L .R. and Roberts, J. E. and Watson, D. and Welte, J. and Rotterman, J. H.} } @article {2236, title = {Computerized Adaptive Testing with the Zinnes and Griggs Pairwise Preference Ideal Point Model}, journal = {International Journal of Testing}, volume = {11}, number = {3}, year = {2011}, pages = {231-247}, doi = {10.1080/15305058.2011.561459}, url = {http://www.tandfonline.com/doi/abs/10.1080/15305058.2011.561459}, author = {Stark, Stephen and Chernyshenko, Oleksandr S.} } @conference {2079, title = {A Heuristic Of CAT Item Selection Procedure For Testlets}, booktitle = {Annual Conference of the International Association for Computerized Adaptive Testing}, year = {2011}, keywords = {CAT, shadow test, testlets}, author = {Yuehmei Chien and David Shin and Walter Denny Way} } @article {2267, title = {Hypothetical use of multidimensional adaptive testing for the assessment of student achievement in PISA. }, journal = {Educational and Psychological Measurement}, volume = {71}, year = {2011}, pages = {503-522}, author = {Frey, A. and Seitz, N-N.} } @booklet {313, title = {Item banks for measuring emotional distress from the Patient-Reported Outcomes Measurement Information System (PROMIS{\textregistered}): depression, anxiety, and anger}, journal = {Assessment}, year = {2011}, chapter = {June 21, 2011}, isbn = {1073-1911}, author = {Pilkonis, P. A. and Choi, S. W. and Reise, S. P. and Stover, A. M. and Riley, W. T. and Cella, D.} } @conference {2081, title = {Practitioner{\textquoteright}s Approach to Identify Item Drift in CAT}, booktitle = {Annual Conference of the International Association for Computerized Adaptive Testing}, year = {2011}, month = {10/2011}, keywords = {CUSUM method, G2 statistic, IPA, item drift, item parameter drift, Lord{\textquoteright}s chi-square statistic, Raju{\textquoteright}s NCDIF}, author = {Huijuan Meng and Susan Steinkamp and Paul Jones and Joy Matthews-Lopez} } @conference {393, title = {Computerized adaptive testing based on decision trees}, booktitle = {10th IEEE International Conference on Advanced Learning Technologies}, volume = {58}, year = {2010}, pages = {191-193}, publisher = {IEEE Computer Sience}, organization = {IEEE Computer Sience}, address = {Sousse, Tunisia}, author = {Ueno, M. and Songmuang, P.} } @article {113, title = {Detection of aberrant item score patterns in computerized adaptive testing: An empirical example using the CUSUM}, journal = {Personality and Individual Differences}, volume = {48}, number = {8}, year = {2010}, pages = {921-925}, abstract = {The scalability of individual trait scores on a computerized adaptive test (CAT) was assessed through investigating the consistency of individual item score patterns. A sample of N = 428 persons completed a personality CAT as part of a career development procedure. To detect inconsistent item score patterns, we used a cumulative sum (CUSUM) procedure. Combined information from the CUSUM, other personality measures, and interviews showed that similar estimated trait values may have a different interpretation.Implications for computer-based assessment are discussed.}, keywords = {CAT, computerized adaptive testing, CUSUM approach, person Fit}, isbn = {01918869}, author = {Egberink, I. J. L. and Meijer, R. R. and Veldkamp, B. P. and Schakel, L. and Smid, N. G.} } @article {46, title = {Development and validation of patient-reported outcome measures for sleep disturbance and sleep-related impairments}, journal = {Sleep}, volume = {33}, number = {6}, year = {2010}, note = {Buysse, Daniel JYu, LanMoul, Douglas EGermain, AnneStover, AngelaDodds, Nathan EJohnston, Kelly LShablesky-Cade, Melissa APilkonis, Paul AAR052155/AR/NIAMS NIH HHS/United StatesU01AR52155/AR/NIAMS NIH HHS/United StatesU01AR52158/AR/NIAMS NIH HHS/United StatesU01AR52170/AR/NIAMS NIH HHS/United StatesU01AR52171/AR/NIAMS NIH HHS/United StatesU01AR52177/AR/NIAMS NIH HHS/United StatesU01AR52181/AR/NIAMS NIH HHS/United StatesU01AR52186/AR/NIAMS NIH HHS/United StatesResearch Support, N.I.H., ExtramuralValidation StudiesUnited StatesSleepSleep. 2010 Jun 1;33(6):781-92.}, month = {Jun 1}, pages = {781-92}, edition = {2010/06/17}, abstract = {STUDY OBJECTIVES: To develop an archive of self-report questions assessing sleep disturbance and sleep-related impairments (SRI), to develop item banks from this archive, and to validate and calibrate the item banks using classic validation techniques and item response theory analyses in a sample of clinical and community participants. DESIGN: Cross-sectional self-report study. SETTING: Academic medical center and participant homes. PARTICIPANTS: One thousand nine hundred ninety-three adults recruited from an Internet polling sample and 259 adults recruited from medical, psychiatric, and sleep clinics. INTERVENTIONS: None. MEASUREMENTS AND RESULTS: This study was part of PROMIS (Patient-Reported Outcomes Information System), a National Institutes of Health Roadmap initiative. Self-report item banks were developed through an iterative process of literature searches, collecting and sorting items, expert content review, qualitative patient research, and pilot testing. Internal consistency, convergent validity, and exploratory and confirmatory factor analysis were examined in the resulting item banks. Factor analyses identified 2 preliminary item banks, sleep disturbance and SRI. Item response theory analyses and expert content review narrowed the item banks to 27 and 16 items, respectively. Validity of the item banks was supported by moderate to high correlations with existing scales and by significant differences in sleep disturbance and SRI scores between participants with and without sleep disorders. CONCLUSIONS: The PROMIS sleep disturbance and SRI item banks have excellent measurement properties and may prove to be useful for assessing general aspects of sleep and SRI with various groups of patients and interventions.}, keywords = {*Outcome Assessment (Health Care), *Self Disclosure, Adult, Aged, Aged, 80 and over, Cross-Sectional Studies, Factor Analysis, Statistical, Female, Humans, Male, Middle Aged, Psychometrics, Questionnaires, Reproducibility of Results, Sleep Disorders/*diagnosis, Young Adult}, isbn = {0161-8105 (Print)0161-8105 (Linking)}, author = {Buysse, D. J. and Yu, L. and Moul, D. E. and Germain, A. and Stover, A. and Dodds, N. E. and Johnston, K. L. and Shablesky-Cade, M. A. and Pilkonis, P. A.} } @article {312, title = {Development of computerized adaptive testing (CAT) for the EORTC QLQ-C30 physical functioning dimension}, journal = {Quality of Life Research }, volume = {20}, number = {4}, year = {2010}, note = {Qual Life Res. 2010 Oct 23.}, pages = {479-490}, edition = {2010/10/26}, abstract = {PURPOSE: Computerized adaptive test (CAT) methods, based on item response theory (IRT), enable a patient-reported outcome instrument to be adapted to the individual patient while maintaining direct comparability of scores. The EORTC Quality of Life Group is developing a CAT version of the widely used EORTC QLQ-C30. We present the development and psychometric validation of the item pool for the first of the scales, physical functioning (PF). METHODS: Initial developments (including literature search and patient and expert evaluations) resulted in 56 candidate items. Responses to these items were collected from 1,176 patients with cancer from Denmark, France, Germany, Italy, Taiwan, and the United Kingdom. The items were evaluated with regard to psychometric properties. RESULTS: Evaluations showed that 31 of the items could be included in a unidimensional IRT model with acceptable fit and good content coverage, although the pool may lack items at the upper extreme (good PF). There were several findings of significant differential item functioning (DIF). However, the DIF findings appeared to have little impact on the PF estimation. CONCLUSIONS: We have established an item pool for CAT measurement of PF and believe that this CAT instrument will clearly improve the EORTC measurement of PF.}, isbn = {1573-2649 (Electronic)0962-9343 (Linking)}, author = {Petersen, M. A. and Groenvold, M. and Aaronson, N. K. and Chie, W. C. and Conroy, T. and Costantini, A. and Fayers, P. and Helbostad, J. and Holzner, B. and Kaasa, S. and Singer, S. and Velikova, G. and Young, T.} } @inbook {2055, title = {MATHCAT: A Flexible Testing System in Mathematics Education for Adults}, booktitle = {Elements of Adaptive Testing}, year = {2010}, pages = {137-150}, chapter = {7}, doi = {10.1007/978-0-387-85461-8}, author = {Verschoor, Angela J. and Straetmans, G. J. J. M.} } @article {2235, title = {A Monte Carlo Simulation Investigating the Validity and Reliability of Ability Estimation in Item Response Theory with Speeded Computer Adaptive Tests}, journal = {International Journal of Testing}, volume = {10}, number = {3}, year = {2010}, pages = {230-261}, doi = {10.1080/15305058.2010.488098}, url = {http://www.tandfonline.com/doi/abs/10.1080/15305058.2010.488098}, author = {Schmitt, T. A. and Sass, D. A. and Sullivan, J. R. and Walker, C. M.} } @article {2268, title = {Multidimensionale adaptive Kompetenzdiagnostik: Ergebnisse zur Messeffizienz [Multidimensional adaptive testing of competencies: Results regarding measurement efficiency].}, journal = {Zeitschrift f{\"u}r P{\"a}dagogik}, volume = {56}, year = {2010}, pages = {40-51}, author = {Frey, A. and Seitz, N-N.} } @inbook {2051, title = {Principles of Multidimensional Adaptive Testing}, booktitle = {Elements of Adaptive Testing}, year = {2010}, pages = {57-76}, chapter = {3}, doi = {10.1007/978-0-387-85461-8}, author = {Segall, D. O.} } @inbook {1899, title = {A burdened CAT: Incorporating response burden with maximum Fisher{\textquoteright}s information for item selection}, year = {2009}, note = {{PDF File, 374 KB}}, address = {In D. J. Weiss (Ed.), Proceedings of the 2009 GMAC Conference on Computerized Adaptive Testing.}, abstract = {Widely used in various educational and vocational assessment applications, computerized adaptive testing (CAT) has recently begun to be used to measure patient-reported outcomes Although successful in reducing respondent burden, most current CAT algorithms do not formally consider it as part of the item selection process. This study used a loss function approach motivated by decision theory to develop an item selection method that incorporates respondent burden into the item selection process based on maximum Fisher information item selection. Several different loss functions placing varying degrees of importance on respondent burden were compared, using an item bank of 62 polytomous items measuring depressive symptoms. One dataset consisted of the real responses from the 730 subjects who responded to all the items. A second dataset consisted of simulated responses to all the items based on a grid of latent trait scores with replicates at each grid point. The algorithm enables a CAT administrator to more efficiently control the respondent burden without severely affecting the measurement precision than when using MFI alone. In particular, the loss function incorporating respondent burden protected respondents from receiving longer tests when their estimated trait score fell in a region where there were few informative items. }, author = {Swartz, R.J.. and Choi, S. W.} } @article {511, title = {Comparison of CAT item selection criteria for polytomous items}, journal = {Applied Psychological Measurement}, volume = {33}, year = {2009}, pages = {419{\textendash}440}, author = {Choi, S. W. and Swartz, R.J..} } @article {2157, title = {Comparison of CAT Item Selection Criteria for Polytomous Items}, journal = {Applied Psychological Measurement}, volume = {33}, number = {6}, year = {2009}, pages = {419-440}, abstract = {

Item selection is a core component in computerized adaptive testing (CAT). Several studies have evaluated new and classical selection methods; however, the few that have applied such methods to the use of polytomous items have reported conflicting results. To clarify these discrepancies and further investigate selection method properties, six different selection methods are compared systematically. The results showed no clear benefit from more sophisticated selection criteria and showed one method previously believed to be superior\—the maximum expected posterior weighted information (MEPWI)\—to be mathematically equivalent to a simpler method, the maximum posterior weighted information (MPWI).

}, doi = {10.1177/0146621608327801}, url = {http://apm.sagepub.com/content/33/6/419.abstract}, author = {Choi, Seung W. and Swartz, Richard J.} } @conference {1158, title = {Computerized adaptive testing using the two parameter logistic model with ability-based guessing}, booktitle = {Paper presented at the International Meeting of the Psychometric Society. Cambridge}, year = {2009}, author = {Shih, H.-J. and Wang, W-C.} } @inbook {1884, title = {Criterion-related validity of an innovative CAT-based personality measure}, year = {2009}, note = {{PDF File, 163 KB}}, address = {D. J. Weiss (Ed.), Proceedings of the 2009 GMAC Conference on Computerized Adaptive Testing.}, abstract = {This paper describes development and initial criterion-related validation of the PreVisor Computer Adaptive Personality Scales (PCAPS), a computerized adaptive testing-based personality measure that uses an ideal point IRT model based on forced-choice, paired-comparison responses. Based on results from a large consortium study, a composite of six PCAPS scales identified as relevant to the population of interest (first-line supervisors) had an estimated operational validity against an overall job performance criterion of ρ = .25. Uncorrected and corrected criterion-related validity results for each of the six PCAPS scales making up the composite are also reported. Because the PCAPS algorithm computes intermediate scale scores until a stopping rule is triggered, we were able to graph number of statement-pairs presented against criterion-related validities. Results showed generally monotonically increasing functions. However, asymptotic validity levels, or at least a reduction in the rate of increase in slope, were often reached after 5-7 statement-pairs were presented. In the case of the composite measure, there was some evidence that validities decreased after about six statement-pairs. A possible explanation for this is provided.}, author = {Schneider, R. J. and McLellan, R. A. and Kantrowitz, T. M. and Houston, J. S. and Borman, W. C.} } @article {7, title = {Development and preliminary testing of a computerized adaptive assessment of chronic pain}, journal = {Journal of Pain}, volume = {10}, number = {9}, year = {2009}, note = {Anatchkova, Milena DSaris-Baglama, Renee NKosinski, MarkBjorner, Jakob B1R43AR052251-01A1/AR/NIAMS NIH HHS/United StatesEvaluation StudiesResearch Support, N.I.H., ExtramuralUnited StatesThe journal of pain : official journal of the American Pain SocietyJ Pain. 2009 Sep;10(9):932-43.}, month = {Sep}, pages = {932-943}, edition = {2009/07/15}, abstract = {The aim of this article is to report the development and preliminary testing of a prototype computerized adaptive test of chronic pain (CHRONIC PAIN-CAT) conducted in 2 stages: (1) evaluation of various item selection and stopping rules through real data-simulated administrations of CHRONIC PAIN-CAT; (2) a feasibility study of the actual prototype CHRONIC PAIN-CAT assessment system conducted in a pilot sample. Item calibrations developed from a US general population sample (N = 782) were used to program a pain severity and impact item bank (kappa = 45), and real data simulations were conducted to determine a CAT stopping rule. The CHRONIC PAIN-CAT was programmed on a tablet PC using QualityMetric{\textquoteright}s Dynamic Health Assessment (DYHNA) software and administered to a clinical sample of pain sufferers (n = 100). The CAT was completed in significantly less time than the static (full item bank) assessment (P < .001). On average, 5.6 items were dynamically administered by CAT to achieve a precise score. Scores estimated from the 2 assessments were highly correlated (r = .89), and both assessments discriminated across pain severity levels (P < .001, RV = .95). Patients{\textquoteright} evaluations of the CHRONIC PAIN-CAT were favorable. PERSPECTIVE: This report demonstrates that the CHRONIC PAIN-CAT is feasible for administration in a clinic. The application has the potential to improve pain assessment and help clinicians manage chronic pain.}, keywords = {*Computers, *Questionnaires, Activities of Daily Living, Adaptation, Psychological, Chronic Disease, Cohort Studies, Disability Evaluation, Female, Humans, Male, Middle Aged, Models, Psychological, Outcome Assessment (Health Care), Pain Measurement/*methods, Pain, Intractable/*diagnosis/psychology, Psychometrics, Quality of Life, User-Computer Interface}, isbn = {1528-8447 (Electronic)1526-5900 (Linking)}, author = {Anatchkova, M. D. and Saris-Baglama, R. N. and Kosinski, M. and Bjorner, J. B.} } @article {138, title = {Development of an item bank for the assessment of depression in persons with mental illnesses and physical diseases using Rasch analysis}, journal = {Rehabilitation Psychology}, volume = {54}, number = {2}, year = {2009}, note = {Forkmann, ThomasBoecker, MarenNorra, ChristineEberle, NicoleKircher, TiloSchauerte, PatrickMischke, KarlWesthofen, MartinGauggel, SiegfriedWirtz, MarkusResearch Support, Non-U.S. Gov{\textquoteright}tUnited StatesRehabilitation psychologyRehabil Psychol. 2009 May;54(2):186-97.}, month = {May}, pages = {186-97}, edition = {2009/05/28}, abstract = {OBJECTIVE: The calibration of item banks provides the basis for computerized adaptive testing that ensures high diagnostic precision and minimizes participants{\textquoteright} test burden. The present study aimed at developing a new item bank that allows for assessing depression in persons with mental and persons with somatic diseases. METHOD: The sample consisted of 161 participants treated for a depressive syndrome, and 206 participants with somatic illnesses (103 cardiologic, 103 otorhinolaryngologic; overall mean age = 44.1 years, SD =14.0; 44.7\% women) to allow for validation of the item bank in both groups. Persons answered a pool of 182 depression items on a 5-point Likert scale. RESULTS: Evaluation of Rasch model fit (infit < 1.3), differential item functioning, dimensionality, local independence, item spread, item and person separation (>2.0), and reliability (>.80) resulted in a bank of 79 items with good psychometric properties. CONCLUSIONS: The bank provides items with a wide range of content coverage and may serve as a sound basis for computerized adaptive testing applications. It might also be useful for researchers who wish to develop new fixed-length scales for the assessment of depression in specific rehabilitation settings.}, keywords = {Adaptation, Psychological, Adult, Aged, Depressive Disorder/*diagnosis/psychology, Diagnosis, Computer-Assisted, Female, Heart Diseases/*psychology, Humans, Male, Mental Disorders/*psychology, Middle Aged, Models, Statistical, Otorhinolaryngologic Diseases/*psychology, Personality Assessment/statistics \& numerical data, Personality Inventory/*statistics \& numerical data, Psychometrics/statistics \& numerical data, Questionnaires, Reproducibility of Results, Sick Role}, isbn = {0090-5550 (Print)0090-5550 (Linking)}, author = {Forkmann, T. and Boecker, M. and Norra, C. and Eberle, N. and Kircher, T. and Schauerte, P. and Mischke, K. and Westhofen, M. and Gauggel, S. and Wirtz, M.} } @inbook {1800, title = {An evaluation of a new procedure for computing information functions for Bayesian scores from computerized adaptive tests}, year = {2009}, note = {{PDF file, 571 KB}}, address = {D. J. Weiss (Ed.), Proceedings of the 2009 GMAC Conference on Computerized Adaptive Testing.}, author = {Ito, K. and Pommerich, M and Segall, D.} } @inbook {1893, title = {Item selection with biased-coin up-and-down designs}, year = {2009}, note = {{PDF file, 748 KB}}, address = {D. J. Weiss (Ed.), Proceedings of the 2009 GMAC Conference on Computerized Adaptive Testing.}, author = {Sheng, Y. and Sheng, Z.} } @article {140, title = {Multidimensional adaptive testing in educational and psychological measurement: Current state and future challenges}, journal = {Studies in Educational Evaluation}, volume = {35}, number = {2-3}, year = {2009}, pages = {89-94}, abstract = {The paper gives an overview of multidimensional adaptive testing (MAT) and evaluates its applicability in educational and psychological testing. The approach of Segall (1996) is described as a general framework for MAT. The main advantage of MAT is its capability to increase measurement efficiency. In simulation studies conceptualizing situations typical to large scale assessments, the number of presented items was reduced by MAT by about 30{\textendash}50\% compared to unidimensional adaptive testing and by about 70\% compared to fixed item testing holding measurement precision constant. Empirical results underline these findings. Before MAT is used routinely some open questions should be answered first. After that, MAT represents a very promising approach to highly efficient simultaneous testing of multiple competencies.}, isbn = {0191491X}, author = {Frey, A. and Seitz, N-N.} } @inbook {1868, title = {The nine lives of CAT-ASVAB: Innovations and revelations}, year = {2009}, note = {{PDF File, 169 KB}}, address = {In D. J. Weiss (Ed.), Proceedings of the 2009 GMAC Conference on Computerized Adaptive Testing.}, abstract = {The Armed Services Vocational Aptitude Battery (ASVAB) is administered annually to more than one million military applicants and high school students. ASVAB scores are used to determine enlistment eligibility, assign applicants to military occupational specialties, and aid students in career exploration. The ASVAB is administered as both a paper-and-pencil (P\&P) test and a computerized adaptive test (CAT). CAT-ASVAB holds the distinction of being the first large-scale adaptive test battery to be administered in a high-stakes setting. Approximately two-thirds of military applicants currently take CAT-ASVAB; long-term plans are to replace P\&P-ASVAB with CAT-ASVAB at all test sites. Given CAT-ASVAB{\textquoteright}s pedigree{\textemdash}approximately 20 years in development and 20 years in operational administration{\textemdash}much can be learned from revisiting some of the major highlights of CATASVAB history. This paper traces the progression of CAT-ASVAB through nine major phases of development including: research and evelopment of the CAT-ASVAB prototype, the initial development of psychometric procedures and item pools, initial and full-scale operational implementation, the introduction of new item pools, the introduction of Windows administration, the introduction of Internet administration, and research and development of the next generation CATASVAB. A background and history is provided for each phase, including discussions of major research and operational issues, innovative approaches and practices, and lessons learned.}, author = {Pommerich, M and Segall, D. O. and Moreno, K. E.} } @article {394, title = {Are we ready for computerized adaptive testing?}, journal = {Psychiatric Services}, volume = {59}, number = {4}, year = {2008}, note = {Unick, George JShumway, MarthaHargreaves, WilliamCommentUnited StatesPsychiatric services (Washington, D.C.)Psychiatr Serv. 2008 Apr;59(4):369.}, month = {Apr}, pages = {369}, edition = {2008/04/02}, keywords = {*Attitude of Health Personnel, *Diagnosis, Computer-Assisted/instrumentation, Humans, Mental Disorders/*diagnosis, Software}, isbn = {1075-2730 (Print)1075-2730 (Linking)}, author = {Unick, G. J. and Shumway, M. and Hargreaves, W.} } @article {2179, title = {Comparability of Computer-Based and Paper-and-Pencil Testing in K{\textendash}12 Reading Assessments}, journal = {Educational and Psychological Measurement}, volume = {68}, number = {1}, year = {2008}, pages = {5-24}, abstract = {

In recent years, computer-based testing (CBT) has grown in popularity, is increasingly being implemented across the United States, and will likely become the primary mode for delivering tests in the future. Although CBT offers many advantages over traditional paper-and-pencil testing, assessment experts, researchers, practitioners, and users have expressed concern about the comparability of scores between the two test administration modes. To help provide an answer to this issue, a meta-analysis was conducted to synthesize the administration mode effects of CBTs and paper-and-pencil tests on K\—12 student reading assessments. Findings indicate that the administration mode had no statistically significant effect on K\—12 student reading achievement scores. Four moderator variables\—study design, sample size, computer delivery algorithm, and computer practice\—made statistically significant contributions to predicting effect size. Three moderator variables\—grade level, type of test, and computer delivery method\—did not affect the differences in reading scores between test modes.

}, doi = {10.1177/0013164407305592}, url = {http://epm.sagepub.com/content/68/1/5.abstract}, author = {Shudong Wang, and Hong Jiao, and Young, Michael J. and Brooks, Thomas and Olson, John} } @article {169, title = {Computerized adaptive testing for follow-up after discharge from inpatient rehabilitation: II. Participation outcomes}, journal = {Archives of Physical Medicine and Rehabilitation}, volume = {89}, number = {2}, year = {2008}, note = {Haley, Stephen MGandek, BarbaraSiebens, HilaryBlack-Schaffer, Randie MSinclair, Samuel JTao, WeiCoster, Wendy JNi, PengshengJette, Alan MK02 HD045354-01A1/HD/NICHD NIH HHS/United StatesK02 HD45354-01/HD/NICHD NIH HHS/United StatesR01 HD043568/HD/NICHD NIH HHS/United StatesR01 HD043568-01/HD/NICHD NIH HHS/United StatesResearch Support, N.I.H., ExtramuralUnited StatesArchives of physical medicine and rehabilitationArch Phys Med Rehabil. 2008 Feb;89(2):275-83.}, month = {Feb}, pages = {275-283}, edition = {2008/01/30}, abstract = {OBJECTIVES: To measure participation outcomes with a computerized adaptive test (CAT) and compare CAT and traditional fixed-length surveys in terms of score agreement, respondent burden, discriminant validity, and responsiveness. DESIGN: Longitudinal, prospective cohort study of patients interviewed approximately 2 weeks after discharge from inpatient rehabilitation and 3 months later. SETTING: Follow-up interviews conducted in patient{\textquoteright}s home setting. PARTICIPANTS: Adults (N=94) with diagnoses of neurologic, orthopedic, or medically complex conditions. INTERVENTIONS: Not applicable. MAIN OUTCOME MEASURES: Participation domains of mobility, domestic life, and community, social, \& civic life, measured using a CAT version of the Participation Measure for Postacute Care (PM-PAC-CAT) and a 53-item fixed-length survey (PM-PAC-53). RESULTS: The PM-PAC-CAT showed substantial agreement with PM-PAC-53 scores (intraclass correlation coefficient, model 3,1, .71-.81). On average, the PM-PAC-CAT was completed in 42\% of the time and with only 48\% of the items as compared with the PM-PAC-53. Both formats discriminated across functional severity groups. The PM-PAC-CAT had modest reductions in sensitivity and responsiveness to patient-reported change over a 3-month interval as compared with the PM-PAC-53. CONCLUSIONS: Although continued evaluation is warranted, accurate estimates of participation status and responsiveness to change for group-level analyses can be obtained from CAT administrations, with a sizeable reduction in respondent burden.}, keywords = {*Activities of Daily Living, *Adaptation, Physiological, *Computer Systems, *Questionnaires, Adult, Aged, Aged, 80 and over, Chi-Square Distribution, Factor Analysis, Statistical, Female, Humans, Longitudinal Studies, Male, Middle Aged, Outcome Assessment (Health Care)/*methods, Patient Discharge, Prospective Studies, Rehabilitation/*standards, Subacute Care/*standards}, isbn = {1532-821X (Electronic)0003-9993 (Linking)}, author = {Haley, S. M. and Gandek, B. and Siebens, H. and Black-Schaffer, R. M. and Sinclair, S. J. and Tao, W. and Coster, W. J. and Ni, P. and Jette, A. M.} } @article {186, title = {Computerized adaptive testing for patients with knee inpairments produced valid and responsive measures of function}, journal = {Journal of Clinical Epidemiology}, volume = {61}, number = {4}, year = {2008}, pages = {1113-1124}, author = {Hart, D. L. and Wang, Y-C. and Stratford, P. W. and Mioduski, J. E.} } @article {231, title = {Computerized adaptive testing in back pain: Validation of the CAT-5D-QOL}, journal = {Spine}, volume = {33}, number = {12}, year = {2008}, note = {Kopec, Jacek ABadii, MaziarMcKenna, MarioLima, Viviane DSayre, Eric CDvorak, MarcelResearch Support, Non-U.S. Gov{\textquoteright}tValidation StudiesUnited StatesSpineSpine (Phila Pa 1976). 2008 May 20;33(12):1384-90.}, month = {May 20}, pages = {1384-90}, edition = {2008/05/23}, abstract = {STUDY DESIGN: We have conducted an outcome instrument validation study. OBJECTIVE: Our objective was to develop a computerized adaptive test (CAT) to measure 5 domains of health-related quality of life (HRQL) and assess its feasibility, reliability, validity, and efficiency. SUMMARY OF BACKGROUND DATA: Kopec and colleagues have recently developed item response theory based item banks for 5 domains of HRQL relevant to back pain and suitable for CAT applications. The domains are Daily Activities (DAILY), Walking (WALK), Handling Objects (HAND), Pain or Discomfort (PAIN), and Feelings (FEEL). METHODS: An adaptive algorithm was implemented in a web-based questionnaire administration system. The questionnaire included CAT-5D-QOL (5 scales), Modified Oswestry Disability Index (MODI), Roland-Morris Disability Questionnaire (RMDQ), SF-36 Health Survey, and standard clinical and demographic information. Participants were outpatients treated for mechanical back pain at a referral center in Vancouver, Canada. RESULTS: A total of 215 patients completed the questionnaire and 84 completed a retest. On average, patients answered 5.2 items per CAT-5D-QOL scale. Reliability ranged from 0.83 (FEEL) to 0.92 (PAIN) and was 0.92 for the MODI, RMDQ, and Physical Component Summary (PCS-36). The ceiling effect was 0.5\% for PAIN compared with 2\% for MODI and 5\% for RMQ. The CAT-5D-QOL scales correlated as anticipated with other measures of HRQL and discriminated well according to the level of satisfaction with current symptoms, duration of the last episode, sciatica, and disability compensation. The average relative discrimination index was 0.87 for PAIN, 0.67 for DAILY and 0.62 for WALK, compared with 0.89 for MODI, 0.80 for RMDQ, and 0.59 for PCS-36. CONCLUSION: The CAT-5D-QOL is feasible, reliable, valid, and efficient in patients with back pain. This methodology can be recommended for use in back pain research and should improve outcome assessment, facilitate comparisons across studies, and reduce patient burden.}, keywords = {*Disability Evaluation, *Health Status Indicators, *Quality of Life, Adult, Aged, Algorithms, Back Pain/*diagnosis/psychology, British Columbia, Diagnosis, Computer-Assisted/*standards, Feasibility Studies, Female, Humans, Internet, Male, Middle Aged, Predictive Value of Tests, Questionnaires/*standards, Reproducibility of Results}, isbn = {1528-1159 (Electronic)0362-2436 (Linking)}, author = {Kopec, J. A. and Badii, M. and McKenna, M. and Lima, V. D. and Sayre, E. C. and Dvorak, M.} } @article {2034, title = {Impact of altering randomization intervals on precision of measurement and item exposure}, journal = {Journal of Applied Measurement}, volume = {9}, year = {2008}, pages = {160-167}, abstract = {

This paper reports on the use of simulation when a randomization procedure is used to control item exposure in a computerized adaptive test for certification. We present a method to determine the optimum width of the interval from which items are selected and we report on the impact of relaxing the interval width on measurement precision and item exposure. Results indicate that, if the item bank is well targeted, it may be possible to widen the randomization interval and thus reduce item exposure, without seriously impacting the error of measure for test takers whose ability estimate is near the pass point.

}, author = {Muckle, T. J. and Bergstrom, B. A. and Becker, K. and Stahl, J. A.} } @article {2200, title = {Local Dependence in an Operational CAT: Diagnosis and Implications}, journal = {Journal of Educational Measurement}, volume = {45}, number = {3}, year = {2008}, pages = {201{\textendash}223}, abstract = {

The accuracy of CAT scores can be negatively affected by local dependence if the CAT utilizes parameters that are misspecified due to the presence of local dependence and/or fails to control for local dependence in responses during the administration stage. This article evaluates the existence and effect of local dependence in a test of Mathematics Knowledge. Diagnostic tools were first used to evaluate the existence of local dependence in items that were calibrated under a 3PL model. A simulation study was then used to evaluate the effect of local dependence on the precision of examinee CAT scores when the 3PL model was used for selection and scoring. The diagnostic evaluation showed strong evidence for local dependence. The simulation suggested that local dependence in parameters had a minimal effect on CAT score precision, while local dependence in responses had a substantial effect on score precision, depending on the degree of local dependence present.

}, issn = {1745-3984}, doi = {10.1111/j.1745-3984.2008.00061.x}, url = {http://dx.doi.org/10.1111/j.1745-3984.2008.00061.x}, author = {Pommerich, Mary and Segall, Daniel O.} } @article {152, title = {Using computerized adaptive testing to reduce the burden of mental health assessment}, journal = {Psychiatric Services}, volume = {59}, number = {4}, year = {2008}, note = {Gibbons, Robert DWeiss, David JKupfer, David JFrank, EllenFagiolini, AndreaGrochocinski, Victoria JBhaumik, Dulal KStover, AngelaBock, R DarrellImmekus, Jason CR01-MH-30915/MH/United States NIMHR01-MH-66302/MH/United States NIMHResearch Support, N.I.H., ExtramuralUnited StatesPsychiatric services (Washington, D.C.)Psychiatr Serv. 2008 Apr;59(4):361-8.}, month = {Apr}, pages = {361-8}, edition = {2008/04/02}, abstract = {OBJECTIVE: This study investigated the combination of item response theory and computerized adaptive testing (CAT) for psychiatric measurement as a means of reducing the burden of research and clinical assessments. METHODS: Data were from 800 participants in outpatient treatment for a mood or anxiety disorder; they completed 616 items of the 626-item Mood and Anxiety Spectrum Scales (MASS) at two times. The first administration was used to design and evaluate a CAT version of the MASS by using post hoc simulation. The second confirmed the functioning of CAT in live testing. RESULTS: Tests of competing models based on item response theory supported the scale{\textquoteright}s bifactor structure, consisting of a primary dimension and four group factors (mood, panic-agoraphobia, obsessive-compulsive, and social phobia). Both simulated and live CAT showed a 95\% average reduction (585 items) in items administered (24 and 30 items, respectively) compared with administration of the full MASS. The correlation between scores on the full MASS and the CAT version was .93. For the mood disorder subscale, differences in scores between two groups of depressed patients--one with bipolar disorder and one without--on the full scale and on the CAT showed effect sizes of .63 (p<.003) and 1.19 (p<.001) standard deviation units, respectively, indicating better discriminant validity for CAT. CONCLUSIONS: Instead of using small fixed-length tests, clinicians can create item banks with a large item pool, and a small set of the items most relevant for a given individual can be administered with no loss of information, yielding a dramatic reduction in administration time and patient and clinician burden.}, keywords = {*Diagnosis, Computer-Assisted, *Questionnaires, Adolescent, Adult, Aged, Agoraphobia/diagnosis, Anxiety Disorders/diagnosis, Bipolar Disorder/diagnosis, Female, Humans, Male, Mental Disorders/*diagnosis, Middle Aged, Mood Disorders/diagnosis, Obsessive-Compulsive Disorder/diagnosis, Panic Disorder/diagnosis, Phobic Disorders/diagnosis, Reproducibility of Results, Time Factors}, isbn = {1075-2730 (Print)}, author = {Gibbons, R. D. and Weiss, D. J. and Kupfer, D. J. and Frank, E. and Fagiolini, A. and Grochocinski, V. J. and Bhaumik, D. K. and Stover, A. and Bock, R. D. and Immekus, J. C.} } @article {132, title = {Using item banks to construct measures of patient reported outcomes in clinical trials: investigator perceptions}, journal = {Clinical Trials}, volume = {5}, number = {6}, year = {2008}, note = {Flynn, Kathryn EDombeck, Carrie BDeWitt, Esi MorganSchulman, Kevin AWeinfurt, Kevin P5U01AR052186/AR/NIAMS NIH HHS/United StatesResearch Support, N.I.H., ExtramuralEnglandClinical trials (London, England)Clin Trials. 2008;5(6):575-86.}, pages = {575-86}, edition = {2008/11/26}, abstract = {BACKGROUND: Item response theory (IRT) promises more sensitive and efficient measurement of patient-reported outcomes (PROs) than traditional approaches; however, the selection and use of PRO measures from IRT-based item banks differ from current methods of using PRO measures. PURPOSE: To anticipate barriers to the adoption of IRT item banks into clinical trials. METHODS: We conducted semistructured telephone or in-person interviews with 42 clinical researchers who published results from clinical trials in the Journal of the American Medical Association, the New England Journal of Medicine, or other leading clinical journals from July 2005 through May 2006. Interviews included a brief tutorial on IRT item banks. RESULTS: After the tutorial, 39 of 42 participants understood the novel products available from an IRT item bank, namely customized short forms and computerized adaptive testing. Most participants (38/42) thought that item banks could be useful in their clinical trials, but they mentioned several potential barriers to adoption, including economic and logistical constraints, concerns about whether item banks are better than current PRO measures, concerns about how to convince study personnel or statisticians to use item banks, concerns about FDA or sponsor acceptance, and the lack of availability of item banks validated in specific disease populations. LIMITATIONS: Selection bias might have led to more positive responses to the concept of item banks in clinical trials. CONCLUSIONS: Clinical investigators are open to a new method of PRO measurement offered in IRT item banks, but bank developers must address investigator and stakeholder concerns before widespread adoption can be expected.}, isbn = {1740-7745 (Print)}, author = {Flynn, K. E. and Dombeck, C. B. and DeWitt, E. M. and Schulman, K. A. and Weinfurt, K. P.} } @inbook {1895, title = {Adaptive testing with the multi-unidimensional pairwise preference model}, year = {2007}, note = {{PDF file, 145 KB}}, address = {D. J. Weiss (Ed.), Proceedings of the 2007 GMAC Conference on Computerized Adaptive Testing.}, author = {Stark, S. and Chernyshenko, O. S.} } @inbook {1882, title = {Bundle models for computerized adaptive testing in e-learning assessment}, year = {2007}, note = {{PDF file, 426 KB}}, address = {D. J. Weiss (Ed.). Proceedings of the 2007 GMAC Conference on Computerized Adaptive Testing.}, author = {Scalise, K. and Wilson, M.} } @inbook {1898, title = {Development of a multiple-component CAT for measuring foreign language proficiency (SIMTEST)}, year = {2007}, note = {{PDF file, 258 KB}}, address = {D. J. Weiss (Ed.). Proceedings of the 2007 GMAC Conference on Computerized Adaptive Testing.}, author = {Sumbling, M. and Sanz, P. and Viladrich, M. C. and Doval, E. and Riera, L.} } @article {163, title = {An exploration and realization of computerized adaptive testing with cognitive diagnosis}, journal = {Acta Psychologica Sinica}, volume = {39}, number = {4}, year = {2007}, pages = {747-753}, abstract = { An increased attention paid to {\textquotedblleft}cognitive bugs behavior,{\textquotedblright} appears to lead to an increased research interests in diagnostic testing based on Item Response Theory(IRT)that combines cognitive psychology and psychometrics. The study of cognitive diagnosis were applied mainly to Paper-and-Pencil (P\&P) testing. Rarely has it been applied to computerized adaptive testing CAT), To our knowledge, no research on CAT with cognitive diagnosis has been conducted in China. Since CAT is more efficient and accurate than P\&P testing, there is important to develop an application technique for cognitive diagnosis suitable for CAT. This study attempts to construct a preliminary CAT system for cognitive diagnosis.With the help of the methods for {\textquotedblleft} Diagnosis first, Ability estimation second {\textquotedblright}, the knowledge state conversion diagram was used to describe all the possible knowledge states in a domain of interest and the relation among the knowledge states at the diagnosis stage, where a new strategy of item selection based-on the algorithm of Depth First Search was proposed. On the other hand, those items that contain attributes which the examinee has not mastered were removed in ability estimation. At the stage of accurate ability estimation, all the items answered by each examinee not only matched his/her ability estimated value, but also were limited to those items whose attributes have been mastered by the examinee.We used Monte Carlo Simulation to simulate all the data of the three different structures of cognitive attributes in this study. These structures were tree-shaped, forest-shaped, and some isolated vertices (that are related to simple Q-matrix). Both tree-shaped and isolated vertices structure were derived from actual cases, while forest-shaped structure was a generalized simulation. 3000 examinees and 3000 items were simulated in the experiment of tree-shaped, 2550 examinees and 3100 items in forest-shaped, and 2000 examinees and 2500 items in isolated vertices. The maximum test length was all assumed as 30 items for all those experiments. The difficulty parameters and the logarithm of the discrimination were drawn from the standard normal distribution N(0,1). There were 100 examinees of each attribute pattern in the experiment of tree-shaped and 50 examinees of each attribute pattern in forest-shaped. In isolated vertices, 2000 examinees are students come from actual case.To assess the behaviors of the proposed diagnostic approach, three assessment indices were used. They are attribute pattern classification agreement rate (abr.APCAR), the Recovery (the average of the absolute deviation between the estimated value and the true value) and the average test length (abr. Length).Parts of results of Monte Carlo study were as follows.For the attribute structure of tree-shaped, APCAR is 84.27\%,Recovery is 0.17,Length is 24.80.For the attribute structure of forest-shaped, APCAR is 84.02\%,Recovery is 0.172,Length is 23.47.For the attribute structure of isolated vertices, APCAR is 99.16\%,Recorvery is 0.256,Length is 27.32.As show the above, we can conclude that the results are favorable. The rate of cognitive diagnosis accuracy has exceeded 80\% in each experiment, and the Recovery is also good. Therefore, it should be an acceptable idea to construct an initiatory CAT system for cognitive diagnosis, if we use the methods for {\textquotedblleft}Diagnosis first, Ability estimation second {\textquotedblright} with the help of both knowledge state conversion diagram and the new strategy of item selection based-on the algorithm of Depth First Search}, author = {Haijing, L. and Shuliang, D.} } @article {363, title = {The initial development of an item bank to assess and screen for psychological distress in cancer patients}, journal = {Psycho-Oncology}, volume = {16}, number = {8}, year = {2007}, note = {10.1002/pon.1117Journal; Peer Reviewed Journal; Journal Article}, pages = {724-732}, abstract = {Psychological 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)}, keywords = {3293 Cancer, cancer patients, Distress, initial development, Item Response Theory, Models, Neoplasms, Patients, Psychological, psychological distress, Rasch, Stress}, isbn = {1057-9249}, author = {Smith, A. B. and Rush, R. and Velikova, G. and Wall, L. and Wright, E. P. and Stark, D. and Selby, P. and Sharpe, M.} } @inbook {1881, title = {Nonparametric online item calibration}, year = {2007}, note = {8 MB}}, address = {D. J. Weiss (Ed.). Proceedings of the 2007 GMAC Conference on Computerized Adaptive Testing. }, author = {Samejima, F.} } @inbook {1894, title = {Up-and-down procedures for approximating optimal designs using person-response functions}, year = {2007}, note = {{PDF file, 1,042 KB}}, address = {D. J. Weiss (Ed.). Proceedings of the 2007 GMAC Conference on Computerized Adaptive Testing.}, author = {Sheng, Y. and Flournoy, N. and Osterlind, S. J.} } @article {164, title = {The comparison among item selection strategies of CAT with multiple-choice items}, journal = {Acta Psychologica Sinica}, volume = {38}, number = {5}, year = {2006}, pages = {778-783}, publisher = {Science Press: China}, abstract = {The initial purpose of comparing item selection strategies for CAT was to increase the efficiency of tests. As studies continued, however, it was found that increasing the efficiency of item bank using was also an important goal of comparing item selection strategies. These two goals often conflicted. The key solution was to find a strategy with which both goals could be accomplished. The item selection strategies for graded response model in this study included: the average of the difficulty orders matching with the ability; the medium of the difficulty orders matching with the ability; maximum information; A stratified (average); and A stratified (medium). The evaluation indexes used for comparison included: the bias of ability estimates for the true; the standard error of ability estimates; the average items which the examinees have administered; the standard deviation of the frequency of items selected; and sum of the indices weighted. Using the Monte Carlo simulation method, we obtained some data and computer iterated the data 20 times each under the conditions that the item difficulty parameters followed the normal distribution and even distribution. The results were as follows; The results indicated that no matter difficulty parameters followed the normal distribution or even distribution. Every type of item selection strategies designed in this research had its strong and weak points. In general evaluation, under the condition that items were stratified appropriately, A stratified (medium) (ASM) had the best effect. (PsycINFO Database Record (c) 2007 APA, all rights reserved)}, keywords = {CAT, computerized adaptive testing, graded response model, item selection strategies, multiple choice items}, isbn = {0439-755X (Print)}, author = {Hai-qi, D. and De-zhi, C. and Shuliang, D. and Taiping, D.} } @article {165, title = {Computer adaptive testing improved accuracy and precision of scores over random item selection in a physical functioning item bank}, journal = {Journal of Clinical Epidemiology}, volume = {59}, number = {11}, year = {2006}, pages = {1174-1182}, isbn = {08954356}, author = {Haley, S. and Ni, P. and Hambleton, R. K. and Slavin, M. and Jette, A.} } @article {172, title = {Computer adaptive testing improved accuracy and precision of scores over random item selection in a physical functioning item bank}, journal = {Journal of Clinical Epidemiology}, volume = {59}, number = {11}, year = {2006}, note = {Haley, Stephen MNi, PengshengHambleton, Ronald KSlavin, Mary DJette, Alan MK02 hd45354-01/hd/nichdR01 hd043568/hd/nichdComparative StudyResearch Support, N.I.H., ExtramuralResearch Support, U.S. Gov{\textquoteright}t, Non-P.H.S.EnglandJournal of clinical epidemiologyJ Clin Epidemiol. 2006 Nov;59(11):1174-82. Epub 2006 Jul 11.}, month = {Nov}, pages = {1174-82}, edition = {2006/10/10}, abstract = {BACKGROUND AND OBJECTIVE: Measuring physical functioning (PF) within and across postacute settings is critical for monitoring outcomes of rehabilitation; however, most current instruments lack sufficient breadth and feasibility for widespread use. Computer adaptive testing (CAT), in which item selection is tailored to the individual patient, holds promise for reducing response burden, yet maintaining measurement precision. We calibrated a PF item bank via item response theory (IRT), administered items with a post hoc CAT design, and determined whether CAT would improve accuracy and precision of score estimates over random item selection. METHODS: 1,041 adults were interviewed during postacute care rehabilitation episodes in either hospital or community settings. Responses for 124 PF items were calibrated using IRT methods to create a PF item bank. We examined the accuracy and precision of CAT-based scores compared to a random selection of items. RESULTS: CAT-based scores had higher correlations with the IRT-criterion scores, especially with short tests, and resulted in narrower confidence intervals than scores based on a random selection of items; gains, as expected, were especially large for low and high performing adults. CONCLUSION: The CAT design may have important precision and efficiency advantages for point-of-care functional assessment in rehabilitation practice settings.}, keywords = {*Recovery of Function, Activities of Daily Living, Adolescent, Adult, Aged, Aged, 80 and over, Confidence Intervals, Factor Analysis, Statistical, Female, Humans, Male, Middle Aged, Outcome Assessment (Health Care)/*methods, Rehabilitation/*standards, Reproducibility of Results, Software}, isbn = {0895-4356 (Print)}, author = {Haley, S. M. and Ni, P. and Hambleton, R. K. and Slavin, M. D. and Jette, A. M.} } @article {176, title = {Computerized adaptive testing for follow-up after discharge from inpatient rehabilitation: I. Activity outcomes}, journal = {Archives of Physical Medicine and Rehabilitation}, volume = {87}, number = {8}, year = {2006}, note = {Haley, Stephen MSiebens, HilaryCoster, Wendy JTao, WeiBlack-Schaffer, Randie MGandek, BarbaraSinclair, Samuel JNi, PengshengK0245354-01/phsR01 hd043568/hd/nichdResearch Support, N.I.H., ExtramuralUnited StatesArchives of physical medicine and rehabilitationArch Phys Med Rehabil. 2006 Aug;87(8):1033-42.}, month = {Aug}, pages = {1033-42}, edition = {2006/08/01}, abstract = {OBJECTIVE: To examine score agreement, precision, validity, efficiency, and responsiveness of a computerized adaptive testing (CAT) version of the Activity Measure for Post-Acute Care (AM-PAC-CAT) in a prospective, 3-month follow-up sample of inpatient rehabilitation patients recently discharged home. DESIGN: Longitudinal, prospective 1-group cohort study of patients followed approximately 2 weeks after hospital discharge and then 3 months after the initial home visit. SETTING: Follow-up visits conducted in patients{\textquoteright} home setting. PARTICIPANTS: Ninety-four adults who were recently discharged from inpatient rehabilitation, with diagnoses of neurologic, orthopedic, and medically complex conditions. INTERVENTIONS: Not applicable. MAIN OUTCOME MEASURES: Summary scores from AM-PAC-CAT, including 3 activity domains of movement and physical, personal care and instrumental, and applied cognition were compared with scores from a traditional fixed-length version of the AM-PAC with 66 items (AM-PAC-66). RESULTS: AM-PAC-CAT scores were in good agreement (intraclass correlation coefficient model 3,1 range, .77-.86) with scores from the AM-PAC-66. On average, the CAT programs required 43\% of the time and 33\% of the items compared with the AM-PAC-66. Both formats discriminated across functional severity groups. The standardized response mean (SRM) was greater for the movement and physical fixed form than the CAT; the effect size and SRM of the 2 other AM-PAC domains showed similar sensitivity between CAT and fixed formats. Using patients{\textquoteright} own report as an anchor-based measure of change, the CAT and fixed length formats were comparable in responsiveness to patient-reported change over a 3-month interval. CONCLUSIONS: Accurate estimates for functional activity group-level changes can be obtained from CAT administrations, with a considerable reduction in administration time.}, keywords = {*Activities of Daily Living, *Adaptation, Physiological, *Computer Systems, *Questionnaires, Adult, Aged, Aged, 80 and over, Chi-Square Distribution, Factor Analysis, Statistical, Female, Humans, Longitudinal Studies, Male, Middle Aged, Outcome Assessment (Health Care)/*methods, Patient Discharge, Prospective Studies, Rehabilitation/*standards, Subacute Care/*standards}, isbn = {0003-9993 (Print)}, author = {Haley, S. M. and Siebens, H. and Coster, W. J. and Tao, W. and Black-Schaffer, R. M. and Gandek, B. and Sinclair, S. J. and Ni, P.} } @article {352, title = {Computerized adaptive testing of diabetes impact: a feasibility study of Hispanics and non-Hispanics in an active clinic population}, journal = {Quality of Life Research}, volume = {15}, number = {9}, year = {2006}, note = {Schwartz, CarolynWelch, GarrySantiago-Kelley, PaulaBode, RitaSun, Xiaowu1 r43 dk066874-01/dk/niddkResearch Support, N.I.H., ExtramuralNetherlandsQuality of life research : an international journal of quality of life aspects of treatment, care and rehabilitationQual Life Res. 2006 Nov;15(9):1503-18. Epub 2006 Sep 26.}, month = {Nov}, pages = {1503-18}, edition = {2006/10/13}, abstract = {BACKGROUND: Diabetes is a leading cause of death and disability in the US and is twice as common among Hispanic Americans as non-Hispanics. The societal costs of diabetes provide an impetus for developing tools that can improve patient care and delay or prevent diabetes complications. METHODS: We implemented a feasibility study of a Computerized Adaptive Test (CAT) to measure diabetes impact using a sample of 103 English- and 97 Spanish-speaking patients (mean age = 56.5, 66.5\% female) in a community medical center with a high proportion of minority patients (28\% African-American). The 37 items of the Diabetes Impact Survey were translated using forward-backward translation and cognitive debriefing. Participants were randomized to receive either the full-length tool or the Diabetes-CAT first, in the patient{\textquoteright}s native language. RESULTS: The number of items and the amount of time to complete the survey for the CAT was reduced to one-sixth the amount for the full-length tool in both languages, across disease severity. Confirmatory Factor Analysis confirmed that the Diabetes Impact Survey is unidimensional. The Diabetes-CAT demonstrated acceptable internal consistency reliability, construct validity, and discriminant validity in the overall sample, although subgroup analyses suggested that the English sample data evidenced higher levels of reliability and validity than the Spanish sample and issues with discriminant validity in the Spanish sample. Differential Item Function analysis revealed differences in responses tendencies by language group in 3 of the 37 items. Participant interviews suggested that the Spanish-speaking patients generally preferred the paper survey to the computer-assisted tool, and were twice as likely to experience difficulties understanding the items. CONCLUSIONS: While the Diabetes-CAT demonstrated clear advantages in reducing respondent burden as compared to the full-length tool, simplifying the item bank will be necessary for enhancing the feasibility of the Diabetes-CAT for use with low literacy patients.}, keywords = {*Computers, *Hispanic Americans, *Quality of Life, Adult, Aged, Data Collection/*methods, Diabetes Mellitus/*psychology, Feasibility Studies, Female, Humans, Language, Male, Middle Aged}, isbn = {0962-9343 (Print)}, author = {Schwartz, C. and Welch, G. and Santiago-Kelley, P. and Bode, R. and Sun, X.} } @article {233, title = {An evaluation of a patient-reported outcomes found computerized adaptive testing was efficient in assessing osteoarthritis impact}, journal = {Journal of Clinical Epidemiology}, volume = {59}, number = {7}, year = {2006}, pages = {715-723}, abstract = {BACKGROUND AND OBJECTIVES: Evaluate a patient-reported outcomes questionnaire that uses computerized adaptive testing (CAT) to measure the impact of osteoarthritis (OA) on functioning and well-being. MATERIALS AND METHODS: OA patients completed 37 questions about the impact of OA on physical, social and role functioning, emotional well-being, and vitality. Questionnaire responses were calibrated and scored using item response theory, and two scores were estimated: a Total-OA score based on patients{\textquoteright} responses to all 37 questions, and a simulated CAT-OA score where the computer selected and scored the five most informative questions for each patient. Agreement between Total-OA and CAT-OA scores was assessed using correlations. Discriminant validity of Total-OA and CAT-OA scores was assessed with analysis of variance. Criterion measures included OA pain and severity, patient global assessment, and missed work days. RESULTS: Simulated CAT-OA and Total-OA scores correlated highly (r = 0.96). Both Total-OA and simulated CAT-OA scores discriminated significantly between patients differing on the criterion measures. F-statistics across criterion measures ranged from 39.0 (P < .001) to 225.1 (P < .001) for the Total-OA score, and from 40.5 (P < .001) to 221.5 (P < .001) for the simulated CAT-OA score. CONCLUSIONS: CAT methods produce valid and precise estimates of the impact of OA on functioning and well-being with significant reduction in response burden.}, isbn = {08954356}, author = {Kosinski, M. and Bjorner, J. and Warejr, J. and Sullivan, E. and Straus, W.} } @article {35, title = {Expansion of a physical function item bank and development of an abbreviated form for clinical research}, journal = {Journal of Applied Measurement}, volume = {7}, number = {1}, year = {2006}, pages = {1-15}, publisher = {Richard M Smith: US}, abstract = {We expanded an existing 33-item physical function (PF) item bank with a sufficient number of items to enable computerized adaptive testing (CAT). Ten items were written to expand the bank and the new item pool was administered to 295 people with cancer. For this analysis of the new pool, seven poorly performing items were identified for further examination. This resulted in a bank with items that define an essentially unidimensional PF construct, cover a wide range of that construct, reliably measure the PF of persons with cancer, and distinguish differences in self-reported functional performance levels. We also developed a 5-item (static) assessment form ("BriefPF") that can be used in clinical research to express scores on the same metric as the overall bank. The BriefPF was compared to the PF-10 from the Medical Outcomes Study SF-36. Both short forms significantly differentiated persons across functional performance levels. While the entire bank was more precise across the PF continuum than either short form, there were differences in the area of the continuum in which each short form was more precise: the BriefPF was more precise than the PF-10 at the lower functional levels and the PF-10 was more precise than the BriefPF at the higher levels. Future research on this bank will include the development of a CAT version, the PF-CAT. (PsycINFO Database Record (c) 2007 APA, all rights reserved)}, keywords = {clinical research, computerized adaptive testing, performance levels, physical function item bank, Psychometrics, test reliability, Test Validity}, isbn = {1529-7713 (Print)}, author = {Bode, R. K. and Lai, J-S. and Dineen, K. and Heinemann, A. W. and Shevrin, D. and Von Roenn, J. and Cella, D.} } @article {314, title = {[Item Selection Strategies of Computerized Adaptive Testing based on Graded Response Model.]}, journal = {Acta Psychologica Sinica}, volume = {38}, number = {3}, year = {2006}, pages = {461-467}, publisher = {Science Press: China}, abstract = {Item selection strategy (ISS) is an important component of Computerized Adaptive Testing (CAT). Its performance directly affects the security, efficiency and precision of the test. Thus, ISS becomes one of the central issues in CATs based on the Graded Response Model (GRM). It is well known that the goal of IIS is to administer the next unused item remaining in the item bank that best fits the examinees current ability estimate. In dichotomous IRT models, every item has only one difficulty parameter and the item whose difficulty matches the examinee{\textquoteright}s current ability estimate is considered to be the best fitting item. However, in GRM, each item has more than two ordered categories and has no single value to represent the item difficulty. Consequently, some researchers have used to employ the average or the median difficulty value across categories as the difficulty estimate for the item. Using the average value and the median value in effect introduced two corresponding ISSs. In this study, we used computer simulation compare four ISSs based on GRM. We also discussed the effect of "shadow pool" on the uniformity of pool usage as well as the influence of different item parameter distributions and different ability estimation methods on the evaluation criteria of CAT. In the simulation process, Monte Carlo method was adopted to simulate the entire CAT process; 1,000 examinees drawn from standard normal distribution and four 1,000-sized item pools of different item parameter distributions were also simulated. The assumption of the simulation is that a polytomous item is comprised of six ordered categories. In addition, ability estimates were derived using two methods. They were expected a posteriori Bayesian (EAP) and maximum likelihood estimation (MLE). In MLE, the Newton-Raphson iteration method and the Fisher Score iteration method were employed, respectively, to solve the likelihood equation. Moreover, the CAT process was simulated with each examinee 30 times to eliminate random error. The IISs were evaluated by four indices usually used in CAT from four aspects--the accuracy of ability estimation, the stability of IIS, the usage of item pool, and the test efficiency. Simulation results showed adequate evaluation of the ISS that matched the estimate of an examinee{\textquoteright}s current trait level with the difficulty values across categories. Setting "shadow pool" in ISS was able to improve the uniformity of pool utilization. Finally, different distributions of the item parameter and different ability estimation methods affected the evaluation indices of CAT. (PsycINFO Database Record (c) 2007 APA, all rights reserved)}, keywords = {computerized adaptive testing, item selection strategy}, isbn = {0439-755X (Print)}, author = {Ping, Chen and Shuliang, Ding and Haijing, Lin and Jie, Zhou} } @article {311, title = {Multidimensional computerized adaptive testing of the EORTC QLQ-C30: basic developments and evaluations}, journal = {Quality of Life Research}, volume = {15}, number = {3}, year = {2006}, note = {Petersen, Morten AaGroenvold, MogensAaronson, NeilFayers, PeterSprangers, MirjamBjorner, Jakob BEuropean Organisation for Research and Treatment of Cancer Quality of Life GroupResearch Support, Non-U.S. Gov{\textquoteright}tNetherlandsQuality of life research : an international journal of quality of life aspects of treatment, care and rehabilitationQual Life Res. 2006 Apr;15(3):315-29.}, month = {Apr}, pages = {315-29}, edition = {2006/03/21}, abstract = {OBJECTIVE: Self-report questionnaires are widely used to measure health-related quality of life (HRQOL). Ideally, such questionnaires should be adapted to the individual patient and at the same time scores should be directly comparable across patients. This may be achieved using computerized adaptive testing (CAT). Usually, CAT is carried out for a single domain at a time. However, many HRQOL domains are highly correlated. Multidimensional CAT may utilize these correlations to improve measurement efficiency. We investigated the possible advantages and difficulties of multidimensional CAT. STUDY DESIGN AND SETTING: We evaluated multidimensional CAT of three scales from the EORTC QLQ-C30: the physical functioning, emotional functioning, and fatigue scales. Analyses utilised a database with 2958 European cancer patients. RESULTS: It was possible to obtain scores for the three domains with five to seven items administered using multidimensional CAT that were very close to the scores obtained using all 12 items and with no or little loss of measurement precision. CONCLUSION: The findings suggest that multidimensional CAT may significantly improve measurement precision and efficiency and encourage further research into multidimensional CAT. Particularly, the estimation of the model underlying the multidimensional CAT and the conceptual aspects need further investigations.}, keywords = {*Quality of Life, *Self Disclosure, Adult, Female, Health Status, Humans, Male, Middle Aged, Questionnaires/*standards, User-Computer Interface}, isbn = {0962-9343 (Print)}, author = {Petersen, M. A. and Groenvold, M. and Aaronson, N. K. and Fayers, P. and Sprangers, M. and Bjorner, J. B.} } @article {2218, title = {Multistage Testing: Widely or Narrowly Applicable?}, journal = {Applied Measurement in Education}, volume = {19}, number = {3}, year = {2006}, pages = {257-260}, doi = {10.1207/s15324818ame1903_6}, url = {http://www.tandfonline.com/doi/abs/10.1207/s15324818ame1903_6}, author = {Stark, Stephen and Chernyshenko, Oleksandr S.} } @article {566, title = {Simulated computerized adaptive test for patients with lumbar spine impairments was efficient and produced valid measures of function}, journal = {Journal of Clinical Epidemiology}, volume = {59}, year = {2006}, pages = {947-956}, author = {Hart, D. and Mioduski, J. and Werenke, M. and Stratford, P.} } @article {2073, title = {Simulated computerized adaptive test for patients with lumbar spine impairments was efficient and produced valid measures of function}, journal = {Journal of Clinical Epidemiology}, volume = {59}, year = {2006}, pages = {947{\textendash}956}, abstract = {Objective: To equate physical functioning (PF) items with Back Pain Functional Scale (BPFS) items, develop a computerized adaptive test (CAT) designed to assess lumbar spine functional status (LFS) in people with lumbar spine impairments, and compare discriminant validity of LFS measures (qIRT) generated using all items analyzed with a rating scale Item Response Theory model (RSM) and measures generated using the simulated CAT (qCAT). Methods: We performed a secondary analysis of retrospective intake rehabilitation data. Results: Unidimensionality and local independence of 25 BPFS and PF items were supported. Differential item functioning was negligible for levels of symptom acuity, gender, age, and surgical history. The RSM fit the data well. A lumbar spine specific CAT was developed that was 72\% more efficient than using all 25 items to estimate LFS measures. qIRT and qCAT measures did not discriminate patients by symptom acuity, age, or gender, but discriminated patients by surgical history in similar clinically logical ways. qCAT measures were as precise as qIRT measures. Conclusion: A body part specific simulated CAT developed from an LFS item bank was efficient and produced precise measures of LFS without eroding discriminant validity.}, keywords = {Back Pain Functional Scale, computerized adaptive testing, Item Response Theory, Lumbar spine, Rehabilitation, True-score equating}, doi = {10.1016/j.jclinepi.2005.10.017}, author = {Hart, D. L. and Mioduski, J. E. and Werneke, M. W. and Stratford, P. W.} } @conference {1059, title = {A variant of the progressive restricted item exposure control procedure in computerized adaptive testing systems based on the 3PL and the partial credit model}, booktitle = {Paper presented at the annual meetings of the American Educational Research Association}, year = {2006}, address = {San Francisco}, author = {McClarty, L. K. and Sperling, R. and Dodd, B. G.} } @inbook {180, title = {Applications of item response theory to improve health outcomes assessment: Developing item banks, linking instruments, and computer-adaptive testing}, booktitle = {Outcomes assessment in cancer}, year = {2005}, note = {Using Smart Source ParsingOutcomes assessment in cancer: Measures, methods, and applications. (pp. 445-464). New York, NY : Cambridge University Press. xiv, 662 pp}, pages = {445-464}, publisher = {Cambridge University Press}, organization = {Cambridge University Press}, address = {Cambridge, UK}, abstract = {(From the chapter) The current chapter builds on Reise{\textquoteright}s introduction to the basic concepts, assumptions, popular models, and important features of IRT and discusses the applications of item response theory (IRT) modeling to health outcomes assessment. In particular, we highlight the critical role of IRT modeling in: developing an instrument to match a study{\textquoteright}s population; linking two or more instruments measuring similar constructs on a common metric; and creating item banks that provide the foundation for tailored short-form instruments or for computerized adaptive assessments. (PsycINFO Database Record (c) 2005 APA )}, keywords = {Computer Assisted Testing, Health, Item Response Theory, Measurement, Test Construction, Treatment Outcomes}, author = {Hambleton, R. K.}, editor = {C. C. Gotay and C. Snyder} } @article {171, title = {A computer adaptive testing approach for assessing physical functioning in children and adolescents}, journal = {Developmental Medicine and Child Neuropsychology}, volume = {47}, number = {2}, year = {2005}, note = {Haley, Stephen MNi, PengshengFragala-Pinkham, Maria ASkrinar, Alison MCorzo, DeyaniraComparative StudyResearch Support, Non-U.S. Gov{\textquoteright}tEnglandDevelopmental medicine and child neurologyDev Med Child Neurol. 2005 Feb;47(2):113-20.}, month = {Feb}, pages = {113-120}, edition = {2005/02/15}, abstract = {The purpose of this article is to demonstrate: (1) the accuracy and (2) the reduction in amount of time and effort in assessing physical functioning (self-care and mobility domains) of children and adolescents using computer-adaptive testing (CAT). A CAT algorithm selects questions directly tailored to the child{\textquoteright}s ability level, based on previous responses. Using a CAT algorithm, a simulation study was used to determine the number of items necessary to approximate the score of a full-length assessment. We built simulated CAT (5-, 10-, 15-, and 20-item versions) for self-care and mobility domains and tested their accuracy in a normative sample (n=373; 190 males, 183 females; mean age 6y 11mo [SD 4y 2m], range 4mo to 14y 11mo) and a sample of children and adolescents with Pompe disease (n=26; 21 males, 5 females; mean age 6y 1mo [SD 3y 10mo], range 5mo to 14y 10mo). Results indicated that comparable score estimates (based on computer simulations) to the full-length tests can be achieved in a 20-item CAT version for all age ranges and for normative and clinical samples. No more than 13 to 16\% of the items in the full-length tests were needed for any one administration. These results support further consideration of using CAT programs for accurate and efficient clinical assessments of physical functioning.}, keywords = {*Computer Systems, Activities of Daily Living, Adolescent, Age Factors, Child, Child Development/*physiology, Child, Preschool, Computer Simulation, Confidence Intervals, Demography, Female, Glycogen Storage Disease Type II/physiopathology, Health Status Indicators, Humans, Infant, Infant, Newborn, Male, Motor Activity/*physiology, Outcome Assessment (Health Care)/*methods, Reproducibility of Results, Self Care, Sensitivity and Specificity}, isbn = {0012-1622 (Print)}, author = {Haley, S. M. and Ni, P. and Fragala-Pinkham, M. A. and Skrinar, A. M. and Corzo, D.} } @article {2143, title = {Computerized Adaptive Testing With the Partial Credit Model: Estimation Procedures, Population Distributions, and Item Pool Characteristics}, journal = {Applied Psychological Measurement}, volume = {29}, number = {6}, year = {2005}, pages = {433-456}, abstract = {

The primary purpose of this research is to examine the impact of estimation methods, actual latent trait distributions, and item pool characteristics on the performance of a simulated computerized adaptive testing (CAT) system. In this study, three estimation procedures are compared for accuracy of estimation: maximum likelihood estimation (MLE), expected a priori (EAP), and Warm\&$\#$39;s weighted likelihood estimation (WLE). Some research has shown that MLE and EAP perform equally well under certain conditions in polytomous CAT systems, such that they match the actual latent trait distribution. However, little research has compared these methods when prior estimates of. distributions are extremely poor. In general, it appears that MLE, EAP, and WLE procedures perform equally well when using an optimal item pool. However, the use of EAP procedures may be advantageous under nonoptimal testing conditions when the item pool is not appropriately matched to the examinees.

}, doi = {10.1177/0146621605280072}, url = {http://apm.sagepub.com/content/29/6/433.abstract}, author = {Gorin, Joanna S. and Dodd, Barbara G. and Fitzpatrick, Steven J. and Shieh, Yann Yann} } @article {558, title = {Computerized adaptive testing with the partial credit model: Estimation procedures, population distributions, and item pool characteristics}, journal = {Applied Psychological Measurement}, volume = {29}, year = {2005}, pages = {533-546}, author = {Gorin, J. and Dodd, B. G. and Fitzpatrick, S. J. and Shieh, Y. Y.} } @article {253, title = {Increasing the homogeneity of CAT{\textquoteright}s item-exposure rates by minimizing or maximizing varied target functions while assembling shadow tests}, journal = {Journal of Educational Measurement}, volume = {42}, number = {3}, year = {2005}, pages = {245-269}, publisher = {Blackwell Publishing: United Kingdom}, abstract = {A computerized adaptive testing (CAT) algorithm that has the potential to increase the homogeneity of CATs item-exposure rates without significantly sacrificing the precision of ability estimates was proposed and assessed in the shadow-test (van der Linden \& Reese, 1998) CAT context. This CAT algorithm was formed by a combination of maximizing or minimizing varied target functions while assembling shadow tests. There were four target functions to be separately used in the first, second, third, and fourth quarter test of CAT. The elements to be used in the four functions were associated with (a) a random number assigned to each item, (b) the absolute difference between an examinee{\textquoteright}s current ability estimate and an item difficulty, (c) the absolute difference between an examinee{\textquoteright}s current ability estimate and an optimum item difficulty, and (d) item information. The results indicated that this combined CAT fully utilized all the items in the pool, reduced the maximum exposure rates, and achieved more homogeneous exposure rates. Moreover, its precision in recovering ability estimates was similar to that of the maximum item-information method. The combined CAT method resulted in the best overall results compared with the other individual CAT item-selection methods. The findings from the combined CAT are encouraging. Future uses are discussed. (PsycINFO Database Record (c) 2007 APA, all rights reserved)}, keywords = {algorithm, computerized adaptive testing, item exposure rate, shadow test, varied target function}, isbn = {0022-0655 (Print)}, author = {Li, Y. H. and Schafer, W. D.} } @article {236, title = {An item bank was created to improve the measurement of cancer-related fatigue}, journal = {Journal of Clinical Epidemiology}, volume = {58}, number = {2}, year = {2005}, note = {Lai, Jin-SheiCella, DavidDineen, KellyBode, RitaVon Roenn, JamieGershon, Richard CShevrin, DanielEnglandJ Clin Epidemiol. 2005 Feb;58(2):190-7.}, month = {Feb}, pages = {190-7}, type = {Multicenter Study}, edition = {2005/02/01}, abstract = {OBJECTIVE: Cancer-related fatigue (CRF) is one of the most common unrelieved symptoms experienced by patients. CRF is underrecognized and undertreated due to a lack of clinically sensitive instruments that integrate easily into clinics. Modern computerized adaptive testing (CAT) can overcome these obstacles by enabling precise assessment of fatigue without requiring the administration of a large number of questions. A working item bank is essential for development of a CAT platform. The present report describes the building of an operational item bank for use in clinical settings with the ultimate goal of improving CRF identification and treatment. STUDY DESIGN AND SETTING: The sample included 301 cancer patients. Psychometric properties of items were examined by using Rasch analysis, an Item Response Theory (IRT) model. RESULTS AND CONCLUSION: The final bank includes 72 items. These 72 unidimensional items explained 57.5\% of the variance, based on factor analysis results. Excellent internal consistency (alpha=0.99) and acceptable item-total correlation were found (range: 0.51-0.85). The 72 items covered a reasonable range of the fatigue continuum. No significant ceiling effects, floor effects, or gaps were found. A sample short form was created for demonstration purposes. The resulting bank is amenable to the development of a CAT platform.}, keywords = {Adult, Aged, Aged, 80 and over, Factor Analysis, Statistical, Fatigue/*etiology/psychology, Female, Humans, Male, Middle Aged, Neoplasms/*complications/psychology, Psychometrics, Questionnaires}, isbn = {0895-4356 (Print)0895-4356 (Linking)}, author = {Lai, J-S. and Cella, D. and Dineen, K. and Bode, R. and Von Roenn, J. and Gershon, R. C. and Shevrin, D.} } @article {218, title = {[Item characteristic curve equating under graded response models in IRT]}, journal = {Acta Psychologica Sinica}, volume = {37}, number = {6}, year = {2005}, pages = {832-838}, publisher = {Science Press: China}, abstract = {In one of the largest qualificatory tests--economist test, to guarantee the comparability among different years, construct item bank and prepare for computerized adaptive testing, item characteristic curve equating and anchor test equating design under graded models in IRT are used, which have realized the item and ability parameter equating of test data in five years and succeeded in establishing an item bank. Based on it, cut scores of different years are compared by equating and provide demonstrational gist to constitute the eligibility standard of economist test. }, keywords = {graded response models, item characteristic curve, Item Response Theory}, isbn = {0439-755X (Print)}, author = {Jun, Z. and Dongming, O. and Shuyuan, X. and Haiqi, D. and Shuqing, Q.} } @article {2131, title = {Item response theory in computer adaptive testing: implications for outcomes measurement in rehabilitation}, journal = {Rehabil Psychol}, volume = {50}, year = {2005}, pages = {71-78}, author = {Ware, J. E and Gandek, B. and Sinclair, S. J. and Bjorner, J. B.} } @article {240, title = {An item response theory-based pain item bank can enhance measurement precision}, journal = {Journal of Pain and Symptom Management}, volume = {30}, number = {3}, year = {2005}, note = {0885-3924Journal Article}, pages = {278-88}, abstract = {Cancer-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.}, keywords = {computerized adaptive testing}, author = {Lai, J-S. and Dineen, K. and Reeve, B. B. and Von Roenn, J. and Shervin, D. and McGuire, M. and Bode, R. K. and Paice, J. and Cella, D.} } @article {357, title = {Measuring physical function in patients with complex medical and postsurgical conditions: a computer adaptive approach}, journal = {American Journal of Physical Medicine and Rehabilitation}, volume = {84}, number = {10}, year = {2005}, note = {0894-9115 (Print)Comparative StudyJournal ArticleResearch Support, N.I.H., ExtramuralResearch Support, U.S. Gov{\textquoteright}t, P.H.S.}, month = {Oct}, pages = {741-8}, abstract = {OBJECTIVE: To examine whether the range of disability in the medically complex and postsurgical populations receiving rehabilitation is adequately sampled by the new Activity Measure--Post-Acute Care (AM-PAC), and to assess whether computer adaptive testing (CAT) can derive valid patient scores using fewer questions. DESIGN: Observational study of 158 subjects (mean age 67.2 yrs) receiving skilled rehabilitation services in inpatient (acute rehabilitation hospitals, skilled nursing facility units) and community (home health services, outpatient departments) settings for recent-onset or worsening disability from medical (excluding neurological) and surgical (excluding orthopedic) conditions. Measures were interviewer-administered activity questions (all patients) and physical functioning portion of the SF-36 (outpatients) and standardized chart items (11 Functional Independence Measure (FIM), 19 Standardized Outcome and Assessment Information Set (OASIS) items, and 22 Minimum Data Set (MDS) items). Rasch modeling analyzed all data and the relationship between person ability estimates and average item difficulty. CAT assessed the ability to derive accurate patient scores using a sample of questions. RESULTS: The 163-item activity item pool covered the range of physical movement and personal and instrumental activities. CAT analysis showed comparable scores between estimates using 10 items or the total item pool. CONCLUSION: The AM-PAC can assess a broad range of function in patients with complex medical illness. CAT achieves valid patient scores using fewer questions.}, keywords = {Activities of Daily Living/*classification, Adult, Aged, Cohort Studies, Continuity of Patient Care, Disability Evaluation, Female, Health Services Research, Humans, Male, Middle Aged, Postoperative Care/*rehabilitation, Prognosis, Recovery of Function, Rehabilitation Centers, Rehabilitation/*standards, Sensitivity and Specificity, Sickness Impact Profile, Treatment Outcome}, author = {Siebens, H. and Andres, P. L. and Pengsheng, N. and Coster, W. J. and Haley, S. M.} } @article {185, title = {Simulated computerized adaptive tests for measuring functional status were efficient with good discriminant validity in patients with hip, knee, or foot/ankle impairments}, journal = {Journal of Clinical Epidemiology}, volume = {58}, number = {6}, year = {2005}, note = {0895-4356 (Print)Journal ArticleMulticenter StudyValidation Studies}, pages = {629-38}, abstract = {BACKGROUND AND OBJECTIVE: To develop computerized adaptive tests (CATs) designed to assess lower extremity functional status (FS) in people with lower extremity impairments using items from the Lower Extremity Functional Scale and compare discriminant validity of FS measures generated using all items analyzed with a rating scale Item Response Theory model (theta(IRT)) and measures generated using the simulated CATs (theta(CAT)). METHODS: Secondary analysis of retrospective intake rehabilitation data. RESULTS: Unidimensionality of items was strong, and local independence of items was adequate. Differential item functioning (DIF) affected item calibration related to body part, that is, hip, knee, or foot/ankle, but DIF did not affect item calibration for symptom acuity, gender, age, or surgical history. Therefore, patients were separated into three body part specific groups. The rating scale model fit all three data sets well. Three body part specific CATs were developed: each was 70\% more efficient than using all LEFS items to estimate FS measures. theta(IRT) and theta(CAT) measures discriminated patients by symptom acuity, age, and surgical history in similar ways. theta(CAT) measures were as precise as theta(IRT) measures. CONCLUSION: Body part-specific simulated CATs were efficient and produced precise measures of FS with good discriminant validity.}, keywords = {*Health Status Indicators, Activities of Daily Living, Adolescent, Adult, Aged, Aged, 80 and over, Ankle Joint/physiopathology, Diagnosis, Computer-Assisted/*methods, Female, Hip Joint/physiopathology, Humans, Joint Diseases/physiopathology/*rehabilitation, Knee Joint/physiopathology, Lower Extremity/*physiopathology, Male, Middle Aged, Research Support, N.I.H., Extramural, Research Support, U.S. Gov{\textquoteright}t, P.H.S., Retrospective Studies}, author = {Hart, D. L. and Mioduski, J. E. and Stratford, P. W.} } @article {219, title = {Toward efficient and comprehensive measurement of the alcohol problems continuum in college students: The Brief Young Adult Alcohol Consequences Questionnaire}, journal = {Alcoholism: Clinical \& Experimental Research}, volume = {29}, number = {7}, year = {2005}, note = {MiscellaneousArticleMiscellaneous Article}, pages = {1180-1189}, abstract = {Background: 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 Association}, keywords = {Psychometrics, Substance-Related Disorders}, author = {Kahler, C. W. and Strong, D. R. and Read, J. P. and De Boeck, P. and Wilson, M. and Acton, G. S. and Palfai, T. P. and Wood, M. D. and Mehta, P. D. and Neale, M. C. and Flay, B. R. and Conklin, C. A. and Clayton, R. R. and Tiffany, S. T. and Shiffman, S. and Krueger, R. F. and Nichol, P. E. and Hicks, B. M. and Markon, K. E. and Patrick, C. J. and Iacono, William G. and McGue, Matt and Langenbucher, J. W. and Labouvie, E. and Martin, C. S. and Sanjuan, P. M. and Bavly, L. and Kirisci, L. and Chung, T. and Vanyukov, M. and Dunn, M. and Tarter, R. and Handel, R. W. and Ben-Porath, Y. S. and Watt, M.} } @article {2139, title = {Trait Parameter Recovery Using Multidimensional Computerized Adaptive Testing in Reading and Mathematics}, journal = {Applied Psychological Measurement}, volume = {29}, number = {1}, year = {2005}, pages = {3-25}, abstract = {

Under a multidimensional item response theory (MIRT) computerized adaptive testing (CAT) testing scenario, a trait estimate (\θ) in one dimension will provide clues for subsequently seeking a solution in other dimensions. This feature may enhance the efficiency of MIRT CAT\’s item selection and its scoring algorithms compared with its counterpart, the unidimensional CAT (UCAT). The present study used existing Reading and Math test data to generate simulated item parameters. A confirmatory item factor analysis model was applied to the data using NOHARM to produce interpretable MIRT item parameters. Results showed that MIRT CAT, conditional on the constraints, was quite capable of producing accurate estimates on both measures. Compared with UCAT, MIRT CAT slightly increased the accuracy of both trait estimates, especially for the low-level or high-level trait examinees in both measures, and reduced the rate of unused items in the item pool.

}, doi = {10.1177/0146621604270667}, url = {http://apm.sagepub.com/content/29/1/3.abstract}, author = {Li, Yuan H. and Schafer, William D.} } @article {701, title = {Validation of a computerized adaptive testing version of the Schedule for Nonadaptive and Adaptive Personality (SNAP)}, journal = {Psychological Assessment}, volume = {17(1)}, year = {2005}, pages = {28-43}, abstract = {This is a validation study of a computerized adaptive (CAT) version of the Schedule for Nonadaptive and Adaptive Personality (SNAP) conducted with 413 undergraduates who completed the SNAP twice, 1 week apart. Participants were assigned randomly to 1 of 4 retest groups: (a) paper-and-pencil (P\&P) SNAP, (b) CAT, (c) P\&P/CAT, and (d) CAT/P\&P. With number of items held constant, computerized administration had little effect on descriptive statistics, rank ordering of scores, reliability, and concurrent validity, but was preferred over P\&P administration by most participants. CAT administration yielded somewhat lower precision and validity than P\&P administration, but required 36\% to 37\% fewer items and 58\% to 60\% less time to complete. These results confirm not only key findings from previous CAT simulation studies of personality measures but extend them for the 1st time to a live assessment setting.}, author = {Simms, L. J., and Clark, L. A.} } @article {360, title = {Validation of a computerized adaptive version of the Schedule of Non-Adaptive and Adaptive Personality (SNAP)}, journal = {Psychological Assessment}, volume = {17}, number = {1}, year = {2005}, pages = {28-43}, abstract = { This is a validation study of a computerized adaptive (CAT) version of the Schedule for Nonadaptive and Adaptive Personality (SNAP) conducted with 413 undergraduates who completed the SNAP twice, 1 week apart. Participants were assigned randomly to 1 of 4 retest groups: (a) paper-and-pencil (P\&P) SNAP, (b) CAT, (c) P\&P/CAT, and (d) CAT/P\&P. With number of items held constant, computerized administration had little effect on descriptive statistics, rank ordering of scores, reliability, and concurrent validity, but was preferred over P\&P administration by most participants. CAT administration yielded somewhat lower precision and validity than P\&P administration, but required 36\% to 37\% fewer items and 58\% to 60\% less time to complete. These results confirm not only key findings from previous CAT simulation studies of personality measures but extend them for the 1st time to a live assessment setting. }, author = {Simms, L. J. and Clark, L.J.} } @article {168, title = {Activity outcome measurement for postacute care}, journal = {Medical Care}, volume = {42}, number = {1 Suppl}, year = {2004}, note = {0025-7079Journal ArticleMulticenter Study}, pages = {I49-161}, abstract = {BACKGROUND: Efforts to evaluate the effectiveness of a broad range of postacute care services have been hindered by the lack of conceptually sound and comprehensive measures of outcomes. It is critical to determine a common underlying structure before employing current methods of item equating across outcome instruments for future item banking and computer-adaptive testing applications. OBJECTIVE: To investigate the factor structure, reliability, and scale properties of items underlying the Activity domains of the International Classification of Functioning, Disability and Health (ICF) for use in postacute care outcome measurement. METHODS: We developed a 41-item Activity Measure for Postacute Care (AM-PAC) that assessed an individual{\textquoteright}s execution of discrete daily tasks in his or her own environment across major content domains as defined by the ICF. We evaluated the reliability and discriminant validity of the prototype AM-PAC in 477 individuals in active rehabilitation programs across 4 rehabilitation settings using factor analyses, tests of item scaling, internal consistency reliability analyses, Rasch item response theory modeling, residual component analysis, and modified parallel analysis. RESULTS: Results from an initial exploratory factor analysis produced 3 distinct, interpretable factors that accounted for 72\% of the variance: Applied Cognition (44\%), Personal Care \& Instrumental Activities (19\%), and Physical \& Movement Activities (9\%); these 3 activity factors were verified by a confirmatory factor analysis. Scaling assumptions were met for each factor in the total sample and across diagnostic groups. Internal consistency reliability was high for the total sample (Cronbach alpha = 0.92 to 0.94), and for specific diagnostic groups (Cronbach alpha = 0.90 to 0.95). Rasch scaling, residual factor, differential item functioning, and modified parallel analyses supported the unidimensionality and goodness of fit of each unique activity domain. CONCLUSIONS: This 3-factor model of the AM-PAC can form the conceptual basis for common-item equating and computer-adaptive applications, leading to a comprehensive system of outcome instruments for postacute care settings.}, keywords = {*Self Efficacy, *Sickness Impact Profile, Activities of Daily Living/*classification/psychology, Adult, Aftercare/*standards/statistics \& numerical data, Aged, Boston, Cognition/physiology, Disability Evaluation, Factor Analysis, Statistical, Female, Human, Male, Middle Aged, Movement/physiology, Outcome Assessment (Health Care)/*methods/statistics \& numerical data, Psychometrics, Questionnaires/standards, Rehabilitation/*standards/statistics \& numerical data, Reproducibility of Results, Sensitivity and Specificity, Support, U.S. Gov{\textquoteright}t, Non-P.H.S., Support, U.S. Gov{\textquoteright}t, P.H.S.}, author = {Haley, S. M. and Coster, W. J. and Andres, P. L. and Ludlow, L. H. and Ni, P. and Bond, T. L. and Sinclair, S. J. and Jette, A. M.} } @article {2238, title = {Adaptive Testing With Regression Trees in the Presence of Multidimensionality}, journal = {Journal of Educational and Behavioral Statistics}, volume = {29}, number = {3}, year = {2004}, pages = {293-316}, abstract = {

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

}, doi = {10.3102/10769986029003293}, url = {http://jeb.sagepub.com/cgi/content/abstract/29/3/293}, author = {Yan, Duanli and Lewis, Charles and Stocking, Martha} } @article {147, title = {Computerized adaptive measurement of depression: A simulation study}, journal = {BMC Psychiatry}, volume = {4}, number = {1}, year = {2004}, pages = {13-23}, abstract = {Background: Efficient, accurate instruments for measuring depression are increasingly importantin clinical practice. We developed a computerized adaptive version of the Beck DepressionInventory (BDI). We examined its efficiency and its usefulness in identifying Major DepressiveEpisodes (MDE) and in measuring depression severity.Methods: Subjects were 744 participants in research studies in which each subject completed boththe BDI and the SCID. In addition, 285 patients completed the Hamilton Depression Rating Scale.Results: The adaptive BDI had an AUC as an indicator of a SCID diagnosis of MDE of 88\%,equivalent to the full BDI. The adaptive BDI asked fewer questions than the full BDI (5.6 versus 21items). The adaptive latent depression score correlated r = .92 with the BDI total score and thelatent depression score correlated more highly with the Hamilton (r = .74) than the BDI total scoredid (r = .70).Conclusions: Adaptive testing for depression may provide greatly increased efficiency withoutloss of accuracy in identifying MDE or in measuring depression severity.}, keywords = {*Computer Simulation, Adult, Algorithms, Area Under Curve, Comparative Study, Depressive Disorder/*diagnosis/epidemiology/psychology, Diagnosis, Computer-Assisted/*methods/statistics \& numerical data, Factor Analysis, Statistical, Female, Humans, Internet, Male, Mass Screening/methods, Patient Selection, Personality Inventory/*statistics \& numerical data, Pilot Projects, Prevalence, Psychiatric Status Rating Scales/*statistics \& numerical data, Psychometrics, Research Support, Non-U.S. Gov{\textquoteright}t, Research Support, U.S. Gov{\textquoteright}t, P.H.S., Severity of Illness Index, Software}, author = {Gardner, W. and Shear, K. and Kelleher, K. J. and Pajer, K. A. and Mammen, O. and Buysse, D. and Frank, E.} } @inbook {1887, title = {Computerized adaptive testing}, year = {2004}, note = {{PDF file, 180 KB}}, address = {Encyclopedia of social measurement. Academic Press.}, author = {Segall, D. O.} } @conference {1014, title = {The context effects of multidimensional CAT on the accuracy of multidimensional abilities and the item exposure rates}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {2004}, note = {{Incomplete PDF file, 202 KB}}, address = {San Diego CA}, author = {Li, Y. H. and Schafer, W. D.} } @article {355, title = {A sharing item response theory model for computerized adaptive testing}, journal = {Journal of Educational and Behavioral Statistics}, volume = {29}, number = {4}, year = {2004}, note = {References .American Educational Research Assn, US}, month = {Win}, pages = {439-460}, abstract = {A new sharing item response theory (SIRT) model is presented which explicitly models the effects of sharing item content between informants and testtakers. This model is used to construct adaptive item selection and scoring rules that provide increased precision and reduced score gains in instances where sharing occurs. The adaptive item selection rules are expressed as functions of the item{\textquoteright}s exposure rate in addition to other commonly used properties (characterized by difficulty, discrimination, and guessing parameters). Based on the results of simulated item responses, the new item selection and scoring algorithms compare favorably to the Sympson-Hetter exposure control method. The new SIRT approach provides higher reliability and lower score gains in instances where sharing occurs.}, author = {Segall, D. O.} } @article {718, title = {Test difficulty and stereotype threat on the GRE General Test}, journal = {Journal of Applied Social Psychology}, volume = {34(3)}, year = {2004}, pages = {563-597}, author = {Stricker, L. J., and Bejar, I. I.} } @article {2084, title = {Validating the German computerized adaptive test for anxiety on healthy sample (A-CAT)}, journal = {Quality of Life Research}, volume = {13}, year = {2004}, pages = {1515}, author = {Becker, J. and Walter, O. B. and Fliege, H. and Bjorner, J. B. and Kocalevent, R. D. and Schmid, G. and Klapp, B. F. and Rose, M.} } @conference {1010, title = {Accuracy of reading and mathematics ability estimates under the shadow-test constraint MCAT}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {2003}, address = {Chicago IL}, author = {Li, Y. H. and Schafer, W. D.} } @conference {1151, title = {An adaptive exposure control algorithm for computerized adaptive testing using a sharing item response theory model}, booktitle = {Paper presented at the Annual meeting of the National Council on Measurement in Education}, year = {2003}, note = {{PDF file, 191 KB}}, address = {Chicago IL}, author = {Segall, D. O.} } @conference {1152, title = {Calibrating CAT item pools and online pretest items using MCMC methods}, booktitle = {Paper presented at the Annual meeting of the National Council on Measurement in Education}, year = {2003}, note = {{PDF file, 155 KB}}, address = {Chicago IL}, author = {Segall, D. O.} } @conference {1094, title = {Calibrating CAT pools and online pretest items using marginal maximum likelihood methods}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {2003}, note = {{PDF file, 284 KB}}, address = {Chicago IL}, author = {Pommerich, M and Segall, D. O.} } @booklet {1608, title = {CAT-ASVAB prototype Internet delivery system: Final report (FR-03-06)}, year = {2003}, note = {{PDF file, 393 KB}}, address = {Arlington VA: Human Resources Rsearch Organization}, author = {Sticha, P. J. and Barber, G.} } @conference {1132, title = {Comparison of multi-stage tests with computer adaptive and paper and pencil tests}, booktitle = {Paper presented at the Annual meeting of the National Council on Measurement in Education}, year = {2003}, note = {{PDF file, 695 KB}}, address = {Chicago IL}, author = {Rotou, O. and Patsula, L. and Steffen, M. and Rizavi, S.} } @article {349, title = {Computerized adaptive rating scales for measuring managerial performance}, journal = {International Journal of Selection and Assessment}, volume = {11}, number = {2-3}, year = {2003}, pages = {237-246}, abstract = {Computerized adaptive rating scales (CARS) had been developed to measure contextual or citizenship performance. This rating format used a paired-comparison protocol, presenting pairs of behavioral statements scaled according to effectiveness levels, and an iterative item response theory algorithm to obtain estimates of ratees{\textquoteright} citizenship performance (W. C. Borman et al, 2001). In the present research, we developed CARS to measure the entire managerial performance domain, including task and citizenship performance, thus addressing a major limitation of the earlier CARS. The paper describes this development effort, including an adjustment to the algorithm that reduces substantially the number of item pairs required to obtain almost as much precision in the performance estimates. (PsycINFO Database Record (c) 2005 APA )}, keywords = {Adaptive Testing, Algorithms, Associations, Citizenship, Computer Assisted Testing, Construction, Contextual, Item Response Theory, Job Performance, Management, Management Personnel, Rating Scales, Test}, author = {Schneider, R. J. and Goff, M. and Anderson, S. and Borman, W. C.} } @conference {1140, title = {Criterion item characteristic curve function for evaluating the differential weight procedure adjusted to on-line item calibration}, booktitle = {Paper presented at the annual meeting of the NCME}, year = {2003}, address = {Chicago IL}, author = {Samejima, F.} } @article {359, title = {Development, reliability, and validity of a computerized adaptive version of the Schedule for Nonadaptive and Adaptive Personality}, journal = {Dissertation Abstracts International: Section B: The Sciences \& Engineering}, volume = {63}, number = {7-B}, year = {2003}, pages = {3485}, abstract = {Computerized adaptive testing (CAT) and Item Response Theory (IRT) techniques were applied to the Schedule for Nonadaptive and Adaptive Personality (SNAP) to create a more efficient measure with little or no cost to test reliability or validity. The SNAP includes 15 factor analytically derived and relatively unidimensional traits relevant to personality disorder. IRT item parameters were calibrated on item responses from a sample of 3,995 participants who completed the traditional paper-and-pencil (P\&P) SNAP in a variety of university, community, and patient settings. Computerized simulations were conducted to test various adaptive testing algorithms, and the results informed the construction of the CAT version of the SNAP (SNAP-CAT). A validation study of the SNAP-CAT was conducted on a sample of 413 undergraduates who completed the SNAP twice, separated by one week. Participants were randomly assigned to one of four groups who completed (1) a modified P\&P version of the SNAP (SNAP-PP) twice (n = 106), (2) the SNAP-PP first and the SNAP-CAT second (n = 105), (3) the SNAP-CAT first and the SNAP-PP second (n = 102), and (4) the SNAP-CAT twice (n = 100). Results indicated that the SNAP-CAT was 58\% and 60\% faster than the traditional P\&P version, at Times 1 and 2, respectively, and mean item savings across scales were 36\% and 37\%, respectively. These savings came with minimal cost to reliability or validity, and the two test forms were largely equivalent. Descriptive statistics, rank-ordering of scores, internal factor structure, and convergent/discriminant validity were highly comparable across testing modes and methods of scoring, and very few differences between forms replicated across testing sessions. In addition, participants overwhelmingly preferred the computerized version to the P\&P version. However, several specific problems were identified for the Self-harm and Propriety scales of the SNAP-CAT that appeared to be broadly related to IRT calibration difficulties. Reasons for these anomalous findings are discussed, and follow-up studies are suggested. Despite these specific problems, the SNAP-CAT appears to be a viable alternative to the traditional P\&P SNAP. (PsycINFO Database Record (c) 2003 APA, all rights reserved).}, author = {Simms, L. J.} } @conference {1012, title = {The effect of item selection method on the variability of CAT{\textquoteright}s ability estimates when item parameters are contaminated with measurement errors}, booktitle = {Paper presented at the Annual meeting of the National Council on Measurement in Education}, year = {2003}, note = {{PDF file, 275 KB}}, address = {Chicago IL}, author = {Li, Y. H. and Schafer, W. D.} } @conference {1022, title = {Evaluating computerized adaptive testing design for the MCAT with realistic simulated data}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {2003}, note = {{PDF file, 985 KB}}, address = {Chicago IL}, author = {Lu, Y., and Pitoniak, M. and Rizavi, S. and Way, W. D. and Steffan, M.} } @conference {1013, title = {Increasing the homogeneity of CAT{\textquoteright}s item-exposure rates by minimizing or maximizing varied target functions while assembling shadow tests}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {2003}, note = {(PDF file, 418 K}, address = {Chicago IL}, author = {Li, Y. H. and Schafer, W. D.} } @inbook {414, title = {Item selection in polytomous CAT}, booktitle = {New developments in psychometrics}, year = {2003}, pages = {207{\textendash}214}, publisher = {Psychometric Society, Springer}, organization = {Psychometric Society, Springer}, address = {Tokyo, Japan}, keywords = {computerized adaptive testing}, author = {Veldkamp, B. P.}, editor = {A. Okada and K. Shigenasu and Y. Kano and J. Meulman} } @conference {1172, title = {Maintaining scale in computer adaptive testing}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {2003}, note = {{PDF file, 367 KB}}, address = {Chicago IL}, author = {Smith, R. L. and Rizavi, S. and Paez, R. and Damiano, M. and Herbert, E.} } @conference {1011, title = {Multidimensional computerized adaptive testing in recovering reading and mathematics abilities}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {2003}, note = {{PDF file, 592 KB}}, address = {Chicago, IL}, author = {Li, Y. H. and Schafer, W. D.} } @article {503, title = {The relationship between item exposure and test overlap in computerized adaptive testing}, journal = {Journal of Educational Measurement}, volume = {40}, year = {2003}, pages = {129-145}, author = {Chen, S. and Ankenmann, R. D. and Spray, J. A.} } @article {68, title = {The relationship between item exposure and test overlap in computerized adaptive testing}, journal = {Journal of Educational Measurement}, volume = {40}, number = {2}, year = {2003}, pages = {129-145}, abstract = {The purpose of this article is to present an analytical derivation for the mathematical form of an average between-test overlap index as a function of the item exposure index, for fixed-length computerized adaptive tests (CATs). This algebraic relationship is used to investigate the simultaneous control of item exposure at both the item and test levels. The results indicate that, in fixed-length CATs, control of the average between-test overlap is achieved via the mean and variance of the item exposure rates of the items that constitute the CAT item pool. The mean of the item exposure rates is easily manipulated. Control over the variance of the item exposure rates can be achieved via the maximum item exposure rate (r-sub(max)). Therefore, item exposure control methods which implement a specification of r-sub(max) (e.g., J. B. Sympson and R. D. Hetter, 1985) provide the most direct control at both the item and test levels. (PsycINFO Database Record (c) 2005 APA )}, keywords = {(Statistical), Adaptive Testing, Computer Assisted Testing, Human Computer, Interaction computerized adaptive testing, Item Analysis, Item Analysis (Test), Test Items}, author = {Chen, S-Y. and Ankemann, R. D. and Spray, J. A.} } @article {499, title = {The relationship between item exposure and test overlap in computerized adaptive testing}, journal = {Journal of Educational Measurement}, volume = {40}, year = {2003}, pages = {129-145}, author = {Chen, S. and Ankenmann, R. D. and Spray, J. A.} } @article {379, title = {Small sample estimation in dichotomous item response models: Effect of priors based on judgmental information on the accuracy of item parameter estimates}, journal = {Applied Psychological Measurement}, volume = {27}, number = {1}, year = {2003}, note = {Sage Publications, US}, pages = {27-51}, abstract = {Large 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. }, author = {Swaminathan, H. and Hambleton, R. K. and Sireci, S. G. and Xing, D. and Rizavi, S. M.} } @article {193, title = {Student modeling and ab initio language learning}, journal = {System}, volume = {31}, number = {4}, year = {2003}, pages = {519-535}, abstract = {Provides examples of student modeling techniques that have been employed in computer-assisted language learning over the past decade. Describes two systems for learning German: "German Tutor" and "Geroline." Shows how a student model can support computerized adaptive language testing for diagnostic purposes in a Web-based language learning environment that does not rely on parsing technology. (Author/VWL)}, author = {Heift, T. and Schulze, M.} } @booklet {1583, title = {Adaptive testing without IRT in the presence of multidimensionality (Research Report 02-09)}, year = {2002}, address = {Princeton NJ: Educational Testing Service}, author = {Yan, D. and Lewis, C. and Stocking, M.} } @conference {1170, title = {A comparison of computer mastery models when pool characteristics vary}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {2002}, note = {{PDF file, 692 KB}}, address = {New Orleans LA}, author = {Smith, R. L. and Lewis, C.} } @conference {1150, title = {Confirmatory item factor analysis using Markov chain Monte Carlo estimation with applications to online calibration in CAT}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {2002}, address = {New Orleans, LA}, author = {Segall, D. O.} } @mastersthesis {1978, title = {DEVELOPMENT, RELIABILITY, AND VALIDITY OF A COMPUTERIZED ADAPTIVE VERSION OF THE SCHEDULE FOR NONADAPTIVE AND ADAPTIVE PERSONALITY}, year = {2002}, address = {Unpublished Ph. D. dissertation, University of Iowa, Iowa City Iowa}, author = {Simms, L. J.} } @article {370, title = {An EM approach to parameter estimation for the Zinnes and Griggs paired comparison IRT model}, journal = {Applied Psychological Measurement}, volume = {26}, number = {2}, year = {2002}, pages = {208-227}, abstract = {Borman et al. recently proposed a computer adaptive performance appraisal system called CARS II that utilizes paired comparison judgments of behavioral stimuli. To implement this approach,the paired comparison ideal point model developed by Zinnes and Griggs was selected. In this article,the authors describe item response and information functions for the Zinnes and Griggs model and present procedures for estimating stimulus and person parameters. Monte carlo simulations were conducted to assess the accuracy of the parameter estimation procedures. The results indicated that at least 400 ratees (i.e.,ratings) are required to obtain reasonably accurate estimates of the stimulus parameters and their standard errors. In addition,latent trait estimation improves as test length increases. The implications of these results for test construction are also discussed. }, keywords = {Adaptive Testing, Computer Assisted Testing, Item Response Theory, Maximum Likelihood, Personnel Evaluation, Statistical Correlation, Statistical Estimation}, author = {Stark, S. and F Drasgow} } @article {412, title = {Evaluation of selection procedures for computerized adaptive testing with polytomous items}, journal = {Applied Psychological Measurement}, volume = {26}, number = {4}, year = {2002}, note = {References .Sage Publications, US}, pages = {393-411}, abstract = {In 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. }, keywords = {computerized adaptive testing}, author = {van Rijn, P. W. and Theo Eggen and Hemker, B. T. and Sanders, P. F.} } @article {681, title = {Evaluation of selection procedures for computerized adaptive testing with polytomous items}, journal = {Applied Psychological Measurement}, volume = {26}, year = {2002}, pages = {393-411}, author = {van Rijn, P. W. and Theo Eggen and Hemker, B. T. and Sanders, P. F.} } @booklet {1624, title = {An exploration of potentially problematic adaptive tests}, year = {2002}, note = {Princeton NJ: Educational Testing Service.}, address = {Research Report 02-05)}, author = {Stocking, M. and Steffen, M. Golub-Smith, M. L. and Eignor, D. R.} } @conference {1160, title = {An investigation of procedures for estimating error indexes in proficiency estimation in CAT}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {2002}, address = {New Orleans LA}, author = {Shyu, C.-Y. and Fan, M. and Thompson, T, and Hsu, Y.} } @article {354, title = {An item response model for characterizing test compromise}, journal = {Journal of Educational and Behavioral Statistics}, volume = {27}, number = {2}, year = {2002}, note = {References .American Educational Research Assn, US}, pages = {163-179}, abstract = {This article presents an item response model for characterizing test-compromise that enables the estimation of item-preview and score-gain distributions observed in on-demand high-stakes testing programs. Model parameters and posterior distributions are estimated by Markov Chain Monte Carlo (MCMC) procedures. Results of a simulation study suggest that when at least some of the items taken by a small sample of test takers are known to be secure (uncompromised), the procedure can provide useful summaries of test-compromise and its impact on test scores. The article includes discussions of operational use of the proposed procedure, possible model violations and extensions, and application to computerized adaptive testing. }, keywords = {computerized adaptive testing}, author = {Segall, D. O.} } @conference {1171, title = {Updated item parameter estimates using sparse CAT data}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {2002}, note = {{PDF file, 986 KB}}, address = {New Orleans LA}, author = {Smith, R. L. and Rizavi, S. and Paez, R. and Rotou, O.} } @booklet {1630, title = {Detection of misfitting item-score patterns in computerized adaptive testing}, year = {2001}, note = {$\#$ST01-01 V.}, address = {Enschede, The Netherlands: Febodruk B}, author = {Stoop, E. M. L. A.} } @article {720, title = {Development of an adaptive multimedia program to collect patient health data}, journal = {American Journal of Preventative Medicine}, volume = {21}, year = {2001}, pages = {320-324}, author = {Sutherland, L. A. and Campbell, M. and Ornstein, K. and Wildemuth, B. and Lobach, D.} } @booklet {1598, title = {The Development of STAR Early Literacy: A report of the School Renaissance Institute.}, year = {2001}, address = {Madison, WI: Author.}, author = {School-Renaissance-Institute} } @article {358, title = {Developments in measurement of persons and items by means of item response models}, journal = {Behaviormetrika}, volume = {28}, number = {1}, year = {2001}, pages = {65-94}, abstract = {This paper starts with a general introduction into measurement of hypothetical constructs typical of the social and behavioral sciences. After the stages ranging from theory through operationalization and item domain to preliminary test or questionnaire have been treated, the general assumptions of item response theory are discussed. The family of parametric item response models for dichotomous items is introduced and it is explained how parameters for respondents and items are estimated from the scores collected from a sample of respondents who took the test or questionnaire. Next, the family of nonparametric item response models is explained, followed by the 3 classes of item response models for polytomous item scores (e.g., rating scale scores). Then, to what degree the mean item score and the unweighted sum of item scores for persons are useful for measuring items and persons in the context of item response theory is discussed. Methods for fitting parametric and nonparametric models to data are briefly discussed. Finally, the main applications of item response models are discussed, which include equating and item banking, computerized and adaptive testing, research into differential item functioning, person fit research, and cognitive modeling. (PsycINFO Database Record (c) 2005 APA )}, keywords = {Cognitive, Computer Assisted Testing, Item Response Theory, Models, Nonparametric Statistical Tests, Processes}, author = {Sijtsma, K.} } @conference {1121, title = {The effect of test and examinee characteristics on the occurrence of aberrant response patterns in a computerized adaptive test}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {2001}, note = {$\#$RI01-01}, address = {Seattle WA}, author = {Rizavi, S. and Swaminathan, H.} } @conference {1139, title = {Effective use of simulated data in an on-line item calibration in practical situations of computerized adaptive testing}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {2001}, address = {Seattle WA}, author = {Samejima, F.} } @conference {1138, title = {Efficient on-line item calibration using a nonparametric method adjusted to computerized adaptive testing}, booktitle = {Paper presented at the Annual Meeting of the National Council on Measurement in Education}, year = {2001}, address = {Seattle WA}, author = {Samejima, F.} } @article {36, title = {An examination of the comparative reliability, validity, and accuracy of performance ratings made using computerized adaptive rating scales}, journal = {Journal of Applied Psychology}, volume = {86}, number = {5}, year = {2001}, note = {214803450021-9010Journal ArticleValidation Studies}, pages = {965-973}, abstract = {This laboratory research compared the reliability, validity, and accuracy of a computerized adaptive rating scale (CARS) format and 2 relatively common and representative rating formats. The CARS is a paired-comparison rating task that uses adaptive testing principles to present pairs of scaled behavioral statements to the rater to iteratively estimate a ratee{\textquoteright}s effectiveness on 3 dimensions of contextual performance. Videotaped vignettes of 6 office workers were prepared, depicting prescripted levels of contextual performance, and 112 subjects rated these vignettes using the CARS format and one or the other competing format. Results showed 23\%-37\% lower standard errors of measurement for the CARS format. In addition, validity was significantly higher for the CARS format (d = .18), and Cronbach{\textquoteright}s accuracy coefficients showed significantly higher accuracy, with a median effect size of .08. The discussion focuses on possible reasons for the results.}, keywords = {*Computer Simulation, *Employee Performance Appraisal, *Personnel Selection, Adult, Automatic Data Processing, Female, Human, Male, Reproducibility of Results, Sensitivity and Specificity, Support, U.S. Gov{\textquoteright}t, Non-P.H.S., Task Performance and Analysis, Video Recording}, author = {Borman, W. C. and Buck, D. E. and Hanson, M. A. and Motowidlo, S. J. and Stark, S. and F Drasgow} } @conference {1159, title = {An investigation of procedures for estimating error indexes in proficiency estimation in a realistic second-order equitable CAT environment}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {2001}, address = {Seattle WA}, author = {Shyu, C.-Y. and Fan, M. and Thompson, T, and Hsu.} } @booklet {1604, title = {Item and passage selection algorithm simulations for a computerized adaptive version of the verbal section of the Medical College Admission Test (MCAT)}, year = {2001}, address = {MCAT Monograph Series}, author = {Smith, R. W. and Plake, B. S. and De Ayala, R. J.,} } @inbook {385, title = {Item response theory applied to combinations of multiple-choice and constructed-response items--approximation methods for scale scores}, booktitle = {Test scoring}, year = {2001}, note = {Using Smart Source ParsingTest scoring. (pp. 293-341). Mahwah, NJ : Lawrence Erlbaum Associates, Publishers. xii, 422 pp}, pages = {289-315}, publisher = {Lawrence Erlbaum Associates}, organization = {Lawrence Erlbaum Associates}, chapter = {8}, address = {Mahwah, N.J. USA}, abstract = {(From the chapter) The authors develop approximate methods that replace the scoring tables with weighted linear combinations of the component scores. Topics discussed include: a linear approximation for the extension to combinations of scores; the generalization of two or more scores; potential applications of linear approximations to item response theory in computerized adaptive tests; and evaluation of the pattern-of-summed-scores, and Gaussian approximation, estimates of proficiency. (PsycINFO Database Record (c) 2005 APA )}, keywords = {Adaptive Testing, Item Response Theory, Method), Multiple Choice (Testing, Scoring (Testing), Statistical Estimation, Statistical Weighting, Test Items, Test Scores}, author = {Thissen, D. and Nelson, L. A. and Swygert, K. A.} } @conference {1149, title = {Measuring test compromise in high-stakes computerized adaptive testing: A Bayesian Strategy for surrogate test-taker detection}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {2001}, note = {{PDF file, 275 KB}}, address = {Seattle WA}, author = {Segall, D. O.} } @booklet {1623, title = {A method for building a realistic model of test taker behavior for computerized adaptive testing (Research Report 01-22)}, year = {2001}, address = {Princeton NJ: Educational Testing Service}, author = {Stocking, M. L. and Steffen, M. and Eignor, D. R.} } @conference {1173, title = {Monitoring items for changes in performance in computerized adaptive tests}, booktitle = {Paper presented at the annual conference of the National Council on Measurement in Education}, year = {2001}, address = {Seattle, Washington}, author = {Smith, R. L. and Wang, M.M. and Wingersky, M. and Zhao, C.} } @conference {1120, title = {A monte carlo study of the feasibility of on-the-fly assessment}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {2001}, address = {Seattle WA}, author = {Revuelta, J. and Bejar, I. I. and Stocking, M.} } @conference {1084, title = {Nearest neighbors, simple strata, and probabilistic parameters: An empirical comparison of methods for item exposure control in CATs}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {2001}, address = {Seattle WA}, author = {Parshall, C. G. and Kromrey, J. D. and Harmes, J. C. and Sentovich, C.} } @conference {935, title = {On-line Calibration Using PARSCALE Item Specific Prior Method: Changing Test Population and Sample Size}, booktitle = {Paper presented at National Council on Measurement in Education Annual Meeting}, year = {2001}, address = {Seattle, Washington}, author = {Guo, F. and Stone, E. and Cruz, D.} } @inbook {362, title = {Practical issues in setting standards on computerized adaptive tests}, booktitle = {Setting performance standards: Concepts, methods, and perspectives}, year = {2001}, note = {Using Smart Source ParsingSetting performance standards: Concepts, methods, and perspectives. (pp. 355-369). Mahwah, NJ : Lawrence Erlbaum Associates, Publishers. xiii, 510 pp}, pages = {355-369}, publisher = {Lawrence Erlbaum Associates, Inc.}, organization = {Lawrence Erlbaum Associates, Inc.}, address = {Mahwah, N.J. USA}, abstract = {(From the chapter) Examples of setting standards on computerized adaptive tests (CATs) are hard to find. Some examples of CATs involving performance standards include the registered nurse exam and the Novell systems engineer exam. Although CATs do not require separate standard setting-methods, there are special issues to be addressed by test specialist who set performance standards on CATs. Setting standards on a CAT will typical require modifications on the procedures used with more traditional, fixed-form, paper-and -pencil examinations. The purpose of this chapter is to illustrate why CATs pose special challenges to the standard setter. (PsycINFO Database Record (c) 2005 APA )}, keywords = {Adaptive Testing, Computer Assisted Testing, Performance Tests, Testing Methods}, author = {Sireci, S. G. and Clauser, B. E.} } @booklet {1565, title = {Refining a system for computerized adaptive testing pool creation (Research Report 01-18)}, year = {2001}, address = {Princeton NJ: Educational Testing Service}, author = {Way, W. D. and Swanson, L. and Steffen, M. and Stocking, M. L.} } @conference {1251, title = {Refining a system for computerized adaptive testing pool creation}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {2001}, address = {Seattle WA}, author = {Way, W. D. and Swanson, l, and Stocking, M.} } @conference {1161, title = {Testing a computerized adaptive personality inventory using simulated response data}, booktitle = {Paper presented at the annual meeting of the American Psychological Association}, year = {2001}, address = {San Francisco CA}, author = {Simms, L.} } @booklet {1470, title = {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)}, year = {2001}, note = {{PDF file, 894 KB}}, address = {Alexandria VA: Human Resources Research Organization}, author = {J. R. McBride and Paddock, A. F. and Wise, L. L. and Strickland, W. J. and B. K. Waters} } @article {576, title = {Validity issues in computer-based testing}, journal = {Educational Measurement: Issues and Practice}, volume = {20(3)}, year = {2001}, pages = {16-25}, author = {Huff, K. L. and Sireci, S. G.} } @article {107, title = {Algoritmo mixto m{\'\i}nima entrop{\'\i}a-m{\'a}xima informaci{\'o}n para la selecci{\'o}n de {\'\i}tems en un test adaptativo informatizado}, journal = {Psicothema}, volume = {12}, number = {2}, year = {2000}, pages = {12-14}, abstract = {El objetivo del estudio que presentamos es comparar la eficacia como estrat egia de selecci{\'o}n de {\'\i}tems de tres algo ritmos dife rentes: a) basado en m{\'a}xima info rmaci{\'o}n; b) basado en m{\'\i}nima entrop{\'\i}a; y c) mixto m{\'\i}nima entrop{\'\i}a en los {\'\i}tems iniciales y m{\'a}xima info rmaci{\'o}n en el resto; bajo la hip{\'o}tesis de que el algo ritmo mixto, puede dotar al TAI de mayor eficacia. Las simulaciones de procesos TAI se re a l i z a ron sobre un banco de 28 {\'\i}tems de respuesta graduada calibrado seg{\'u}n el modelo de Samejima, tomando como respuesta al TAI la respuesta ori ginal de los sujetos que fueron utilizados para la c a l i b raci{\'o}n. Los resultados iniciales mu e s t ran c{\'o}mo el cri t e rio mixto es m{\'a}s eficaz que cualquiera de los otros dos tomados indep e n d i e n t e m e n t e. Dicha eficacia se maximiza cuando el algo ritmo de m{\'\i}nima entrop{\'\i}a se re s t ri n ge a la selecci{\'o}n de los pri m e ros {\'\i}tems del TAI, ya que con las respuestas a estos pri m e ros {\'\i}tems la estimaci{\'o}n de q comienza a ser re l evante y el algo ritmo de m{\'a}xima informaci{\'o}nse optimiza.Item selection algo rithms in computeri zed adap t ive testing. The aim of this paper is to compare the efficacy of three different item selection algo rithms in computeri zed adap t ive testing (CAT). These algorithms are based as follows: the first one is based on Item Info rm ation, the second one on Entropy, and the last algo rithm is a mixture of the two previous ones. The CAT process was simulated using an emotional adjustment item bank. This item bank contains 28 graded items in six categories , calibrated using Samejima (1969) Graded Response Model. The initial results show that the mixed criterium algorithm performs better than the other ones.}, keywords = {computerized adaptive testing}, author = {Dorronsoro, J. R. and Santa-Cruz, C. and Rubio Franco, V. J. and Aguado Garc{\'\i}a, D.} } @article {368, title = {CAT administration of language placement examinations}, journal = {Journal of Applied Measurement}, volume = {1}, number = {3}, year = {2000}, note = {1529-7713Journal Article}, pages = {292-302}, abstract = {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{\textquoteright}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{\textquoteright}t}, author = {Stahl, J. and Bergstrom, B. and Gershon, R. C.} } @conference {1124, title = {Classification accuracy and test security for a computerized adaptive mastery test calibrated with different IRT models}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {2000}, address = {New Orleans LA}, author = {Robin, F. and Xing, D. and Scrams, D. and Potenza, M.} } @article {607, title = {Computerized adaptive administration of the self-evaluation examination}, journal = {AANA.J}, volume = {68}, year = {2000}, pages = {226-31}, author = {LaVelle, T. and Zaglaniczny, K., and Spitzer, L.E.} } @book {1710, title = {Computerized adaptive testing: A primer (2nd edition)}, year = {2000}, address = {Hillsdale, N. J. : Lawrence Erlbaum Associates}, author = {Wainer, H., and Dorans, N. and Eignor, D. R. and Flaugher, R. and Green, B. F. and Mislevy, R. and Steinberg, L. and Thissen, D.} } @article {115, title = {Computerized adaptive testing for classifying examinees into three categories}, journal = {Educational and Psychological Measurement}, volume = {60}, number = {5}, year = {2000}, pages = {713-34}, abstract = {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}, author = {Theo Eggen and Straetmans, G. J. J. M.} } @article {378, title = {The development of a computerized version of Vandenberg{\textquoteright}s mental rotation test and the effect of visuo-spatial working memory loading}, journal = {Dissertation Abstracts International Section A: Humanities and Social Sciences}, volume = {60}, number = {11-A}, year = {2000}, pages = {3938}, abstract = {This dissertation focused on the generation and evaluation of web-based versions of Vandenberg{\textquoteright}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{\textquoteright}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{\textquoteright}s Mental Rotation Test. Previous versions of Vandenberg{\textquoteright}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}, author = {Strong, S. D.} } @article {351, title = {Diagnostische programme in der Demenzfr{\"u}herkennung: Der Adaptive Figurenfolgen-Lerntest (ADAFI) [Diagnostic programs in the early detection of dementia: The Adaptive Figure Series Learning Test (ADAFI)]}, journal = {Zeitschrift f{\"u}r Gerontopsychologie \& -Psychiatrie}, volume = {13}, number = {1}, year = {2000}, pages = {16-29}, abstract = {Zusammenfassung: Untersucht wurde die Eignung des computergest{\"u}tzten Adaptiven Figurenfolgen-Lerntests (ADAFI), zwischen gesunden {\"a}lteren Menschen und {\"a}lteren Menschen mit erh{\"o}htem Demenzrisiko zu differenzieren. Der im ADAFI vorgelegte Aufgabentyp der fluiden Intelligenzdimension (logisches Auff{\"u}llen von Figurenfolgen) hat sich in mehreren Studien zur Erfassung des intellektuellen Leistungspotentials (kognitive Plastizit{\"a}t) {\"a}lterer Menschen als g{\"u}nstig f{\"u}r die genannte Differenzierung erwiesen. Aufgrund seiner Konzeption als Diagnostisches Programm f{\"a}ngt der ADAFI allerdings einige Kritikpunkte an Vorgehensweisen in diesen bisherigen Arbeiten auf. Es konnte gezeigt werden, a) da{\ss} mit dem ADAFI deutliche Lokationsunterschiede zwischen den beiden Gruppen darstellbar sind, b) da{\ss} mit diesem Verfahren eine gute Vorhersage des mentalen Gesundheitsstatus der Probanden auf Einzelfallebene gelingt (Sensitivit{\"a}t: 80 \%, Spezifit{\"a}t: 90 \%), und c) da{\ss} die Vorhersageleistung statusdiagnostischer Tests zur Informationsverarbeitungsgeschwindigkeit und zum Arbeitsged{\"a}chtnis geringer ist. Die Ergebnisse weisen darauf hin, da{\ss} die plastizit{\"a}tsorientierte Leistungserfassung mit dem ADAFI vielversprechend f{\"u}r die Fr{\"u}hdiagnostik dementieller Prozesse sein k{\"o}nnte.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}, author = {Schreiber, M. D. and Schneider, R. J. and Schweizer, A. and Beckmann, J. F. and Baltissen, R.} } @booklet {1440, title = {Effects of item-selection criteria on classification testing with the sequential probability ratio test (Research Report 2000-8)}, year = {2000}, note = {$\#$LI00-8}, address = {Iowa City, IA: American College Testing}, author = {Lin, C.-J. and Spray, J. A.} } @booklet {1409, title = {Estimating item parameters from classical indices for item pool development with a computerized classification test (Research Report 2000-4)}, year = {2000}, address = {Iowa City IA: ACT Inc}, author = {Huang, C.-Y. and Kalohn, J.C. and Lin, C.-J. and Spray, J.} } @article {205, title = {Estimating Item Parameters from Classical Indices for Item Pool Development with a Computerized Classification Test. }, number = {Research Report 2000-4}, year = {2000}, institution = {ACT, Inc.}, address = {Iowa City, Iowa}, author = {Huang, C.-Y. and Kalohn, J.C. and Lin, C.-J. and Spray, J. A.} } @booklet {1344, title = {Estimating item parameters from classical indices for item pool development with a computerized classification test (ACT Research 2000-4)}, year = {2000}, address = {Iowa City IA, ACT, Inc}, author = {Chang, C.-Y. and Kalohn, J.C. and Lin, C.-J. and Spray, J.} } @article {364, title = {An exploratory analysis of item parameters and characteristics that influence item level response time}, journal = {Dissertation Abstracts International Section A: Humanities and Social Sciences}, volume = {61}, number = {5-A}, year = {2000}, pages = {1812}, abstract = {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}, author = {Smith, Russell Winsor} } @booklet {1619, title = {A framework for comparing adaptive test designs}, year = {2000}, address = {Unpublished manuscript}, author = {Stocking, M. L.} } @inbook {1858, title = {The GRE computer adaptive test: Operational issues}, year = {2000}, address = {W. J. van der Linden and C. A. W. Glas (Eds.), Computerized adaptive testing: Theory and practice (pp. 75-99). Dordrecht, Netherlands: Kluwer.}, author = {Mills, C. N. and Steffen, M.} } @booklet {1622, title = {An investigation of approaches to computerizing the GRE subject tests (GRE Board Professional Report No 93-08P; Educational Testing Service Research Report 00-4)}, year = {2000}, note = {$\#$ST00-01}, address = {Princeton NJ: Educational Testing Service.}, author = {Stocking, M. L. and Smith, R. and Swanson, L.} } @article {145, title = {Item selection algorithms in computerized adaptive testing}, journal = {Psicothema}, volume = {12}, number = {Suppl 2}, year = {2000}, note = {Spanish .Algoritmo mixto minima entropia-maxima informacion para la seleccion de items en un test adaptativo informatizado..Universidad de Oviedo, Spain}, pages = {12-14}, abstract = {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).}, author = {Garcia, David A. and Santa Cruz, C. and Dorronsoro, J. R. and Rubio Franco, V. J.} } @inbook {1897, title = {Methods of controlling the exposure of items in CAT}, year = {2000}, address = {W. J. van der Linden and C. A. W. Glas (eds.), Computerized adaptive testing: Theory and practice (pp. 163-182). Norwell MA: Kluwer.}, author = {Stocking, M. L. and Lewis, C.} } @inbook {1886, title = {Principles of multidimensional adaptive testing}, year = {2000}, address = {W. J. van der Linden and C. A. W. Glas (Eds.), Computerized adaptive testing: Theory and practice (pp. 53-73). Norwell MA: Kluwer.}, author = {Segall, D. O.} } @article {356, title = {A review of CAT review}, journal = {Popular Measurement}, volume = {3}, number = {1}, year = {2000}, pages = {47-49}, abstract = {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)}, author = {Sekula-Wacura, R.} } @booklet {1509, title = {A selection procedure for polytomous items in computerized adaptive testing (Measurement and Research Department Reports 2000-5)}, year = {2000}, address = {Arnhem, The Netherlands: Cito}, author = {Rijn, P. W. van, and Theo Eggen and Hemker, B. T. and Sanders, P. F.} } @conference {1137, title = {Some considerations for improving accuracy of estimation of item characteristic curves in online calibration of computerized adaptive testing}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {2000}, address = {New Orleans LA}, author = {Samejima, F.} } @conference {1179, title = {CAT administration of language placement exams}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1999}, address = {Montreal, Canada}, author = {Stahl, J. and Gershon, R. C. and Bergstrom, B.} } @booklet {1597, title = {A comparison of testlet-based test designs for computerized adaptive testing (LSAC Computerized Testing Report 97-01)}, year = {1999}, address = {Newtown, PA: LSAC.}, author = {Schnipke, D. L. and Reese, L. M.} } @booklet {1631, title = {Computerized adaptive testing in the Bundeswehr}, year = {1999}, note = {$\#$ST99-01 {PDF file, 427 KB}}, address = {Unpublished manuscript}, author = {Storm, E. G.} } @conference {1082, title = {Computerized testing {\textendash} Issues and applications (Mini-course manual)}, booktitle = {Annual Meeting of the National Council on Measurement in Education}, year = {1999}, address = {Montreal}, author = {Parshall, C. and Davey, T. and Spray, J. and Kalohn, J.} } @conference {1063, title = {Detecting items that have been memorized in the CAT environment}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1999}, address = {Montreal, Canada}, author = {McLeod, L. D. and Schinpke, D. L.} } @inbook {1889, title = {Development of the computerized adaptive testing version of the Armed Services Vocational Aptitude Battery}, year = {1999}, address = {F. Drasgow and J. Olson-Buchanan (Eds.). Innovations in computerized assessment. Mahwah NJ: Erlbaum.}, author = {Segall, D. O. and Moreno, K. E.} } @article {220, title = {The effect of model misspecification on classification decisions made using a computerized test}, journal = {Journal of Educational Measurement}, volume = {36}, number = {1}, year = {1999}, note = {National Council on Measurement in Education, US}, pages = {47-59}, abstract = {Many computerized testing algorithms require the fitting of some item response theory (IRT) model to examinees{\textquoteright} 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{\textquoteright} 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}, author = {Kalohn, J.C. and Spray, J. A.} } @article {808, title = {Examinee judgments of changes in item difficulty: Implications for item review in computerized adaptive testing}, journal = {Applied Measurement in Education}, volume = {12}, year = {1999}, pages = {185-198}, author = {Wise, S. L. and Finney, S. J., and Enders, C. K. and Freeman, S.A. and Severance, D.D.} } @booklet {1348, title = {Exploring the relationship between item exposure rate and test overlap rate in computerized adaptive testing}, year = {1999}, note = {(Also ACT Research Report 99-5). (Also presented at American Educational Research Association, 1999)}, address = {Paper presented at the annual meeting of the National Council on Measurement in Education, Montreal, Canada}, author = {Chen, S. and Ankenmann, R. D. and Spray, J. A.} } @booklet {1349, title = {Exploring the relationship between item exposure rate and test overlap rate in computerized adaptive testing (ACT Research Report series 99-5)}, year = {1999}, note = {(also National Council on Measurement in Education paper, 1999).}, address = {Iowa City IA: ACT, Inc}, author = {Chen, S-Y. and Ankenmann, R. D. and Spray, J. A.} } @conference {1020, title = {Impact of flawed items on ability estimation in CAT}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1999}, note = {$\#$LI99-01}, address = {Montreal, Canada}, author = {Liu, M. and Steffen, M.} } @article {327, title = {Incorporating content constraints into a multi-stage adaptive testlet design.}, number = {BBB16784}, year = {1999}, institution = {Law School Admission Council}, address = {Princeton, NJ. USA}, abstract = {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)}, isbn = {Series}, author = {Reese, L. M. and Schnipke, D. L. and Luebke, S. W.} } @conference {1227, title = {Limiting answer review and change on computerized adaptive vocabulary tests: Psychometric and attitudinal results}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1999}, note = {$\#$VI99-01}, address = {Montreal, Canada}, author = {Vispoel, W. P. and Hendrickson, A. and Bleiler, T. and Widiatmo, H. and Shrairi, S. and Ihrig, D.} } @conference {1169, title = {More efficient use of item inventories}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1999}, address = {Montreal, Canada}, author = {Smith, R. and Zhu, R.} } @conference {949, title = {Reducing item exposure without reducing precision (much) in computerized adaptive testing}, booktitle = { Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1999}, address = {Montreal, CA}, author = {Holmes, R. M. and Segall, D. O.} } @conference {1144, title = {Response time feedback on computer-administered tests}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1999}, address = {Montreal, Canada}, author = {Scrams, D. J. and Schnipke, D. L.} } @conference {1181, title = {Test-taking strategies}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1999}, address = {Montreal, Canada}, author = {Steffen, M.} } @conference {1183, title = {Test-taking strategies in computerized adaptive testing}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1999}, address = {Montreal, Canada}, author = {Steffen, M. and Way, W. D.} } @article {406, title = {Using response-time constraints to control for differential speededness in computerized adaptive testing}, journal = {Applied Psychological Measurement}, volume = {23}, number = {3}, year = {1999}, note = {Sage Publications, US}, pages = {195-210}, abstract = {An item-selection algorithm is proposed for neutralizing the differential effects of time limits on computerized adaptive test scores. The method is based on a statistical model for distributions of examinees{\textquoteright} response times on items in a bank that is updated each time an item is administered. Predictions from the model are used as constraints in a 0-1 linear programming model for constrained adaptive testing that maximizes the accuracy of the trait estimator. The method is demonstrated empirically using an item bank from the Armed Services Vocational Aptitude Battery. }, keywords = {computerized adaptive testing}, author = {van der Linden, W. J. and Scrams, D. J. and Schnipke, D. L.} } @conference {1276, title = {Adaptive testing without IRT}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1998}, note = {(ERIC No. ED422359)}, address = {San Diego CA}, author = {Yan, D. and Lewis, C. and Stocking, M.} } @conference {1180, title = {Application of an IRT ideal point model to computer adaptive assessment of job performance}, booktitle = {Paper presented at the annual meeting of the Society for Industrial and Organization Psychology}, year = {1998}, address = {Dallas TX}, author = {Stark, S. and F Drasgow} } @booklet {1633, title = {Comparability of paper-and-pencil and computer adaptive test scores on the GRE General Test (GRE Board Professional Report No 95-08P; Educational Testing Service Research Report 98-38)}, year = {1998}, address = {Princeton, NJ: Educational Testing Service}, author = {Schaeffer, G. and Bridgeman, B. and Golub-Smith, M. L. and Lewis, C. and Potenza, M. T. and Steffen, M.} } @article {348, title = {Comparability of paper-and-pencil and computer adaptive test scores on the GRE General Test}, number = {ETS Research Report 98-38}, year = {1998}, month = {August, 1998}, institution = {Educational Testing Services}, address = {Princeton, N.J.}, isbn = {ETS Research Report 98-38}, author = {Schaeffer, G. A. and Bridgeman, B. and Golub-Smith, M. L. and Lewis, C. and Potenza, M. T. and Steffen, M.} } @article {377, title = {Computerized adaptive testing: What it is and how it works}, journal = {Educational Technology}, volume = {38}, number = {1}, year = {1998}, pages = {45-52}, abstract = {Describes the workings of computerized adaptive testing (CAT). Focuses on the key concept of information and then discusses two important components of a CAT system: the calibrated item bank and the testing algorithm. Describes a CAT that was designed for making placement decisions on the basis of two typical test administrations and notes the most significant differences between traditional paper-based testing and CAT. (AEF)}, author = {Straetmans, G. J. J. M. and Theo Eggen} } @article {372, title = {Controlling item exposure conditional on ability in computerized adaptive testing}, journal = {Journal of Educational \& Behavioral Statistics}, volume = {23}, number = {1}, year = {1998}, note = {American Educational Research Assn, US}, pages = {57-75}, abstract = {The interest in the application of large-scale adaptive testing for secure tests has served to focus attention on issues that arise when theoretical advances are made operational. One such issue is that of ensuring item and pool security in the continuous testing environment made possible by the computerized admin-istration of a test, as opposed to the more periodic testing environment typically used for linear paper-and-pencil tests. This article presents a new method of controlling the exposure rate of items conditional on ability level in this continuous testing environment. The properties of such conditional control on the exposure rates of items, when used in conjunction with a particular adaptive testing algorithm, are explored through studies with simulated data. }, author = {Stocking, M. L. and Lewis, C.} } @conference {1250, title = {Developing, maintaining, and renewing the item inventory to support computer-based testing}, booktitle = {Paper presented at the colloquium}, year = {1998}, address = {Computer-Based Testing: Building the Foundation for Future Assessments, Philadelphia PA}, author = {Way, W. D. and Steffen, M. and Anderson, G. S.} } @conference {962, title = {Effect of item selection on item exposure rates within a computerized classification test}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1998}, address = {San Diego CA}, author = {Kalohn, J.C. and Spray, J. A.} } @conference {1182, title = {Evaluation of methods for the use of underutilized items in a CAT environment}, booktitle = {Paper presented at the annual meeting of the Psychometric Society}, year = {1998}, address = {Urbana, IL}, author = {Steffen, M. and Liu, M.} } @conference {1187, title = {An examination of item-level response times from an operational CAT}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1998}, address = {Urbana IL}, author = {Swygert, K.} } @conference {1168, title = {Expected losses for individuals in Computerized Mastery Testing}, booktitle = {Paper presented at the annual meeting of National Council on Measurement in Education}, year = {1998}, address = {San Diego}, author = {Smith, R. and Lewis, C.} } @booklet {1616, title = {A framework for comparing adaptive test designs}, number = {(Unpublished manuscript)}, year = {1998}, address = {Princeton NJ: Educational Testing Service}, author = {Stocking, M. L.} } @conference {1019, title = {The impact of scoring flawed items on ability estimation in CAT}, booktitle = {Paper presented at the annual meeting of the Psychometric Society}, year = {1998}, address = {Urbana, IL}, author = {Liu, M. and Steffen, M.} } @article {714, title = {Optimal design of item pools for computerized adaptive testing}, journal = {Applied Psychological Measurement}, volume = {22}, year = {1998}, pages = {271-279}, author = {Stocking, M. L. and Swanson, L.} } @conference {1037, title = {Patterns of item exposure using a randomized CAT algorithm}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1998}, address = {San Diego, CA}, author = {Lunz, M. E. and Stahl, J. A.} } @article {373, title = {Simulating the use of disclosed items in computerized adaptive testing}, journal = {Journal of Educational Measurement}, volume = {35}, number = {1}, year = {1998}, note = {National Council on Measurement in Education, US}, pages = {48-68}, abstract = {Regular use of questions previously made available to the public (i.e., disclosed items) may provide one way to meet the requirement for large numbers of questions in a continuous testing environment, that is, an environment in which testing is offered at test taker convenience throughout the year rather than on a few prespecified test dates. First it must be shown that such use has effects on test scores small enough to be acceptable. In this study simulations are used to explore the use of disclosed items under a worst-case scenario which assumes that disclosed items are always answered correctly. Some item pool and test designs were identified in which the use of disclosed items produces effects on test scores that may be viewed as negligible.}, keywords = {computerized adaptive testing}, author = {Stocking, M. L. and W. C. Ward and Potenza, M. T.} } @conference {1136, title = {Some considerations for eliminating biases in ability estimation in computerized adaptive testing}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {1998}, author = {Samejima, F.} } @booklet {1537, title = {Using response-time constraints to control for differential speededness in adaptive testing (Research Report 98-06)}, year = {1998}, address = {Enschede, The Netherlands: University of Twente, Faculty of Educational Science and Technology, Department of Measurement and Data Analysis}, author = {van der Linden, W. J. and Scrams, D. J. and Schnipke, D. L.} } @conference {1268, title = {The accuracy of examinee judgments of relative item difficulty: Implication for computerized adaptive testing}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1997}, address = {Chicago}, author = {Wise, S. L. and Freeman, S.A. and Finney, S. J. and Enders, C. K. and Severance, D.D.} } @article {711, title = {An alternative method for scoring adaptive tests}, journal = {Journal of Educational and Behavioral Statistics}, volume = {21}, year = {1997}, note = {(Also Educational Testing Service RR 94-48)}, pages = {365-389}, author = {Stocking, M. L.} } @conference {1148, title = {Applications of multidimensional adaptive testing}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1997}, address = {Montreal, Canada}, author = {Segall, D. O.} } @conference {1175, title = {Calibration of CAT items administered online for classification: Assumption of local independence}, booktitle = {Paper presented at the annual meeting of the Psychometric Society}, year = {1997}, address = {Gatlinburg TN}, author = {Spray, J. A. and Parshall, C. G. and Huang, C.-H.} } @conference {1143, title = {A comparison of testlet-based test designs for computerized adaptive testing}, booktitle = {Paper presented at the meeting of American Educational Research Association}, year = {1997}, address = {Chicago, IL}, author = {Schnipke, D. L. and Reese, L. M.} } @book {347, title = {Computerized adaptive testing: From inquiry to operation}, year = {1997}, note = {References .Using Smart Source Parsingxvii, pp}, publisher = {American Psychological Association}, organization = {American Psychological Association}, address = {Washington, D.C., USA}, abstract = {(from the cover) This book traces the development of computerized adaptive testing (CAT) from its origins in the 1960s to its integration with the Armed Services Vocational Aptitude Battery (ASVAB) in the 1990s. A paper-and-pencil version of the battery (P\&P-ASVAB) has been used by the Defense Department since the 1970s to measure the abilities of applicants for military service. The test scores are used both for initial qualification and for classification into entry-level training opportunities. /// This volume provides the developmental history of the CAT-ASVAB through its various stages in the Joint-Service arena. Although the majority of the book concerns the myriad technical issues that were identified and resolved, information is provided on various political and funding support challenges that were successfully overcome in developing, testing, and implementing the battery into one of the nation{\textquoteright}s largest testing programs. The book provides useful information to professionals in the testing community and everyone interested in personnel assessment and evaluation. (PsycINFO Database Record (c) 2004 APA, all rights reserved).}, keywords = {computerized adaptive testing}, author = {Sands, W. A. and B. K. Waters and J. R. McBride} } @booklet {1602, title = {Computerized adaptive testing through the World Wide Web}, number = {(ERIC No. ED414536)}, year = {1997}, address = {(ERIC No. ED414536)}, author = {Shermis, M. D. and Mzumara, H. and Brown, M. and Lillig, C.} } @conference {1156, title = {Computerized adaptive testing through the World Wide Web}, year = {1997}, author = {Shermis, M. D.} } @conference {1157, title = {Controlling test and computer anxiety: Test performance under CAT and SAT conditions}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1997}, address = {Chicago IL}, author = {Shermis, M. D. and Mzumara, H. and Bublitz, S.} } @inbook {1888, title = {Current and future challenges}, year = {1997}, address = {W. A. Sands, B. K. Waters, and J. R. McBride (Eds.). Computerized adaptive testing: From inquiry to operation (pp 257-269). Washington DC: American Psychological Association.}, author = {Segall, D. O. and Moreno, K. E.} } @conference {1188, title = {Detecting misbehaving items in a CAT environment}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1997}, address = {Chicago, IL}, author = {Swygert, K.} } @conference {1147, title = {The effects of motivation on equating adaptive and conventional tests}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1997}, address = {Chicago IL}, author = {Segall, D. O.} } @inbook {1885, title = {Equating the CAT-ASVAB}, year = {1997}, address = {W. A. Sands, B. K. Waters, and J. R. McBride (Eds.), Computerized adaptive testing: From inquiry to operation (pp. 181-198). Washington DC: American Psychological Association.}, author = {Segall, D. O.} } @article {472, title = {Evaluating an automatically scorable, open-ended response type for measuring mathematical reasoning in computer-adaptive tests}, year = {1997}, author = {Bennett, R. E. and Steffen, M. and Singley, M.K. and Morley, M. and Jacquemin, D.} } @inbook {1792, title = {Evaluating item calibration medium in computerized adaptive testing}, year = {1997}, address = {W.A. Sands, B.K. Waters and J.R. McBride, Computerized adaptive testing: From inquiry to operation (pp. 161-168). Washington, DC: American Psychological Association.}, author = {Hetter, R. D. and Segall, D. O. and Bloxom, B. M.} } @article {668, title = {Flawed items in computerized adaptive testing}, journal = {Journal of Educational Measurement}, volume = {4}, year = {1997}, note = {(Also Educational Testing Service RR-94-06)}, pages = {79-96}, author = {Potenza, M. T. and Stocking, M. L.} } @booklet {1504, title = {Incorporating content constraints into a multi-stage adaptive testlet design: LSAC report}, year = {1997}, address = {Newtown, PA: Law School Admission Council}, author = {Reese, L. M. and Schnipke, D. L. and Luebke, S. W.} } @conference {1167, title = {Incorporating decision consistency into Bayesian sequential testing}, booktitle = {Paper presented at the annual meeting of National Council on Measurement in Education}, year = {1997}, address = {Chicago}, author = {Smith, R. and Lewis, C.} } @inbook {196, title = {Item exposure control in CAT-ASVAB}, booktitle = {Computerized adaptive testing: From inquiry to operation}, year = {1997}, pages = {141-144}, publisher = {American Psychological Association}, organization = {American Psychological Association}, address = {Washington D.C., USA}, abstract = {Describes the method used to control item exposure in computerized adaptive testing-Armed Services Vocational Aptitude Battery (CAT-ASVAB). The method described was developed specifically to ensure that CAT-ASVAB items were expose no more often than the items in the printers ASVAB{\textquoteright}s alternate forms, ensuring that CAT ASVAB is nor more vulnerable than printed ASVAB forms to comprise from item exposure. (PsycINFO Database Record (c) 2010 APA, all rights reserved)}, author = {Hetter, R. D. and Sympson, J. B.}, editor = {J. R. McBride} } @inbook {1891, title = {Item pool development and evaluation}, year = {1997}, address = {W. A. Sands, B. K. Waters, and J. R. McBride (Eds.), Computerized adaptive testing: From inquiry to operation (pp. 117-130). Washington DC: American Psychological Association.}, author = {Segall, D. O. and Moreno, K. E. and Hetter, D. H.} } @conference {1006, title = {Maintaining a CAT item pool with operational data}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1997}, address = {Chicago IL}, author = {Levine, M. L. and Segall, D. O. and Williams, B. A.} } @conference {1092, title = {Maintaining item and test security in a CAT environment: A simulation study}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1997}, address = {Chicago IL)}, author = {Patsula, L N. and Steffen, M.} } @article {369, title = {On-line performance assessment using rating scales}, journal = {Journal of Outcomes Measurement}, volume = {1}, number = {3}, year = {1997}, note = {1090-655X (Print)Journal Article}, pages = {173-191}, abstract = {The purpose of this paper is to report on the development of the on-line performance assessment instrument--the Assessment of Motor and Process Skills (AMPS). Issues that will be addressed in the paper include: (a) the establishment of the scoring rubric and its implementation in an extended Rasch model, (b) training of raters, (c) validation of the scoring rubric and procedures for monitoring the internal consistency of raters, and (d) technological implementation of the assessment instrument in a computerized program.}, keywords = {*Outcome Assessment (Health Care), *Rehabilitation, *Software, *Task Performance and Analysis, Activities of Daily Living, Humans, Microcomputers, Psychometrics, Psychomotor Performance}, author = {Stahl, J. and Shumway, R. and Bergstrom, B. and Fisher, A.} } @inbook {1890, title = {Psychometric procedures for administering CAT-ASVAB}, year = {1997}, address = {W. A. Sands, B. K. Waters, and J. R. McBride (Eds.), Computerized adaptive testing: From inquiry to operation (pp. 131-140). Washington D.C.: American Psychological Association.}, author = {Segall, D. O. and Moreno, K. E. and Bloxom, B. M. and Hetter, R. D.} } @conference {1186, title = {Relationship of response latency to test design, examinee ability, and item difficulty in computer-based test administration}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1997}, address = {Chicago IL}, author = {Swanson, D. B. and Featherman, C. M. and Case, A. M. and Luecht, RM and Nungester, R.} } @inbook {1860, title = {Reliability and construct validity of CAT-ASVAB}, year = {1997}, address = {W. A. Sands, B. K. Waters, and J. R. McBride (Eds.). Computerized adaptive testing: From inquiry to operation (pp. 169-179). Washington DC: American Psychological Association.}, author = {Moreno, K. E. and Segall, O. D.} } @article {371, title = {Revising item responses in computerized adaptive tests: A comparison of three models}, journal = {Applied Psychological Measurement}, volume = {21}, number = {2}, year = {1997}, note = {Sage Publications, US}, pages = {129-142}, abstract = {Interest in the application of large-scale computerized adaptive testing has focused attention on issues that arise when theoretical advances are made operational. One such issue is that of the order in which exaniinees address questions within a test or separately timed test section. In linear testing, this order is entirely under the control of the examinee, who can look ahead at questions and return and revise answers to questions. Using simulation, this study investigated three models that permit restricted examinee control over revising previous answers in the context of adaptive testing. Even under a worstcase model of examinee revision behavior, two of the models of permitting item revisions worked well in preserving test fairness and accuracy. One model studied may also preserve some cognitive processing styles developed by examinees for a linear testing environment. }, keywords = {computerized adaptive testing}, author = {Stocking, M. L.} } @booklet {1628, title = {Simulating the use of disclosed items in computerized adaptive testing (Research Report 97-10)}, year = {1997}, address = {Princeton NJ: Educational Testing Service}, author = {Stocking, M. L. and W. C. Ward and Potenza, M. T.} } @booklet {1606, title = {Unidimensional approximations for a computerized adaptive test when the item pool and latent space are multidimensional (Research Report 97-5)}, year = {1997}, address = {Iowa City IA: ACT Inc}, author = {Spray, J. A. and Abdel-Fattah, A. A. and Huang, C.-Y. and Lau, CA} } @inbook {1892, title = {Validation of the experimental CAT-ASVAB system}, year = {1997}, address = {W. A. Sands, B. K. Waters, and J. R. McBride (Eds.), Computerized adaptive testing: From inquiry to operation. Washington, DC: American Psychological Association.}, author = {Segall, D. O. and Moreno, K. E. and Kieckhaefer, W. F. and Vicino, F. L. and J. R. McBride} } @article {710, title = {An alternative method for scoring adaptive tests}, journal = {Journal of Educational and Behavioral Statistics}, volume = {21}, year = {1996}, note = {(Also Educational Testing Service RR 94-48.)}, pages = {365-389}, author = {Stocking, M. L.} } @article {367, title = {Comparison of SPRT and sequential Bayes procedures for classifying examinees into two categories using a computerized test}, journal = {Journal of Educational \& Behavioral Statistics}, volume = {21}, year = {1996}, pages = {405-414}, author = {Spray, J. A. and Reckase, M. D.} } @article {700, title = {Computerized adaptive skill assessment in a statewide testing program}, journal = {Journal of Research on Computing in Education}, volume = {29(1)}, year = {1996}, pages = {49-67}, author = {Shermis, M. D. and Stemmer, P. M. and Webb, P. M.} } @booklet {1369, title = {Computerized adaptive testing for classifying examinees into three categories (Measurement and Research Department Rep 96-3)}, year = {1996}, note = {$\#$EG96-3 . [Reprinted in Chapter 5 in $\#$EG04-01]}, address = {Arnhem, The Netherlands: Cito}, author = {Theo Eggen and Straetmans, G. J. J. M.} } @article {699, title = {Computerized adaptive testing for reading assessment and diagnostic assessment}, journal = {Journal of Developmental Education}, number = {20}, year = {1996}, pages = {18-20}, author = {Shermis, M. D. and et. al.} } @conference {1163, title = {Computing scores for incomplete GRE General computer adaptive tests}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1996}, address = {New York NY}, author = {Slater, S. C. and Schaffer, G.A.} } @conference {826, title = {Effect of altering passing score in CAT when unidimensionality is violated}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {1996}, month = {April}, address = {New York NY}, author = {Abdel-Fattah, A. A. and Lau, CA and Spray, J. A.} } @conference {921, title = {Effects of randomesque item selection on CAT item exposure rates and proficiency estimation under 1- and 2-PL models}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {1996}, address = {New York}, author = {Featherman, C. M. and Subhiyah, R. G. and Hadadi, A.} } @conference {1116, title = {An evaluation of a two-stage testlet design for computerized adaptive testing}, booktitle = {Paper presented at the annual meeting of the Psychometric Society}, year = {1996}, address = {Banff, Alberta, Canada}, author = {Reese, L. M. and Schnipke, D. L.} } @article {353, title = {Multidimensional adaptive testing}, journal = {Psychometrika}, volume = {61}, number = {2}, year = {1996}, note = {Peer Reviewed Journalhttp://www.psychometrika.org/}, pages = {331-354}, abstract = {Maximum likelihood and Bayesian procedures for item selection and scoring of multidimensional adaptive tests are presented. A demonstration using simulated response data illustrates that multidimensional adaptive testing (MAT) can provide equal or higher reliabilities with about one-third fewer items than are required by one-dimensional adaptive testing (OAT). Furthermore, holding test-length constant across the MAT and OAT approaches, substantial improvements in reliability can be obtained from multidimensional assessment. A number of issues relating to the operational use of multidimensional adaptive testing are discussed.}, author = {Segall, D. O.} } @article {696, title = {Multidimensional adaptive testing}, journal = {Psychometrika}, volume = {61}, year = {1996}, pages = {331-354}, author = {Segall, D. O.} } @conference {922, title = {New algorithms for item selection and exposure and proficiency estimation under 1- and 2-PL models}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {1996}, address = {New York}, author = {Featherman, C. M. and Subhiyah, R. G. and Hadadi, A.} } @booklet {1626, title = {Optimal design of item pools for computerized adaptive testing (Research Report 96-34)}, year = {1996}, address = {Princeton NJ: Educational Testing Service}, author = {Stocking, M. L. and Swanson, L.} } @article {645, title = {Practical issues in large-scale computerized adaptive testing}, journal = {Applied Measurement in Education}, volume = {9}, year = {1996}, pages = {287-304}, author = {Mills, C. N., and Stocking, M. L.} } @booklet {1615, title = {Revising item responses in computerized adaptive testing: A comparison of three models (RR-96-12)}, year = {1996}, note = {$\#$ST96-12 [See APM paper 1997).}, address = {Princeton NJ: Educational Testing Service}, author = {Stocking, M. L.} } @conference {1166, title = {A search procedure to determine sets of decision points when using testlet-based Bayesian sequential testing procedures}, booktitle = {Paper presented at the annual meeting of National Council on Measurement in Education}, year = {1996}, address = {New York}, author = {Smith, R. and Lewis, C.} } @conference {991, title = {Using unidimensional IRT models for dichotomous classification via CAT with multidimensional data}, booktitle = {Poster session presented at the annual meeting of the American Educational Research Association}, year = {1996}, address = {Boston MA}, author = {Lau, CA and Abdel-Fattah, A. A. and Spray, J. A.} } @conference {1165, title = {A Bayesian computerized mastery model with multiple cut scores}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1995}, address = {San Francisco CA}, author = {Smith, R. L. and Lewis, C.} } @conference {913, title = {Comparability studies for the GRE CAT General Test and the NCLEX using CAT}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1995}, address = {San Francisco}, author = {Eignor, D. R. and Schaffer, G.A.} } @conference {1008, title = {A comparison of classification agreement between adaptive and full-length test under the 1-PL and 2-PL models}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {1995}, note = {(cited in $\#$RE98311)}, address = {San Francisco CA}, author = {Lewis, M. J. and Subhiyah, R. G. and Morrison, C. A.} } @conference {858, title = {A comparison of gender differences on paper-and-pencil and computer-adaptive versions of the Graduate Record Examination}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {1995}, address = {San Francisco CA}, author = {Bridgeman, B. and Schaeffer, G. A.} } @article {695, title = {A comparison of item selection routines in linear and adaptive tests}, journal = {Journal of Educational Measurement}, volume = {32}, year = {1995}, pages = {227-242}, author = {Schnipke, D. L., and Green, B. F.} } @conference {1249, title = {A comparison of two IRT-based models for computerized mastery testing when item parameter estimates are uncertain}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {1995}, address = {San Francisco}, author = {Way, W. D. and Lewis, C. and Smith, R. L.} } @booklet {1621, title = {Controlling item exposure conditional on ability in computerized adaptive testing (Research Report 95-25)}, year = {1995}, note = {$\#$ST95-25; also see $\#$ST98057}, address = {Princeton NJ: Educational Testing Service.}, author = {Stocking, M. L. and Lewis, C.} } @conference {1174, title = {The effect of model misspecification on classification decisions made using a computerized test: 3-PLM vs. 1PLM (and UIRT versus MIRT)}, booktitle = {Paper presented at the Annual Meeting of the Psychometric Society}, year = {1995}, note = {$\#$SP95-01}, address = {Minneapolis, MN}, author = {Spray, J. A. and Kalohn, J.C. and Schulz, M. and Fleer, P. Jr.} } @conference {1146, title = {The effects of item compromise on computerized adaptive test scores}, booktitle = {Paper presented at the meeting of the Society for Industrial and Organizational Psychology}, year = {1995}, address = {Orlando, FL}, author = {Segall, D. O.} } @conference {1145, title = {Equating the CAT-ASVAB: Experiences and lessons learned}, booktitle = {Paper presented at the meeting of the National Council on Measurement in Education}, year = {1995}, address = {San Francisco}, author = {Segall, D. O.} } @conference {1153, title = {Equating the CAT-ASVAB: Issues and approach}, booktitle = {Paper presented at the meeting of the National Council on Measurement in Education}, year = {1995}, address = {San Francisco}, author = {Segall, D. O. and Carter, G.} } @conference {1190, title = {Estimation of item difficulty from restricted CAT calibration samples}, booktitle = {Paper presented at the annual conference of the National Council on Measurement in Education in San Francisco.}, year = {1995}, author = {Sykes, R. and Ito, K.} } @booklet {1595, title = {The introduction and comparability of the computer-adaptive GRE General Test (GRE Board Professional Report 88-08ap; Educational Testing Service Research Report 95-20)}, year = {1995}, address = {Princeton NJ: Educational Testing Service}, author = {Schaeffer, G. A. and Steffen, M. Golub-Smith, M. L. and Mills, C. N. and Durso, R.} } @conference {1069, title = {Item exposure rates for unconstrained and content-balanced computerized adaptive tests}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {1995}, address = {San Francisco CA}, author = {Morrison, C. and Subhiyah, R,, and Nungester, R.} } @booklet {1620, title = {A new method of controlling item exposure in computerized adaptive testing (Research Report 95-25)}, year = {1995}, address = {Princeton NJ: Educational Testing Service}, author = {Stocking, M. L. and Lewis, C.} } @booklet {1477, title = {Practical issues in large-scale high-stakes computerized adaptive testing (Research Report 95-23)}, year = {1995}, note = {$\#$MI95-23}, address = {Princeton, NJ: Educational Testing Service.}, author = {Mills, C. N. and Stocking, M. L.} } @conference {1154, title = {Some new methods for content balancing adaptive tests}, booktitle = {Paper presented at the annual meeting of the Psychometric Society}, year = {1995}, address = {Minneapolis MN}, author = {Segall, D. O. and Davey, T. C.} } @article {194, title = {Theoretical results and item selection from multidimensional item bank in the Mokken IRT model for polytomous items}, journal = {Applied Psychological Measurement}, volume = {19}, number = {4}, year = {1995}, pages = {337{\textendash}352}, author = {Hemker, B. T. and Sijtsma, K. and Molenaar, I. W.} } @booklet {1600, title = {CAT-GATB simulation studies}, year = {1994}, address = {San Diego CA: Navy Personnel Research and Development Center}, author = {Segall, D. O.} } @article {2030, title = {A Comparison of Item Calibration Media in Computerized Adaptive Testing}, journal = {Applied Psychological Measurement}, volume = {18}, number = {197-204}, year = {1994}, author = {Hetter, R. D. and Segall, D. O. and Bloxom, B. M.} } @article {570, title = {A comparison of item calibration media in computerized adaptive tests}, journal = {Applied Psychological Measurement}, volume = {18}, year = {1994}, pages = {197-204}, author = {Hetter, R. D. and Segall, D. O. and Bloxom, B. M.} } @article {705, title = {Computerized adaptive testing: Revolutionizing academic assessment}, journal = {Community College Journal}, volume = {65 (1)}, year = {1994}, pages = {32-35}, author = {Smittle, P.} } @conference {955, title = {The effect of restricting ability distributions in the estimation of item difficulties: Implications for a CAT implementation}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1994}, address = {New Orleans}, author = {Ito, K. and Sykes, R.C.} } @article {630, title = {The effect of review on the psychometric characteristics of computerized adaptive tests}, journal = {Applied Measurement in Education}, volume = {7(3)}, year = {1994}, pages = {211-222}, author = {Lunz, M. E. and Stone, G. E.} } @article {717, title = {The effect of review on the psychometric characteristics of computerized adaptive tests}, journal = {Applied Measurement in Education}, volume = {7}, year = {1994}, pages = {211-222}, author = {Stone, G. E. and Lunz, M. E.} } @article {376, title = {The effect of review on the psychometric characterstics of computerized adaptive tests}, journal = {Applied Measurement in Education}, volume = {7}, number = {3}, year = {1994}, note = {Lawrence Erlbaum, US}, pages = {211-222}, abstract = {Explored the effect of reviewing items and altering responses on examinee ability estimates, test precision, test information, decision confidence, and pass/fail status for computerized adaptive tests. Two different populations of examinees took different computerized certification examinations. For purposes of analysis, each population was divided into 3 ability groups (high, medium, and low). Ability measures before and after review were highly correlated, but slightly lower decision confidence was found after review. Pass/fail status was most affected for examinees with estimates close to the pass point. Decisions remained the same for 94\% of the examinees. Test precision is only slightly affected by review, and the average information loss can be recovered by the addition of one item. (PsycINFO Database Record (c) 2002 APA, all rights reserved).}, author = {Stone, G. E. and Lunz, M. E.} } @conference {375, title = {The historical developments of fit and its assessment in the computerized adaptive testing environment}, booktitle = {Midwestern Education Research Association annual meeting}, year = {1994}, month = {10/1994}, address = {Chicago, IL USA}, author = {Stone, G. E.} } @conference {1185, title = {Item calibration considerations: A comparison of item calibrations on written and computerized adaptive examinations}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {1994}, address = {New Orleans LA}, author = {Stone, G. E. and Lunz, M. E.} } @conference {915, title = {Pinpointing PRAXIS I CAT characteristics through simulation procedures}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1994}, address = {New Orleans, LA}, author = {Eignor, D. R. and Folk, V.G., and Li, M.-Y. and Stocking, M. L.} } @conference {1113, title = {The selection of test items for decision making with a computer adaptive test}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1994}, address = {New Orleans LA}, author = {Reckase, M. D. and Spray, J. A.} } @conference {1178, title = {The selection of test items for decision making with a computer adaptive test}, booktitle = {Paper presented at the national meeting of the National Council on Measurement in Education}, year = {1994}, note = {$\#$SP94-01}, address = {New Orleans LA}, author = {Spray, J. A. and Reckase, M. D.} } @booklet {1614, title = {Three practical issues for modern adaptive testing item pools (Research Report 94-5),}, number = {(Research Report 94-5)}, year = {1994}, address = {Princeton NJ: Educational Testing Service}, author = {Stocking, M. L.} } @article {715, title = {The application of an automated item selection method to real data}, journal = {Applied Psychological Measurement}, volume = {17}, year = {1993}, pages = {167-176}, author = {Stocking, M. L. and Swanson, L. and Pearlman, M.} } @booklet {1372, title = {Case studies in computer adaptive test design through simulation (Research Report RR-93-56)}, year = {1993}, note = {$\#$EI93-56 (also presented at the 1993 National Council on Measurement in Education meeting in Atlanta GA)}, address = {Princeton NJ: Educational Testing Service}, author = {Eignor, D. R. and Stocking, M. L. and Way, W. D. and Steffen, M.} } @booklet {1373, title = {Case studies in computerized adaptive test design through simulation (Research Report 93-56)}, year = {1993}, address = {Princeton NJ: Educational Testing Service}, author = {Eignor, D. R. and Way, W. D. and Stocking, M. and Steffen, M.} } @conference {1177, title = {Comparison of SPRT and sequential Bayes procedures for classifying examinees into two categories using an adaptive test}, booktitle = {Unpublished manuscript. (}, year = {1993}, author = {Spray, J. A. and Reckase, M. D.} } @article {704, title = {Computer adaptive testing: A new era}, journal = {Journal of Developmental Education}, volume = {17 (1)}, year = {1993}, pages = {8-10}, author = {Smittle, P.} } @conference {1189, title = {Computerized adaptive testing in computer science: assessing student programming abilities}, booktitle = {Proceedings of the twenty-fourth SIGCSE Technical Symposium on Computer Science Education}, year = {1993}, address = {Indianapolis IN}, author = {Syang, A. and Dale, N.B.} } @booklet {1613, title = {Controlling item exposure rates in a realistic adaptive testing paradigm (Research Report 93-2)}, year = {1993}, address = {Princeton NJ: Educational Testing Service}, author = {Stocking, M. L.} } @booklet {1593, title = {Field test of a computer-based GRE general test (GRE Board Technical Report 88-8; Educational Testing Service Research Rep No RR 93-07)}, year = {1993}, address = {Princeton NJ: Educational Testing Service.}, author = {Schaeffer, G. A. and Reese, C. M. and Steffen, M. and McKinley, R. L. and Mills, C. N.} } @booklet {1594, title = {Introduction of a computer adaptive GRE General test (Research Report 93-57)}, year = {1993}, address = {Princeton NJ: Educational Testing Service}, author = {Schaeffer, G. A. and Steffen, M. and Golub-Smith, M. L.} } @booklet {1403, title = {Item Calibration: Medium-of-administration effect on computerized adaptive scores (TR-93-9)}, year = {1993}, address = {Navy Personnel Research and Development Center}, author = {Hetter, R. D. and Bloxom, B. M. and Segall, D. O.} } @article {719, title = {Linking the standard and advanced forms of the Ravens Progressive Matrices in both the paper-and-pencil and computer-adaptive-testing formats}, journal = {Educational and Psychological Measurement}, volume = {53}, year = {1993}, pages = {905-925}, author = {Styles, I. and Andrich, D.} } @article {712, title = {A method for severely constrained item selection in adaptive testing}, journal = {Applied Psychological Measurement}, volume = {17}, year = {1993}, pages = {277-292}, author = {Stocking, M., and Swanson, L.} } @article {2027, title = {A Method for Severely Constrained Item Selection in Adaptive Testing}, journal = {Applied Psychological Measurement}, volume = {17}, year = {1993}, pages = {277-292}, author = {Stocking, M. L. and Swanson, L.} } @article {713, title = {A model and heuristic for solving very large item selection problems}, journal = {Applied Psychological Measurement}, volume = {17}, year = {1993}, pages = {151-166}, author = {Stocking, M., and Swanson, L.} } @conference {1184, title = {Modern computerized adaptive testing}, booktitle = {Paper presented at the Joint Statistics and Psychometric Seminar}, year = {1993}, address = {Princeton NJ}, author = {Stocking, M. L.} } @booklet {1605, title = {Multiple-category classification using a sequential probability ratio test (Research report 93-7)}, year = {1993}, note = {$\#$SP93-7}, address = {Iowa City: American College Testing.}, author = {Spray, J. A.} } @conference {1118, title = {A simulated comparison of testlets and a content balancing procedure for an adaptive certification examination}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1993}, address = {Atlanta}, author = {Reshetar, R. A. and Norcini, J. J. and Shea, J. A.} } @conference {1119, title = {A simulated comparison of two content balancing and maximum information item selection procedures for an adaptive certification examination}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1993}, address = {Atlanta}, author = {Reshetar, R. A. and Norcini, J. J. and Shea, J. A.} } @conference {1162, title = {Some initial experiments with adaptive survey designs for structured questionnaires}, booktitle = {Paper presented at the New Methods and Applications in Consumer Research Conference}, year = {1993}, address = {Cambridge MA}, author = {Singh, J.} } @conference {1038, title = {Test targeting and precision before and after review on computer-adaptive tests}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1993}, address = {Atlanta GA}, author = {Lunz, M. E. and Stahl, J. A. and Bergstrom, Betty A.} } @conference {849, title = {Assessing existing item bank depth for computer adaptive testing}, booktitle = {ERIC Document No. TM022404}, year = {1992}, author = {Bergstrom, Betty A. and Stahl, J. A.} } @article {648, title = {CAT-ASVAB precision}, journal = {Proceedings of the 34th Annual Conference of the Military Testing Association}, volume = {1}, year = {1992}, pages = {22-26}, author = {Moreno, K. E., and Segall, D. O.} } @article {697, title = {Computerized mastery testing with nonequivalent testlets}, journal = {Applied Psychological Measurement}, volume = {16}, year = {1992}, pages = {65-76}, author = {Sheehan, K., and Lewis, C.} } @article {2025, title = {Computerized Mastery Testing With Nonequivalent Testlets}, journal = {Applied Psychological Measurement}, volume = {16}, year = {1992}, pages = {65-76}, author = {Sheehan, K. and Lewis, C.} } @article {440, title = {Le testing adaptatif avec interpr{\'e}tation crit{\'e}rielle, une exp{\'e}rience de praticabilit{\'e} du TAM pour l{\textquoteright}{\'e}valuation sommative des apprentissages au Qu{\'e}bec.}, journal = {Mesure et {\'e}valuation en {\'e}ducation}, volume = {15-1 et 2}, year = {1992}, chapter = {10}, author = {Auger, R.}, editor = {Seguin, S. P.} } @booklet {1625, title = {A method for severely constrained item selection in adaptive testing}, year = {1992}, address = {Educational Testing Service Research Report (RR-92-37): Princeton NJ}, author = {Stocking, M. L. and Swanson, L.} } @booklet {1627, title = {Automatic item selection (AIS) methods in the ETS testing environment (Research Memorandum 91-5)}, year = {1991}, address = {Princeton NJ: Educational Testing Service}, author = {Stocking, M. L. and Swanson, L. and Pearlman, M.} } @booklet {1603, title = {Collected works on the legal aspects of computerized adaptive testing}, year = {1991}, address = {Chicago, IL: National Council of State Boards of Nursing, Inc}, author = {Stenson, H. and Graves, P. and Gardiner, J. and Dally, L.} } @article {703, title = {On the reliability of testlet-based tests}, journal = {Journal of Educational Measurement}, volume = {28}, year = {1991}, pages = {237-247}, author = {Sireci, S. G. and Wainer, H., and Thissen, D.} } @article {702, title = {Adaptive designs for Likert-type data: An approach for implementing marketing research}, journal = {Journal of Marketing Research}, volume = {27}, year = {1990}, pages = {304-321}, author = {Singh, J. and Howell, R. D. and Rhoads, G. K.} } @book {1727, title = {Computerized adaptive testing: A primer (Eds.)}, year = {1990}, address = {Hillsdale NJ: Erlbaum}, author = {Wainer, H., and Dorans, N. J. and Flaugher, R. and Green, B. F. and Mislevy, R. J. and Steinberg, L. and Thissen, D.} } @inbook {1937, title = {Future challenges}, year = {1990}, address = {H. Wainer (Ed.), Computerized adaptive testing: A primer (pp. 233-272). Hillsdale NJ: Erlbaum.}, author = {Wainer, H., and Dorans, N. J. and Green, B. F. and Mislevy, R. J. and Steinberg, L. and Thissen, D.} } @conference {1225, title = {MusicCAT: An adaptive testing program to assess musical ability}, booktitle = {Paper presented at the ADCIS 32nd International Conference}, year = {1990}, address = {San Diego CA}, author = {Vispoel, W. P. and Coffman, D. and Scriven, D.} } @article {2022, title = {Using Bayesian Decision Theory to Design a Computerized Mastery Test}, journal = {Applied Psychological Measurement}, volume = {14}, year = {1990}, pages = {367-386}, author = {Lewis, C. and Sheehan, K.} } @article {614, title = {Using Bayesian decision theory to design a computerized mastery test}, journal = {Applied Psychological Measurement}, volume = {14}, year = {1990}, pages = {367-386}, author = {Lewis, C., and Sheehan, K.} } @inbook {1896, title = {Validity}, year = {1990}, address = {H. Wainer (Ed.), Computerized adaptive testing: A primer (pp. 187-231). Hillsdale NJ: Erlbaum.}, author = {Steinberg, L. and Thissen, D. and Wainer, H.,} } @booklet {1592, title = {Validity study in multidimensional latent space and efficient computerized adaptive testing (Final Report R01-1069-11-004-91)}, year = {1990}, address = {Knoxville TN: University of Tennessee, Department of Psychology}, author = {Samejima, F.} } @book {1698, title = {An applied study on computerized adaptive testing}, year = {1989}, address = {Amsterdam, The Netherlands: Swets and Zeitlinger}, author = {Schoonman, W.} } @mastersthesis {350, title = {An applied study on computerized adaptive testing}, year = {1989}, pages = {185}, school = {University of Groingen}, type = {Dissertation}, address = {Groningen, The Netherlands}, abstract = {(from the cover) The rapid development and falling prices of powerful personal computers, in combination with new test theories, will have a large impact on psychological testing. One of the new possibilities is computerized adaptive testing. During the test administration each item is chosen to be appropriate for the person being tested. The test becomes tailor-made, resolving some of the problems with classical paper-and-pencil tests. In this way individual differences can be measured with higher efficiency and reliability. Scores on other meaningful variables, such as response time, can be obtained easily using computers. /// In this book a study on computerized adaptive testing is described. The study took place at Dutch Railways in an applied setting and served practical goals. Topics discussed include the construction of computerized tests, the use of response time, the choice of algorithms and the implications of using a latent trait model. After running a number of simulations and calibrating the item banks, an experiment was carried out. In the experiment a pretest was administered to a sample of over 300 applicants, followed by an adaptive test. In addition, a survey concerning the attitudes of testees towards computerized testing formed part of the design.}, keywords = {computerized adaptive testing}, author = {Schoonman, W.} } @article {301, title = {Comparisons of paper-administered, computer-administered and computerized adaptive achievement tests}, journal = {Journal of Educational Computing Research}, volume = {5}, number = {3}, year = {1989}, pages = {311-326}, abstract = {This research study was designed to compare student achievement scores from three different testing methods: paper-administered testing, computer-administered testing, and computerized adaptive testing. The three testing formats were developed from the California Assessment Program (CAP) item banks for grades three and six. The paper-administered and the computer-administered tests were identical in item content, format, and sequence. The computerized adaptive test was a tailored or adaptive sequence of the items in the computer-administered test. }, author = {Olson, J. B and Maynes, D. D. and Slawson, D. and Ho, K} } @article {22, title = {A real-data simulation of computerized adaptive administration of the MMPI}, journal = {Psychological Assessment}, volume = {1}, number = {1}, year = {1989}, note = {Article}, pages = {18-22}, abstract = {A real-data simulation of computerized adaptive administration of the MMPI was conducted with data obtained from two personnel-selection samples and two clinical samples. A modification of the countdown method was tested to determine the usefulness, in terms of item administration savings, of several different test administration procedures. Substantial item administration savings were achieved for all four samples, though the clinical samples required administration of more items to achieve accurate classification and/or full-scale scores than did the personnel-selection samples. The use of normative item endorsement frequencies was found to be as effective as sample-specific frequencies for the determination of item administration order. The role of computerized adaptive testing in the future of personality assessment is discussed., (C) 1989 by the American Psychological Association}, keywords = {computerized adaptive testing}, author = {Ben-Porath, Y. S. and Slutske, W. S. and Butcher, J. N.} } @article {716, title = {Testing software review: MicroCAT Version 3}, journal = {. Educational Measurement: Issues and Practice}, volume = {8 (3)}, year = {1989}, pages = {33-38}, author = {Stone, C. A.} } @article {723, title = {Trace lines for testlets: A use of multiple-categorical-response models}, journal = {Journal of Educational Measurement}, volume = {26}, year = {1989}, pages = {247-260}, author = {Thissen, D. and Steinberg, L. and Mooney, J.A.} } @conference {841, title = {A comparison of two methods for the adaptive administration of the MMPI-2 content scales}, booktitle = {Paper presented at the 86th Annual Convention of the American Psychological Association}, year = {1988}, address = {Atlanta GA}, author = {Ben-Porath, Y. S. and Waller, N. G. and Slutske, W. S. and Butcher, J. N.} } @conference {1142, title = {Computerized adaptive testing program at Miami-Dade Community College, South Campous}, booktitle = {Laguna Hill CA: League for Innovation in the community College.}, year = {1988}, author = {Schinoff, R. B. and Stead, L.} } @article {615, title = {Computerized mastery testing}, journal = {Machine-Mediated Learning}, volume = {2}, year = {1988}, pages = {283-286}, author = {Lewis, C. and Sheehan, K.} } @conference {953, title = {The development and evaluation of a microcomputerized adaptive placement testing system for college mathematics}, booktitle = {Paper(s) presented at the annual meeting(s) of the American Educational Research Association}, year = {1988}, address = {1986 (San Francisco CA) and 1987 (Washington DC)}, author = {Hsu, T.-C. and Shermis, M. D.} } @booklet {1601, title = {A procedure for scoring incomplete adaptive tests in high stakes testing}, year = {1988}, address = {Unpublished manuscript. San Diego, CA: Navy Personnel Research and Development Center}, author = {Segall, D. O.} } @conference {1164, title = {A real-data simulation of adaptive MMPI administration}, booktitle = {Paper presented at the 23rd Annual Symposium on recent developments in the use of the MMPI}, year = {1988}, address = {St. Petersburg FL}, author = {Slutske, W. S. and Ben-Porath, Y. S. and Butcher, J. N.} } @booklet {1578, title = {Refinement of the Computerized Adaptive Screening Test (CAST) (Final Report, Contract No MDA203 06-C-0373)}, year = {1988}, address = {Washington, DC: American Institutes for Research.}, author = {Wise, L. L. and McHenry, J.J. and Chia, W.J. and Szenas, P.L. and J. R. McBride} } @booklet {1611, title = {Scale drift in on-line calibration (Research Report RR-88-28-ONR)}, number = {(Research Report RR-88-28-ONR)}, year = {1988}, address = {Princeton NJ: Educational Testing Service}, author = {Stocking, M. L.} } @booklet {1617, title = {Scale drift in on-line calibration (Tech Rep. No. ERIC ED389710)}, year = {1988}, address = {Educational Testing Service, Princeton, N.J.}, author = {Stocking, M. L.} } @booklet {1612, title = {Some considerations in maintaining adaptive test item pools (Research Report 88-33-ONR)}, year = {1988}, address = {Princeton NJ: Educational Testing Service}, author = {Stocking, M. L.} } @booklet {1618, title = {Some considerations in maintaining adaptive test item pools (Tech Rep. No. ERIC ED391814)}, year = {1988}, address = {Educational Testing Service, Princeton, N.J.}, author = {Stocking, M. L.} } @article {366, title = {The effect of item parameter estimation error on decisions made using the sequential probability ratio test}, number = {Research Report 87-1}, year = {1987}, institution = {DTIC Document}, address = {Iowa City, IA. USA}, keywords = {computerized adaptive testing, Sequential probability ratio test}, author = {Spray, J. A. and Reckase, M. D.} } @booklet {1607, title = {The effect of item parameter estimation error on the decisions made using the sequential probability ratio test (ACT Research Report Series 87-17)}, year = {1987}, address = {Iowa City IA: American College Testing}, author = {Spray, J. A. and Reckase, M. D.} } @booklet {1629, title = {Equivalent-groups versus single-group equating designs for the Accelerated CAT-ASVAB Project (Research Memorandum 87-6)}, year = {1987}, address = {Alexandria VA: Center for Naval Analyses}, author = {Stoloff, P. H.} } @article {709, title = {Two simulated feasibility studies in computerized adaptive testing}, journal = {Applied Psychology: An International Review}, volume = {36}, year = {1987}, pages = {263-277}, author = {Stocking, M. L.} } @conference {1077, title = {Comparison and equating of paper-administered, computer-administered, and computerized adaptive tests of achievement}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {1986}, address = {San Francisco CA}, author = {Olsen, J. B. and Maynes, D. D. and Slawson, D. and Ho, K} } @conference {1155, title = {A computer-adaptive placement test for college mathematics}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {1986}, note = {$\#$SH86-01}, address = {San Francisco CA}, author = {Shermis, M. D.} } @conference {1141, title = {Measuring up in an individualized way with CAT-ASVAB: Considerations in the development of adaptive testing pools}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {1986}, note = {(ERIC No. ED 269 463)}, address = {San Franciso CA}, author = {Schartz, M.} } @article {2118, title = {Controlling item exposure conditional on ability in computerized adaptive testing}, journal = {Journal of Educational and Behavioral Statistics}, volume = {23}, year = {1985}, pages = {57-75}, author = {Sympson, J. B. and Hetter, R. D.} } @inbook {1904, title = {Controlling item-exposure rates in computerized adaptive testing}, year = {1985}, address = {Proceedings of the 27th annual meeting of the Military Testing Association (pp. 973-977). San Diego CA: Navy Personnel Research and Development Center.}, author = {Sympson, J. B. and Hetter, R. D.} } @article {374, title = {Equivalence of scores from computerized adaptive and paper-and-pencil ASVAB tests}, number = {CNR 113}, year = {1985}, pages = {100}, institution = {Center for Naval Analysis}, address = {Alexandria, VA. USA}, author = {Stoloff, P. H.} } @book {1699, title = {Sequential analysis: Tests and confidence intervals}, year = {1985}, address = {New York: Springer-Verlag}, author = {Siegmund, D.} } @conference {1193, title = {Validity of adaptive testing: A summary of research results}, booktitle = {Paper presented at the annual meeting of the American Psychological Association.}, year = {1985}, note = {$\#$SY85-01}, author = {Sympson, J. B. and Moreno, K. E.} } @conference {1067, title = {A validity study of the computerized adaptive testing version of the Armed Services Vocational Aptitude Battery}, booktitle = {Proceedings of the 27th Annual Conference of the Military Testing Association}, year = {1985}, author = {Moreno, K. E. and Segall, D. O. and Kieckhaefer, W. F.} } @article {708, title = {Computerized adaptive testing in the Maryland Public Schools}, journal = {MicroCAT News}, volume = {1}, year = {1984}, pages = {1}, author = {Stevenson, J.} } @booklet {1498, title = {Microcomputer network for computerized adaptive testing (CAT) (TR-84-33)}, year = {1984}, address = {San Diego CA: Navy Personnel Research and Development Center}, author = {Quan, B. and Park, T. A. and Sandahl, G. and Wolfe, J. H.} } @conference {1194, title = {Predictive validity of computerized adaptive testing in a military training environment}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {1984}, address = {New Orleans LA}, author = {Sympson, J. B. and Weiss, D. J. and Ree, M. J.} } @conference {1176, title = {The selection of items for decision making with a computer adaptive test}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1984}, address = {New Orleans LA}, author = {Spray, J. A. and Reckase, M. D.} } @booklet {1610, title = {Two simulated feasibility studies in computerized adaptive testing (RR-84-15)}, year = {1984}, address = {Princeton NJ: Educational Testing Service}, author = {Stocking, M. L.} } @article {693, title = {An application of computerized adaptive testing in U. S. Army recruiting.}, journal = {Journal of Computer-Based Instruction}, volume = {10}, year = {1983}, pages = {87-89}, author = {Sands, W. A. and Gade, P. A.} } @inbook {1852, title = {The computerized adaptive testing system development project}, year = {1982}, note = {{PDF file, 296 KB}}, address = {D. J. Weiss (Ed.), Proceedings of the 1982 Item Response Theory and Computerized Adaptive Testing Conference (pp. 342-349). Minneapolis: University of Minnesota, Department of Psychology.}, author = {J. R. McBride and Sympson, J. B.} } @inbook {1903, title = {Item Calibrations for Computerized Adaptive Testing (CAT) Experimental Item Pools Adaptive Testing}, year = {1982}, note = {PDF file, 105 K}, address = {D. 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.}, author = {Sympson, J. B. and Hartmann, l.} } @booklet {1632, title = {Predictive validity of conventional and adaptive tests in an Air Force training environment (Report AFHRL-TR-81-40)}, year = {1982}, note = {$\#$SY82-01}, address = {Brooks Air Force Base TX: Air Force Human Resources Laboratory, Manpower and Personnel Division}, author = {Sympson, J. B. and Weiss, D. J. and Ree, M. J.} } @inbook {1951, title = {Robustness of adaptive testing to multidimensionality}, year = {1982}, note = {42 MB}}, address = {D. J. Weiss (Ed.), Proceedings of the 1982 Item Response Theory and Computerized Adaptive Testing Conference. Minneapolis: University of Minnesota, Department of Psychology, Psychometric Methods Program. {PDF file, 1.}, author = {Weiss, D. J. and Suhadolnik, D.} } @booklet {1382, title = {Adaptive testing without a computer}, year = {1981}, address = {Catalog of Selected Documents in Psychology, Nov 1981, 11, 74-75 (Ms. No. 2350). AFHRL Technical Report 80-66.}, author = {Friedman, D. and Steinberg, A, and Ree, M. J.} } @conference {1192, title = {Estimating the reliability of adaptive tests from a single test administration}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {1980}, note = {1981 draft copy available.) {PDF File, 7,603 KB}}, address = {Boston}, author = {Sympson, J. B.} } @inbook {1794, title = {A validity study of an adaptive test of reading comprehension}, year = {1980}, note = {{PDF file, 676 KB}}, address = {D. J. Weiss (Ed.), Proceedings of the 1979 Computerized Adaptive Testing Conference (pp. 57-67). Minneapolis MN: University of Minnesota, Department of Psychology, Psychometric Methods Program.}, author = {Hornke, L. F. and Sauter, M. B.} } @article {565, title = {A comparison of a standard and a computerized adaptive paradigm in Bekesy fixed-frequency audiometry}, journal = {Journal of Auditory Research}, volume = {19}, year = {1979}, pages = {1-22}, author = {Harris, J. D. and Smith, P. F.} } @conference {1191, title = {Criterion-related validity of conventional and adaptive tests in a military environment}, booktitle = {Paper presented at the 1979 Computerized Adaptive Testing Conference}, year = {1979}, address = {Minneapolis MN}, author = {Sympson, J. B.} } @article {707, title = {Combining auditory and visual stimuli in the adaptive testing of speech discrimination}, journal = {Journal of Speech and Hearing Disorders}, volume = {43}, year = {1978}, pages = {115-122}, author = {Steele, J. A. and Binnie, C. A. and Cooper, W. A.} } @article {694, title = {Computer-assisted tailored testing: Examinee reactions and evaluation}, journal = {Educational and Psychological Measurement}, volume = {38}, year = {1978}, pages = {265-273}, author = {Schmidt, F. L. and Urry, V. W. and Gugel, J. F.} } @article {602, title = {Computerized adaptive testing: Principles and directions}, journal = {Computers and Education}, volume = {2}, year = {1978}, pages = {319-329}, author = {Kreitzberg, C. B. and Stocking, M., and Swanson, L.} } @proceedings {380, title = {A model for testing with multidimensional items}, journal = {Proceedings of the 1977 Computerized Adaptive Testing Conference}, year = {1978}, month = {06/1978}, pages = {82-98}, publisher = {University of Minnesota, Department of Psychology, Psychometrics Methods Program}, address = {Minneapolis, MN. USA}, author = {Sympson, J. B.} } @article {2240, title = {A stratified adaptive test of verbal ability}, journal = {Japanese Journal of Educational Psychology}, volume = {26}, year = {1978}, pages = {229-238}, author = {Shiba, S. and Noguchi, H. and Haebra, T.} } @book {1697, title = {A computer adaptive approach to the measurement of personality variables}, year = {1977}, address = {Unpublished doctoral dissertation, University of Maryland, Baltimore}, author = {Sapinkopf, R. C.} } @article {706, title = {A computer simulation study of tailored testing strategies for objective-based instructional programs}, journal = {Educational and Psychological Measurement}, volume = {37}, year = {1977}, pages = {139-158}, abstract = {One possible way of reducing the amount of time spent testing in . objective-based instructional programs would involve the implementation of a tailored testing strategy. Our purpose was to provide some additional data on the effectiveness of various tailored testing strategies for different testing situations. The three factors of a tailored testing strategy under study with various hypothetical distributions of abilities across two learning hierarchies were test length, mastery cutting score, and starting point. Overall, our simulation results indicate that it is possible to obtain a reduction of more than 50\% in testing time without any loss in decision-making accuracy, when compared to a conventional testing procedure, by implementing a tailored testing strategy. In addition, our study of starting points revealed that it was generally best to begin testing in the middle of the learning hierarchy. Finally we observed a 40\% reduction in errors of classification as the number of items for testing each objective was increased from one to five.}, author = {Spineti, J. P. and Hambleton, R. K.} } @booklet {1596, title = {Computer-assisted tailored testing: Examinee reactions and evaluation (PB-276 748)}, year = {1977}, note = {$\#$SC77-01}, address = {Washington DC: U. S. Civil Service Commission, Personnel Research and Development Center.}, author = {Schmidt, F. L. and Urry, V. W. and Gugel, J. F.} } @inbook {1902, title = {Estimation of latent trait status in adaptive testing}, year = {1977}, note = {28 MB}}, address = {D. J. Weiss (Ed.), Applications of computerized testing (Research Report 77-1). Minneapolis: University of Minnesota, Department of Psychology, Psychometric Methods Program}, author = {Sympson, J. B.} } @inbook {1901, title = {A model for testing with multidimensional items}, year = {1977}, address = {D. J. Weiss (Ed.), Proceedings of the 1977 Computerized Adaptive Testing Conference. Minneapolis MN: University of Minnesota, Department of Psychology, Psychometric Methods Program.}, author = {Sympson, J. B.} } @inbook {1977, title = {Operational Considerations in Implementing Tailored Testing}, year = {1977}, address = {D. J. Weiss (Ed.), Proceedings of the 1977 Computerized Adaptive Testing Conference. Minneapolis MN: University of Minnesota, Department of Psychology, Psychometric Methods Program.}, author = {Segal, H.} } @article {2005, title = {A Use of the Information Function in Tailored Testing}, journal = {Applied Psychological Measurement}, volume = {1}, year = {1977}, pages = {233-247}, author = {Samejima, F.} } @inbook {1784, title = {Effectiveness of the ancillary estimation procedure}, year = {1976}, note = {{PDF file, 252 KB}}, address = {C. K. Clark (Ed.), Proceedings of the First Conference on Computerized Adaptive Testing (pp. 103-106). Washington DC: U.S. Government Printing Office.}, author = {Gugel, J. F. and Schmidt, F. L. and Urry, V. W.} } @mastersthesis {2239, title = {An exploratory studyof the efficiency of the flexilevel testing procedure}, volume = {Doctoral}, year = {1976}, school = {University of Toronto}, address = {Toronto, Canada}, author = {Seguin, S. P.} } @inbook {1880, title = {The graded response model of latent trait theory and tailored testing}, year = {1976}, address = {C. K. Clark (Ed.), Proceedings of the First Conference on Computerized Adaptive Testing (pp. 5-17). Washington DC: U.S. Government Printing Office.}, author = {Samejima, F.} } @inbook {1883, title = {Item parameterization procedures for the future}, year = {1976}, note = {{PDF file, 331 KB}}, address = {C. K. Clark (Ed.), Proceedings of the First Conference on Computerized Adaptive Testing (pp. 107-112.). Washington DC: U.S. Government Printing Office.}, author = {Schmidt, F. L. and Urry, V. W.} } @conference {1135, title = {Behavior of the maximum likelihood estimate in a simulated tailored testing situation}, booktitle = {Paper presented at the annual meeting of the Psychometric Society}, year = {1975}, note = {{PDF file, 698 KB}}, address = {Iowa City}, author = {Samejima, F.} } @inbook {1900, title = {Evaluating the results of computerized adaptive testing}, year = {1975}, note = {{PDF file, 446 KB}}, address = {D. J. Weiss (Ed.), Computerized adaptive trait measurement: Problems and Prospects (Research Report 75-5), pp. 26-31. Minneapolis: University of Minnesota, Department of Psychology, Psychometric Methods Program.}, author = {Sympson, J. B.} } @booklet {1609, title = {Short tailored tests (RB-69-63)}, number = {(RB-69-63)}, year = {1969}, address = {Princeton NJ: Educational Testing Service}, author = {Stocking, M. L.} } @booklet {1399, title = {An investigation of computer-based science testing}, year = {1968}, address = {Tallahassee: Institute of Human Learning, Florida State University}, author = {Hansen, D. N. and Schwarz, G.} } @booklet {1395, title = {An investigation of computer-based science testing}, year = {1968}, note = {$\#$HA68-01 (See published version.)}, address = {Tallahassee FL: Florida State University}, author = {Hansen, D. N. and Schwarz, G.} } @booklet {1319, title = {An exploratory study of branching tests (Technical Research Note 188)}, year = {1967}, address = {Washington DC: US Army Behavioral Science Research Laboratory. (NTIS No. AD 655263)}, author = {Bayroff, A. G. and Seeley, L. C.} } @booklet {1599, title = {Exploratory study of a sequential item test}, year = {1962}, address = {U.S. Army Personnel Research Office, Technical Research Note 129.}, author = {Seeley, L. C. and Morton, M. A. and Anderson, A. A.} } @book {1649, title = {A method of measuring the development of the intelligence of young children}, year = {1915}, address = {Chicago: Chicago Medical Book Co}, author = {Binet, A. and Simon, T.} } @article {484, title = {Le development de lintelligence chez les enfants}, journal = {LAnee Psychologique}, volume = {14}, year = {1908}, note = {In French}, pages = {1-94}, author = {Binet, A. and Simon, T.} } @article {483, title = {Mthode nouvelle pour le diagnostic du niveau intellectuel des anormaux}, journal = {L{\textquoteright}Anne Psychologique}, volume = {11}, year = {1905}, note = {(also cited as: Applications des methods nouvelles au diagnostic du niveau intellectual chez des enfants normaux et anourmaux dhospice et decole primaire, 245-336.) In French}, pages = {191-244}, author = {Binet, A. and Simon, Th. A.} } @article {2746, title = {Microcomputer network for computer-ized adaptive testing (CAT) }, journal = {NPRDC-TR-84-33}, publisher = {San Diego: Navy Personnel Research and Development Center.}, url = {https://apps.dtic.mil/dtic/tr/fulltext/u2/a140256.pdf}, author = {Quan, B. and Park, T.A. and Sandahl, G. and Wolfe, J.H.} }