@article {328,
	title = {Psychometric evaluation and calibration of health-related quality of life item banks: plans for the Patient-Reported Outcomes Measurement Information System (PROMIS)},
	journal = {Medical Care},
	volume = {45},
	number = {5 Suppl 1},
	year = {2007},
	note = {Reeve, Bryce BHays, Ron DBjorner, Jakob BCook, Karon FCrane, Paul KTeresi, Jeanne AThissen, DavidRevicki, Dennis AWeiss, David JHambleton, Ronald KLiu, HonghuGershon, RichardReise, Steven PLai, Jin-sheiCella, DavidPROMIS Cooperative GroupAG015815/AG/United States NIAResearch Support, N.I.H., ExtramuralUnited StatesMedical careMed Care. 2007 May;45(5 Suppl 1):S22-31.},
	month = {May},
	pages = {S22-31},
	edition = {2007/04/20},
	abstract = {BACKGROUND: The construction and evaluation of item banks to measure unidimensional constructs of health-related quality of life (HRQOL) is a fundamental objective of the Patient-Reported Outcomes Measurement Information System (PROMIS) project. OBJECTIVES: Item banks will be used as the foundation for developing short-form instruments and enabling computerized adaptive testing. The PROMIS Steering Committee selected 5 HRQOL domains for initial focus: physical functioning, fatigue, pain, emotional distress, and social role participation. This report provides an overview of the methods used in the PROMIS item analyses and proposed calibration of item banks. ANALYSES: Analyses include evaluation of data quality (eg, logic and range checking, spread of response distribution within an item), descriptive statistics (eg, frequencies, means), item response theory model assumptions (unidimensionality, local independence, monotonicity), model fit, differential item functioning, and item calibration for banking. RECOMMENDATIONS: Summarized are key analytic issues; recommendations are provided for future evaluations of item banks in HRQOL assessment.},
	keywords = {*Health Status, *Information Systems, *Quality of Life, *Self Disclosure, Adolescent, Adult, Aged, Calibration, Databases as Topic, Evaluation Studies as Topic, Female, Humans, Male, Middle Aged, Outcome Assessment (Health Care)/*methods, Psychometrics, Questionnaires/standards, United States},
	isbn = {0025-7079 (Print)},
	author = {Reeve, B. B. and Hays, R. D. and Bjorner, J. B. and Cook, K. F. and Crane, P. K. and Teresi, J. A. and Thissen, D. and Revicki, D. A. and Weiss,  D. J. and Hambleton, R. K. and Liu, H. and Gershon, R. C. and Reise, S. P. and Lai, J. S. and Cella, D.}
}
@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 {149,
	title = {The effect of individual differences variables on the assessment of ability for Computerized Adaptive Testing},
	journal = {Dissertation Abstracts International: Section B: the Sciences \& Engineering},
	volume = {57},
	number = {6-B},
	year = {1996},
	pages = {4085},
	abstract = {Computerized Adaptive Testing (CAT) continues to gain momentum as the accepted testing modality for a growing number of certification, licensure, education, government and human resource applications. However, the developers of these tests have for the most part failed to adequately explore the impact of individual differences such as test anxiety on the adaptive testing process. It is widely accepted that non-cognitive individual differences variables interact with the assessment of ability when using written examinations. Logic would dictate that individual differences variables would equally affect CAT. Two studies were used to explore this premise. In the first study, 507 examinees were given a test anxiety survey prior to taking a high stakes certification exam using CAT or using a written format. All examinees had already completed their course of study, and the examination would be their last hurdle prior to being awarded certification. High test anxious examinees performed worse than their low anxious counterparts on both testing formats. The second study replicated the finding that anxiety depresses performance in CAT. It also addressed the differential effect of anxiety on within test performance. Examinees were candidates taking their final certification examination following a four year college program. Ability measures were calculated for each successive part of the test for 923 subjects. Within subject performance varied depending upon test position. High anxious examinees performed poorly at all points in the test, while low and medium anxious examinee performance peaked in the middle of the test. If test anxiety and performance measures were actually the same trait, then low anxious individuals should have performed equally well throughout the test. The observed interaction of test anxiety and time on task serves as strong evidence that test anxiety has motivationally mediated as well as cognitively mediated effects. The results of the studies are di (PsycINFO Database Record (c) 2003 APA, all rights reserved).},
	keywords = {computerized adaptive testing},
	author = {Gershon, R. C.}
}
@article {27,
	title = {Altering the level of difficulty in computer adaptive testing},
	journal = {Applied Measurement in Education},
	volume = {5},
	number = {2},
	year = {1992},
	note = {Lawrence Erlbaum, US},
	pages = {137-149},
	abstract = {Examines the effect of altering test difficulty on examinee ability measures and test length in a computer adaptive test. The 225 Ss were randomly assigned to 3 test difficulty conditions and given a variable length computer adaptive test. Examinees in the hard, medium, and easy test condition took a test targeted at the 50\%, 60\%, or 70\% probability of correct response. The results show that altering the probability of a correct response does not affect estimation of examinee ability and that taking an easier computer adaptive test only slightly increases the number of items necessary to reach specified levels of precision. (PsycINFO Database Record (c) 2002 APA, all rights reserved).},
	keywords = {computerized adaptive testing},
	author = {Bergstrom, Betty A. and Lunz, M. E. and Gershon, R. C.}
}
