@article {170,
	title = {Measuring global physical health in children with cerebral palsy: Illustration of a multidimensional bi-factor model and computerized adaptive testing},
	journal = {Quality of Life Research},
	volume = {18},
	number = {3},
	year = {2009},
	note = {Haley, Stephen MNi, PengshengDumas, Helene MFragala-Pinkham, Maria AHambleton, Ronald KMontpetit, KathleenBilodeau, NathalieGorton, George EWatson, KyleTucker, Carole AK02 HD045354-01A1/HD/NICHD NIH HHS/United StatesK02 HD45354-01A1/HD/NICHD NIH HHS/United StatesResearch Support, N.I.H., ExtramuralResearch 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. 2009 Apr;18(3):359-70. Epub 2009 Feb 17.},
	month = {Apr},
	pages = {359-370},
	edition = {2009/02/18},
	abstract = {PURPOSE: The purposes of this study were to apply a bi-factor model for the determination of test dimensionality and a multidimensional CAT using computer simulations of real data for the assessment of a new global physical health measure for children with cerebral palsy (CP). METHODS: Parent respondents of 306 children with cerebral palsy were recruited from four pediatric rehabilitation hospitals and outpatient clinics. We compared confirmatory factor analysis results across four models: (1) one-factor unidimensional; (2) two-factor multidimensional (MIRT); (3) bi-factor MIRT with fixed slopes; and (4) bi-factor MIRT with varied slopes. We tested whether the general and content (fatigue and pain) person score estimates could discriminate across severity and types of CP, and whether score estimates from a simulated CAT were similar to estimates based on the total item bank, and whether they correlated as expected with external measures. RESULTS: Confirmatory factor analysis suggested separate pain and fatigue sub-factors; all 37 items were retained in the analyses. From the bi-factor MIRT model with fixed slopes, the full item bank scores discriminated across levels of severity and types of CP, and compared favorably to external instruments. CAT scores based on 10- and 15-item versions accurately captured the global physical health scores. CONCLUSIONS: The bi-factor MIRT CAT application, especially the 10- and 15-item versions, yielded accurate global physical health scores that discriminated across known severity groups and types of CP, and correlated as expected with concurrent measures. The CATs have potential for collecting complex data on the physical health of children with CP in an efficient manner.},
	keywords = {*Computer Simulation, *Health Status, *Models, Statistical, Adaptation, Psychological, Adolescent, Cerebral Palsy/*physiopathology, Child, Child, Preschool, Factor Analysis, Statistical, Female, Humans, Male, Massachusetts, Pennsylvania, Questionnaires, Young Adult},
	isbn = {0962-9343 (Print)0962-9343 (Linking)},
	author = {Haley, S. M. and Ni, P. and Dumas, H. M. and Fragala-Pinkham, M. A. and Hambleton, R. K. and Montpetit, K. and Bilodeau, N. and Gorton, G. E. and Watson, K. and Tucker, C. A.}
}
@article {273,
	title = {Combining computer adaptive testing technology with cognitively diagnostic assessment},
	journal = {Behavioral Research Methods },
	volume = {40},
	number = {3},
	year = {2008},
	note = {McGlohen, MeghanChang, Hua-HuaUnited StatesBehavior research methodsBehav Res Methods. 2008 Aug;40(3):808-21.},
	month = {Aug},
	pages = {808-21},
	edition = {2008/08/14},
	abstract = {A major advantage of computerized adaptive testing (CAT) is that it allows the test to home in on an examinee{\textquoteright}s ability level in an interactive manner. The aim of the new area of cognitive diagnosis is to provide information about specific content areas in which an examinee needs help. The goal of this study was to combine the benefit of specific feedback from cognitively diagnostic assessment with the advantages of CAT. In this study, three approaches to combining these were investigated: (1) item selection based on the traditional ability level estimate (theta), (2) item selection based on the attribute mastery feedback provided by cognitively diagnostic assessment (alpha), and (3) item selection based on both the traditional ability level estimate (theta) and the attribute mastery feedback provided by cognitively diagnostic assessment (alpha). The results from these three approaches were compared for theta estimation accuracy, attribute mastery estimation accuracy, and item exposure control. The theta- and alpha-based condition outperformed the alpha-based condition regarding theta estimation, attribute mastery pattern estimation, and item exposure control. Both the theta-based condition and the theta- and alpha-based condition performed similarly with regard to theta estimation, attribute mastery estimation, and item exposure control, but the theta- and alpha-based condition has an additional advantage in that it uses the shadow test method, which allows the administrator to incorporate additional constraints in the item selection process, such as content balancing, item type constraints, and so forth, and also to select items on the basis of both the current theta and alpha estimates, which can be built on top of existing 3PL testing programs.},
	keywords = {*Cognition, *Computers, *Models, Statistical, *User-Computer Interface, Diagnosis, Computer-Assisted/*instrumentation, Humans},
	isbn = {1554-351X (Print)},
	author = {McGlohen, M. and Chang, Hua-Hua}
}
@article {210,
	title = {Computerized adaptive testing for measuring development of young children},
	journal = {Statistics in Medicine},
	volume = {26},
	number = {13},
	year = {2007},
	note = {Jacobusse, GertBuuren, Stef vanEnglandStatistics in medicineStat Med. 2007 Jun 15;26(13):2629-38.},
	month = {Jun 15},
	pages = {2629-38},
	edition = {2006/11/30},
	abstract = {Developmental indicators that are used for routine measurement in The Netherlands are usually chosen to optimally identify delayed children. Measurements on the majority of children without problems are therefore quite imprecise. This study explores the use of computerized adaptive testing (CAT) to monitor the development of young children. CAT is expected to improve the measurement precision of the instrument. We do two simulation studies - one with real data and one with simulated data - to evaluate the usefulness of CAT. It is shown that CAT selects developmental indicators that maximally match the individual child, so that all children can be measured to the same precision.},
	keywords = {*Child Development, *Models, Statistical, Child, Preschool, Diagnosis, Computer-Assisted/*statistics \& numerical data, Humans, Netherlands},
	isbn = {0277-6715 (Print)},
	author = {Jacobusse, G. and Buuren, S.}
}
@article {150,
	title = {Computer adaptive testing},
	journal = {Journal of Applied Measurement},
	volume = {6},
	number = {1},
	year = {2005},
	note = {Gershon, Richard CReviewUnited StatesJournal of applied measurementJ Appl Meas. 2005;6(1):109-27.},
	pages = {109-27},
	edition = {2005/02/11},
	abstract = {The creation of item response theory (IRT) and Rasch models, inexpensive accessibility to high speed desktop computers, and the growth of the Internet, has led to the creation and growth of computerized adaptive testing or CAT. This form of assessment is applicable for both high stakes tests such as certification or licensure exams, as well as health related quality of life surveys. This article discusses the historical background of CAT including its many advantages over conventional (typically paper and pencil) alternatives. The process of CAT is then described including descriptions of the specific differences of using CAT based upon 1-, 2- and 3-parameter IRT and various Rasch models. Numerous specific topics describing CAT in practice are described including: initial item selection, content balancing, test difficulty, test length and stopping rules. The article concludes with the author{\textquoteright}s reflections regarding the future of CAT.},
	keywords = {*Internet, *Models, Statistical, *User-Computer Interface, Certification, Health Surveys, Humans, Licensure, Microcomputers, Quality of Life},
	isbn = {1529-7713 (Print)},
	author = {Gershon, R. C.}
}
@article {191,
	title = {Item response theory and health outcomes measurement in the 21st century},
	journal = {Medical Care},
	volume = {38},
	number = {9 Suppl II},
	year = {2000},
	note = {204349670025-7079Journal Article},
	pages = {II28-II42},
	abstract = {Item response theory (IRT) has a number of potential advantages over classical test theory in assessing self-reported health outcomes. IRT models yield invariant item and latent trait estimates (within a linear transformation), standard errors conditional on trait level, and trait estimates anchored to item content. IRT also facilitates evaluation of differential item functioning, inclusion of items with different response formats in the same scale, and assessment of person fit and is ideally suited for implementing computer adaptive testing. Finally, IRT methods can be helpful in developing better health outcome measures and in assessing change over time. These issues are reviewed, along with a discussion of some of the methodological and practical challenges in applying IRT methods.},
	keywords = {*Models, Statistical, Activities of Daily Living, Data Interpretation, Statistical, Health Services Research/*methods, Health Surveys, Human, Mathematical Computing, Outcome Assessment (Health Care)/*methods, Research Design, Support, Non-U.S. Gov{\textquoteright}t, Support, U.S. Gov{\textquoteright}t, P.H.S., United States},
	author = {Hays, R. D. and Morales, L. S. and Reise, S. P.}
}
@article {28,
	title = {Competency gradient for child-parent centers},
	journal = {Journal of Outcomes Measurement},
	volume = {3},
	number = {1},
	year = {1999},
	note = {1090-655X (Print)Journal ArticleResearch Support, U.S. Gov{\textquoteright}t, P.H.S.},
	pages = {35-52},
	abstract = {This report describes an implementation of the Rasch model during the longitudinal evaluation of a federally-funded early childhood preschool intervention program. An item bank is described for operationally defining a psychosocial construct called community life-skills competency, an expected teenage outcome of the preschool intervention. This analysis examined the position of teenage students on this scale structure, and investigated a pattern of cognitive operations necessary for students to pass community life-skills test items. Then this scale structure was correlated with nationally standardized reading and math achievement scores, teacher ratings, and school records to assess its validity as a measure of the community-related outcome goal for this intervention. The results show a functional relationship between years of early intervention and magnitude of effect on the life-skills competency variable.},
	keywords = {*Models, Statistical, Activities of Daily Living/classification/psychology, Adolescent, Chicago, Child, Child, Preschool, Early Intervention (Education)/*statistics \& numerical data, Female, Follow-Up Studies, Humans, Male, Outcome and Process Assessment (Health Care)/*statistics \& numerical data},
	author = {Bezruczko, N.}
}
