@article {2721, title = {Computerized adaptive testing to screen children for emotional and behavioral problems by preventive child healthcare}, journal = {BMC Pediatrics}, volume = {20}, year = {2020}, abstract = {

Background

Questionnaires to detect emotional and behavioral problems (EBP) in Preventive Child Healthcare (PCH) should be short which potentially affects validity and reliability. Simulation studies have shown that Computerized Adaptive Testing (CAT) could overcome these weaknesses. We studied the applicability (using the measures participation rate, satisfaction, and efficiency) and the validity of CAT in routine PCH practice.

Methods

We analyzed data on 461 children aged 10\–11\ years (response 41\%), who were assessed during routine well-child examinations by PCH professionals. Before the visit, parents completed the CAT and the Child Behavior Checklist (CBCL). Satisfaction was measured by parent- and PCH professional-report. Efficiency of the CAT procedure was measured as number of items needed to assess whether a child has serious problems or not. Its validity was assessed using the CBCL as the criterion.

Results

Parents and PCH professionals rated the CAT on average as good. The procedure required at average 16 items to assess whether a child has serious problems or not. Agreement of scores on the CAT scales with corresponding CBCL scales was high (range of Spearman correlations 0.59\–0.72). Area Under Curves (AUC) were high (range: 0.95\–0.97) for the Psycat total, externalizing, and hyperactivity scales using corresponding CBCL scale scores as criterion. For the Psycat internalizing scale the AUC was somewhat lower but still high (0.86).

Conclusions

CAT is a valid procedure for the identification of emotional and behavioral problems in children aged 10\–11\ years. It may support the efficient and accurate identification of children with overall, and potentially also specific, emotional and behavioral problems in routine PCH.

}, url = {https://bmcpediatr.biomedcentral.com/articles/10.1186/s12887-020-2018-1}, author = {Theunissen, Meninou H.C. and de Wolff, Marianne S. and Deurloo, Jacqueline A. and Vogels, Anton G. C.} } @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 {2736, title = {Computerized Adaptive Testing in Early Education: Exploring the Impact of Item Position Effects on Ability Estimation}, journal = {Journal of Educational Measurement}, volume = {56}, number = {2}, year = {2019}, pages = {437-451}, abstract = {Abstract Studies have shown that item difficulty can vary significantly based on the context of an item within a test form. In particular, item position may be associated with practice and fatigue effects that influence item parameter estimation. The purpose of this research was to examine the relevance of item position specifically for assessments used in early education, an area of testing that has received relatively limited psychometric attention. In an initial study, multilevel item response models fit to data from an early literacy measure revealed statistically significant increases in difficulty for items appearing later in a 20-item form. The estimated linear change in logits for an increase of 1 in position was .024, resulting in a predicted change of .46 logits for a shift from the beginning to the end of the form. A subsequent simulation study examined impacts of item position effects on person ability estimation within computerized adaptive testing. Implications and recommendations for practice are~discussed.}, doi = {10.1111/jedm.12215}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/jedm.12215}, author = {Albano, Anthony D. and Cai, Liuhan and Lease, Erin M. and McConnell, Scott R.} } @article {2697, title = {A Comparison of Constraint Programming and Mixed-Integer Programming for Automated Test-Form Generation}, journal = {Journal of Educational Measurement}, volume = {55}, number = {4}, year = {2018}, pages = {435-456}, abstract = {Abstract The final step of the typical process of developing educational and psychological tests is to place the selected test items in a formatted form. The step involves the grouping and ordering of the items to meet a variety of formatting constraints. As this activity tends to be time-intensive, the use of mixed-integer programming (MIP) has been proposed to automate it. The goal of this article is to show how constraint programming (CP) can be used as an alternative to automate test-form generation problems with a large variety of formatting constraints, and how it compares with MIP-based form generation as for its models, solutions, and running times. Two empirical examples are presented: (i) automated generation of a computerized fixed-form; and (ii) automated generation of shadow tests for multistage testing. Both examples show that CP works well with feasible solutions and running times likely to be better than that for MIP-based applications.}, doi = {10.1111/jedm.12187}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/jedm.12187}, author = {Li, Jie and van der Linden, Wim J.} } @article {2691, title = {Constructing Shadow Tests in Variable-Length Adaptive Testing}, journal = {Applied Psychological Measurement}, volume = {42}, number = {7}, year = {2018}, pages = {538-552}, abstract = {Imposing content constraints is very important in most operational computerized adaptive testing (CAT) programs in educational measurement. Shadow test approach to CAT (Shadow CAT) offers an elegant solution to imposing statistical and nonstatistical constraints by projecting future consequences of item selection. The original form of Shadow CAT presumes fixed test lengths. The goal of the current study was to extend Shadow CAT to tests under variable-length termination conditions and evaluate its performance relative to other content balancing approaches. The study demonstrated the feasibility of constructing Shadow CAT with variable test lengths and in operational CAT programs. The results indicated the superiority of the approach compared with other content balancing methods.}, doi = {10.1177/0146621617753736}, url = {https://doi.org/10.1177/0146621617753736}, author = {Qi Diao and Hao Ren} } @article {2690, title = {A Continuous a-Stratification Index for Item Exposure Control in Computerized Adaptive Testing}, journal = {Applied Psychological Measurement}, volume = {42}, number = {7}, year = {2018}, pages = {523-537}, abstract = {The method of a-stratification aims to reduce item overexposure in computerized adaptive testing, as items that are administered at very high rates may threaten the validity of test scores. In existing methods of a-stratification, the item bank is partitioned into a fixed number of nonoverlapping strata according to the items{\textquoteright}a, or discrimination, parameters. This article introduces a continuous a-stratification index which incorporates exposure control into the item selection index itself and thus eliminates the need for fixed discrete strata. The new continuous a-stratification index is compared with existing stratification methods via simulation studies in terms of ability estimation bias, mean squared error, and control of item exposure rates.}, doi = {10.1177/0146621618758289}, url = {https://doi.org/10.1177/0146621618758289}, author = {Alan Huebner and Chun Wang and Bridget Daly and Colleen Pinkelman} } @conference {2641, title = {Is CAT Suitable for Automated Speaking Test?}, booktitle = {IACAT 2017 Conference}, year = {2017}, month = {08/2017}, publisher = {Niigata Seiryo University}, organization = {Niigata Seiryo University}, address = {Niigata, Japan}, abstract = {

We have developed automated scoring system of Japanese speaking proficiency, namely SJ-CAT (Speaking Japanese Computerized Adaptive Test), which is operational for last few months. One of the unique features of the test is an adaptive test base on polytomous IRT.

SJ-CAT consists of two sections; Section 1 has sentence reading aloud tasks and a multiple choicereading tasks and Section 2 has sentence generation tasks and an open answer tasks. In reading aloud tasks, a test taker reads a phoneme-balanced sentence on the screen after listening to a model reading. In a multiple choice-reading task, a test taker sees a picture and reads aloud one sentence among three sentences on the screen, which describe the scene most appropriately. In a sentence generation task, a test taker sees a picture or watches a video clip and describes the scene with his/her own words for about ten seconds. In an open answer tasks, the test taker expresses one\’s support for or opposition to e.g., a nuclear power generation with reasons for about 30 seconds.

In the course of the development of the test, we found many unexpected and unique characteristics of speaking CAT, which are not found in usual CATs with multiple choices. In this presentation, we will discuss some of such factors that are not previously noticed in our previous project of developing dichotomous J-CAT (Japanese Computerized Adaptive Test), which consists of vocabulary, grammar, reading, and listening. Firstly, we will claim that distribution of item difficulty parameters depends on the types of items. An item pool with unrestricted types of items such as open questions is difficult to achieve ideal distributions, either normal distribution or uniform distribution. Secondly, contrary to our expectations, open questions are not necessarily more difficult to operate in automated scoring system than more restricted questions such as sentence reading, as long as if one can set up suitable algorithm for open question scoring. Thirdly, we will show that the speed of convergence of standard deviation of posterior distribution, or standard error of theta parameter in polytomous IRT used for SJCAT is faster than dichotomous IRT used in J-CAT. Fourthly, we will discuss problems in equation of items in SJ-CAT, and suggest introducing deep learning with reinforcement learning instead of equation. And finally, we will discuss the issues of operation of SJ-CAT on the web, including speed of scoring, operation costs, security among others.

Session Video

}, keywords = {Automated Speaking Test, CAT, language testing}, author = {Shingo Imai} } @conference {2637, title = {Comparison of Pretest Item Calibration Methods in a Computerized Adaptive Test (CAT)}, booktitle = {IACAT 2017 Conference}, year = {2017}, month = {08/2017}, publisher = {Niigata Seiryo University}, organization = {Niigata Seiryo University}, address = {Niigata, Japan}, abstract = {

Calibration methods for pretest items in a computerized adaptive test (CAT) are not a new area of research inquiry. After decades of research on CAT, the fixed item parameter calibration (FIPC) method has been widely accepted and used by practitioners to address two CAT calibration issues: (a) a restricted ability range each item is exposed to, and (b) a sparse response data matrix. In FIPC, the parameters of the operational items are fixed at their original values, and multiple expectation maximization (EM) cycles are used to estimate parameters of the pretest items with prior ability distribution being updated multiple times (Ban, Hanson, Wang, Yi, \& Harris, 2001; Kang \& Peterson, 2009; Pommerich \& Segall, 2003).

Another calibration method is the fixed person parameter calibration (FPPC) method proposed by Stocking (1988) as \“Method A.\” Under this approach, candidates\’ ability estimates are fixed in the calibration of pretest items and they define the scale on which the parameter estimates are reported. The logic of FPPC is suitable for CAT applications because the person parameters are estimated based on operational items and available for pretest item calibration. In Stocking (1988), the FPPC was evaluated using the LOGIST computer program developed by Wood, Wingersky, and Lord (1976). He reported that \“Method A\” produced larger root mean square errors (RMSEs) in the middle ability range than \“Method B,\” which required the use of anchor items (administered non-adaptively) and linking steps to attempt to correct for the potential scale drift due to the use of imperfect ability estimates.

Since then, new commercial software tools such as BILOG-MG and flexMIRT (Cai, 2013) have been developed to handle the FPPC method with different implementations (e.g., the MH-RM algorithm with flexMIRT). The performance of the FPPC method with those new software tools, however, has rarely been researched in the literature.

In our study, we evaluated the performance of two pretest item calibration methods using flexMIRT, the new software tool. The FIPC and FPPC are compared under various CAT settings. Each simulated exam contains 75\% operational items and 25\% pretest items, and real item parameters are used to generate the CAT data. This study also addresses the lack of guidelines in existing CAT item calibration literature regarding population ability shift and exam length (more accurate theta estimates are expected in longer exams). Thus, this study also investigates the following four factors and their impact on parameter estimation accuracy, including: (1) candidate population changes (3 ability distributions); (2) exam length (20: 15 OP + 5 PT, 40: 30 OP + 10 PT, and 60: 45 OP + 15 PT); (3) data model fit (3PL and 3PL with fixed C), and (4) pretest item calibration sample sizes (300, 500, and 1000). This study\’s findings will fill the gap in this area of research and thus provide new information on which practitioners can base their decisions when selecting a pretest calibration method for their exams.

References

Ban, J. C., Hanson, B. A., Wang, T., Yi, Q., \& Harris, D. J. (2001). A comparative study of online pretest item\—Calibration/scaling methods in computerized adaptive testing. Journal of Educational Measurement, 38(3), 191\–212.

Cai, L. (2013). flexMIRT\® Flexible Multilevel Multidimensional Item Analysis and Test Scoring (Version 2) [Computer software]. Chapel Hill, NC: Vector Psychometric Group.

Kang, T., \& Petersen, N. S. (2009). Linking item parameters to a base scale (Research Report No. 2009\– 2). Iowa City, IA: ACT.

Pommerich, M., \& Segall, D.O. (2003, April). Calibrating CAT pools and online pretest items using marginal maximum likelihood methods. Paper presented at the annual meeting of the National Council on Measurement in Education, Chicago, IL.

Stocking, M. L. (1988). Scale drift in online calibration (Research Report No. 88\–28). Princeton, NJ: Educational Testing Service.

Wood, R. L., Wingersky, M. S., \& Lord, F. M. (1976). LOGIST: A computer program for estimating examinee ability and item characteristic curve parameters (RM76-6) [Computer program]. Princeton, NJ: Educational Testing Service.

Session Video

}, keywords = {CAT, Pretest Item Calibration}, author = {Huijuan Meng and Chris Han} } @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 {2655, title = {Computerized Adaptive Testing for Cognitive Diagnosis in Classroom: A Nonparametric Approach}, booktitle = {IACAT 2017 Conference}, year = {2017}, month = {08/2017}, publisher = {Niigata Seiryo University}, organization = {Niigata Seiryo University}, address = {Niigata, Japan}, abstract = {

In the past decade, CDMs of educational test performance have received increasing attention among educational researchers (for details, see Fu \& Li, 2007, and Rupp, Templin, \& Henson, 2010). CDMs of educational test performance decompose the ability domain of a given test into specific skills, called attributes, each of which an examinee may or may not have mastered. The resulting attribute profile documents the individual\’s strengths and weaknesses within the ability domain. The Cognitive Diagnostic Computerized Adaptive Testing (CD-CAT) has been suggested by researchers as a diagnostic tool for assessment and evaluation (e.g., Cheng \& Chang, 2007; Cheng, 2009; Liu, You, Wang, Ding, \& Chang, 2013; Tatsuoka \& Tatsuoka, 1997). While model-based CD-CAT is relatively well-researched in the context of large-scale assessments, this type of system has not received the same degree of development in small-scale settings, where it would be most useful. The main challenge is that the statistical estimation techniques successfully applied to the parametric CD-CAT require large samples to guarantee the reliable calibration of item parameters and accurate estimation of examinees\’ attribute profiles. In response to the challenge, a nonparametric approach that does not require any parameter calibration, and thus can be used in small educational programs, is proposed. The proposed nonparametric CD-CAT relies on the same principle as the regular CAT algorithm, but uses the nonparametric classification method (Chiu \& Douglas, 2013) to assess and update the student\’s ability state while the test proceeds. Based on a student\’s initial responses, 2 a neighborhood of candidate proficiency classes is identified, and items not characteristic of the chosen proficiency classes are precluded from being chosen next. The response to the next item then allows for an update of the skill profile, and the set of possible proficiency classes is further narrowed. In this manner, the nonparametric CD-CAT cycles through item administration and update stages until the most likely proficiency class has been pinpointed. The simulation results show that the proposed method outperformed the compared parametric CD-CAT algorithms and the differences were significant when the item parameter calibration was not optimal.

References

Cheng, Y. (2009). When cognitive diagnosis meets computerized adaptive testing: CD-CAT. Psychometrika, 74, 619-632.

Cheng, Y., \& Chang, H. (2007). The modified maximum global discrimination index method for cognitive diagnostic CAT. In D. Weiss (Ed.) Proceedings of the 2007 GMAC Computerized Adaptive Testing Conference.

Chiu, C.-Y., \& Douglas, J. A. (2013). A nonparametric approach to cognitive diagnosis by proximity to ideal response patterns. Journal of Classification, 30, 225-250.

Fu, J., \& Li, Y. (2007). An integrative review of cognitively diagnostic psychometric models. Paper presented at the Annual Meeting of the National Council on Measurement in Education. Chicago, Illinois.

Liu, H., You, X., Wang, W., Ding, S., \& Chang, H. (2013). The development of computerized adaptive testing with cognitive diagnosis for an English achievement test in China. Journal of Classification, 30, 152-172.

Rupp, A. A., \& Templin, J. L., \& Henson, R. A. (2010). Diagnostic Measurement. Theory, Methods, and Applications. New York: Guilford.

Tatsuoka, K.K., \& Tatsuoka, M.M. (1997), Computerized cognitive diagnostic adaptive testing: Effect on remedial instruction as empirical validation. Journal of Educational Measurement, 34, 3\–20.

Session Video

}, keywords = {CD-CAT, non-parametric approach}, author = {Yuan-Pei Chang and Chia-Yi Chiu and Rung-Ching Tsai} } @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} } @conference {2649, title = {Considerations in Performance Evaluations of Computerized Formative Assessments}, booktitle = {IACAT 2017 Conference}, year = {2017}, month = {08/2017}, publisher = {Niigata Seiryo University}, organization = {Niigata Seiryo University}, address = {Niigata, Japan}, abstract = {

Computerized adaptive instruments have been widely established and used in the context of summative assessments for purposes including licensure, admissions and proficiency testing. The benefits of examinee tailored examinations, which can provide estimates of performance that are more reliable and valid, have in recent years attracted a greater audience (i.e. patient oriented outcomes, test prep, etc.). Formative assessment, which are most widely understood in their implementation as diagnostic tools, have recently started to expand to lesser known areas of computerized testing such as in implementations of instructional designs aiming to maximize examinee learning through targeted practice.

Using a CAT instrument within the framework of evaluating repetitious examinee performances (in such settings as a Quiz Bank practices for example) poses unique challenges not germane to summative assessments. The scale on which item parameters (and subsequently examinee performance estimates such as Maximum Likelihood Estimates) are determined usually do not take change over time under consideration. While vertical scaling features resolve the learning acquisition problem, most content practice engines do not make use of explicit practice windows which could be vertically aligned. Alternatively, the Multidimensional (MIRT)- and Hierarchical Item Response Theory (HIRT) models allow for the specification of random effects associated with change over time in examinees\’ skills, but are often complex and require content and usage resources not often observed.

The research submitted for consideration simulated examinees\’ repeated variable length Quiz Bank practice in algebra using a 500 1-PL operational item pool. The stability simulations sought to determine with which rolling item interval size ability estimates would provide the most informative insight into the examinees\’ learning progression over time. Estimates were evaluated in terms of reduction in estimate uncertainty, bias and RMSD with the true and total item based ability estimates. It was found that rolling item intervals between 20-25 items provided the best reduction of uncertainty around the estimate without compromising the ability to provide informed performance estimates to students. However, while asymptotically intervals of 20-25 items tended to provide adequate estimates of performance, changes over shorter periods of time assessed with shorter quizzes could not be detected as those changes would be suppressed in lieu of the performance based on the full interval considered. Implications for infrastructure (such as recommendation engines, etc.), product and scale development are discussed.

Session video

}, keywords = {algebra, Formative Assessment, Performance Evaluations}, author = {Michael Chajewski and John Harnisher} } @conference {2666, title = {Construction of Gratitude Scale Using Polytomous Item Response Theory Model}, booktitle = {IACAT 2017 Conference}, year = {2017}, month = {08/2017}, publisher = {Niigata Seiryo University}, organization = {Niigata Seiryo University}, address = {Niigata, Japan}, abstract = {

Various studies have shown that gratitude is essential to increase the happiness and quality of life of every individual. Unfortunately, research on gratitude still received little attention, and there is no standardized measurement for it. Gratitude measurement scale was developed overseas, and has not adapted to the Indonesian culture context. Moreover, the scale development is generally performed with classical theory approach, which has some drawbacks. This research will develop a gratitude scale using polytomous Item Response Theory model (IRT) by applying the Partial Credit Model (PCM).

The pilot study results showed that the gratitude scale (with 44 items) is a reliable measure (\α = 0.944) and valid (meet both convergent and discriminant validity requirements). The pilot study results also showed that the gratitude scale satisfies unidimensionality assumptions.

The test results using the PCM model showed that the gratitude scale had a fit model. Of 44 items, there was one item that does not fit, so it was eliminated. Second test results for the remaining 43 items showed that they fit the model, and all items were fit to measure gratitude. Analysis using Differential Item Functioning (DIF) showed four items have a response bias based on gender. Thus, there are 39 items remaining in the scale.

Session Video\ 

}, keywords = {Gratitude Scale, polytomous items}, url = {https://drive.google.com/open?id=1pHhO4cq2-wh24ht3nBAoXNHv7234_mjH}, author = {Nurul Arbiyah} } @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 {2461, title = {On Computing the Key Probability in the Stochastically Curtailed Sequential Probability Ratio Test}, journal = {Applied Psychological Measurement}, volume = {40}, number = {2}, year = {2016}, pages = {142-156}, abstract = {The Stochastically Curtailed Sequential Probability Ratio Test (SCSPRT) is a termination criterion for computerized classification tests (CCTs) that has been shown to be more efficient than the well-known Sequential Probability Ratio Test (SPRT). The performance of the SCSPRT depends on computing the probability that at a given stage in the test, an examinee{\textquoteright}s current interim classification status will not change before the end of the test. Previous work discusses two methods of computing this probability, an exact method in which all potential responses to remaining items are considered and an approximation based on the central limit theorem (CLT) requiring less computation. Generally, the CLT method should be used early in the test when the number of remaining items is large, and the exact method is more appropriate at later stages of the test when few items remain. However, there is currently a dearth of information as to the performance of the SCSPRT when using the two methods. For the first time, the exact and CLT methods of computing the crucial probability are compared in a simulation study to explore whether there is any effect on the accuracy or efficiency of the CCT. The article is focused toward practitioners and researchers interested in using the SCSPRT as a termination criterion in an operational CCT.}, doi = {10.1177/0146621615611633}, url = {http://apm.sagepub.com/content/40/2/142.abstract}, author = {Huebner, Alan R. and Finkelman, Matthew D.} } @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 {2383, title = {A Comparison of IRT Proficiency Estimation Methods Under Adaptive Multistage Testing}, journal = {Journal of Educational Measurement}, volume = {52}, number = {1}, year = {2015}, pages = {70{\textendash}79}, abstract = {This inquiry is an investigation of item response theory (IRT) proficiency estimators{\textquoteright} accuracy under multistage testing (MST). We chose a two-stage MST design that includes four modules (one at Stage 1, three at Stage 2) and three difficulty paths (low, middle, high). We assembled various two-stage MST panels (i.e., forms) by manipulating two assembly conditions in each module, such as difficulty level and module length. For each panel, we investigated the accuracy of examinees{\textquoteright} proficiency levels derived from seven IRT proficiency estimators. The choice of Bayesian (prior) versus non-Bayesian (no prior) estimators was of more practical significance than the choice of number-correct versus item-pattern scoring estimators. The Bayesian estimators were slightly more efficient than the non-Bayesian estimators, resulting in smaller overall error. Possible score changes caused by the use of different proficiency estimators would be nonnegligible, particularly for low- and high-performing examinees.}, issn = {1745-3984}, doi = {10.1111/jedm.12063}, url = {http://dx.doi.org/10.1111/jedm.12063}, author = {Kim, Sooyeon and Moses, Tim and Yoo, Hanwook (Henry)} } @article {2485, title = {Considering the Use of General and Modified Assessment Items in Computerized Adaptive Testing}, journal = {Applied Measurement in Education}, volume = {28}, number = {156{\textendash}167}, year = {2015}, abstract = {This article used several data sets from a large-scale state testing program to examine the feasibility of combining general and modified assessment items in computerized adaptive testing (CAT) for different groups of students. Results suggested that several of the assumptions made when employing this type of mixed-item CAT may not be met for students with disabilities that have typically taken alternate assessments based on modified achievement standards (AA-MAS). A simulation study indicated that the abilities of AA-MAS students can be underestimated or overestimated by the mixed-item CAT, depending on students{\textquoteright} location on the underlying ability scale. These findings held across grade levels and test lengths. The mixed-item CAT appeared to function well for non-AA-MAS students.}, doi = {http://dx.doi.org/10.1080/08957347.2014.1002921}, author = {Wyse, A. E. and Albano, A. D.} } @article {2351, title = {Cognitive Diagnostic Models and Computerized Adaptive Testing: Two New Item-Selection Methods That Incorporate Response Times}, journal = {Journal of Computerized Adaptive Testing}, volume = {2}, year = {2014}, pages = {59-76}, doi = {10.7333/1412-0204059}, url = {http://www.iacat.org/jcat/index.php/jcat/article/view/43/21}, author = {Finkelman, M. D. and Kim, W. and Weissman, A. and Cook, R.J.} } @article {2336, title = {A Comparison of Four Item-Selection Methods for Severely Constrained CATs}, journal = {Educational and Psychological Measurement}, volume = {74}, number = {4}, year = {2014}, pages = {677-696}, abstract = {

This study compared four item-selection procedures developed for use with severely constrained computerized adaptive tests (CATs). Severely constrained CATs refer to those adaptive tests that seek to meet a complex set of constraints that are often not conclusive to each other (i.e., an item may contribute to the satisfaction of several constraints at the same time). The procedures examined in the study included the weighted deviation model (WDM), the weighted penalty model (WPM), the maximum priority index (MPI), and the shadow test approach (STA). In addition, two modified versions of the MPI procedure were introduced to deal with an edge case condition that results in the item selection procedure becoming dysfunctional during a test. The results suggest that the STA worked best among all candidate methods in terms of measurement accuracy and constraint management. For the other three heuristic approaches, they did not differ significantly in measurement accuracy and constraint management at the lower bound level. However, the WPM method appears to perform considerably better in overall constraint management than either the WDM or MPI method. Limitations and future research directions were also discussed.

}, doi = {10.1177/0013164413517503}, url = {http://epm.sagepub.com/content/74/4/677.abstract}, author = {He, Wei and Diao, Qi and Hauser, Carl} } @article {2322, title = {A Comparison of Multi-Stage and Linear Test Designs for Medium-Size Licensure and Certification Examinations}, journal = {Journal of Computerized Adaptive Testing}, volume = {2}, year = {2014}, month = {02-2014}, pages = {18-36}, doi = {10.7333/1402-0202018}, author = {Brossman, Bradley. G. and Guille, R.A.} } @article {2339, title = {Computerized Adaptive Testing for the Random Weights Linear Logistic Test Model}, journal = {Applied Psychological Measurement}, volume = {38}, number = {6}, year = {2014}, pages = {415-431}, abstract = {

This article discusses four-item selection rules to design efficient individualized tests for the random weights linear logistic test model (RWLLTM): minimum posterior-weighted -error minimum expected posterior-weighted -error maximum expected Kullback\–Leibler divergence between subsequent posteriors (KLP), and maximum mutual information (MUI). The RWLLTM decomposes test items into a set of subtasks or cognitive features and assumes individual-specific effects of the features on the difficulty of the items. The model extends and improves the well-known linear logistic test model in which feature effects are only estimated at the aggregate level. Simulations show that the efficiencies of the designs obtained with the different criteria appear to be equivalent. However, KLP and MUI are given preference over and due to their lesser complexity, which significantly reduces the computational burden.

}, doi = {10.1177/0146621614533987}, url = {http://apm.sagepub.com/content/38/6/415.abstract}, author = {Crabbe, Marjolein and Vandebroek, Martina} } @book {2480, title = {Computerized multistage testing: Theory and applications}, year = {2014}, publisher = {CRC Press}, organization = {CRC Press}, address = {Boca Raton FL}, isbn = {13-978-1-4665-0577-3}, author = {Duanli Yan and Alina A von Davier and Charles Lewis} } @article {2265, title = {Comparing the Performance of Five Multidimensional CAT Selection Procedures With Different Stopping Rules}, journal = {Applied Psychological Measurement}, volume = {37}, number = {1}, year = {2013}, pages = {3-23}, abstract = {

Through simulated data, five multidimensional computerized adaptive testing (MCAT) selection procedures with varying test lengths are examined and compared using different stopping rules. Fixed item exposure rates are used for all the items, and the Priority Index (PI) method is used for the content constraints. Two stopping rules, standard error (SE) and predicted standard error reduction (PSER), are proposed; each MCAT selection process is stopped if either the required precision has been achieved or the selected number of items has reached the maximum limit. The five procedures are as follows: minimum angle (Ag), volume (Vm), minimize the error variance of the linear combination (V 1), minimize the error variance of the composite score with the optimized weight (V 2), and Kullback\–Leibler (KL) information. The recovery for the domain scores or content scores and their overall score, test length, and test reliability are compared across the five MCAT procedures and between the two stopping rules. It is found that the two stopping rules are implemented successfully and that KL uses the least number of items to reach the same precision level, followed by Vm; Ag uses the largest number of items. On average, to reach a precision of SE = .35, 40, 55, 63, 63, and 82 items are needed for KL, Vm, V 1, V 2, and Ag, respectively, for the SE stopping rule. PSER yields 38, 45, 53, 58, and 68 items for KL, Vm, V 1, V 2, and Ag, respectively; PSER yields only slightly worse results than SE, but with much fewer items. Overall, KL is recommended for varying-length MCAT.

}, doi = {10.1177/0146621612455687}, url = {http://apm.sagepub.com/content/37/1/3.abstract}, author = {Yao, Lihua} } @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 {2293, title = {A Comparison of Exposure Control Procedures in CAT Systems Based on Different Measurement Models for Testlets}, journal = {Applied Measurement in Education}, volume = {26}, number = {2}, year = {2013}, pages = {113-135}, doi = {10.1080/08957347.2013.765434}, url = {http://www.tandfonline.com/doi/abs/10.1080/08957347.2013.765434}, author = {Boyd, Aimee M. and Dodd, Barbara and Fitzpatrick, Steven} } @article {2304, title = {A Comparison of Exposure Control Procedures in CATs Using the 3PL Model}, journal = {Educational and Psychological Measurement}, volume = {73}, number = {5}, year = {2013}, pages = {857-874}, abstract = {

This study compares the progressive-restricted standard error (PR-SE) exposure control procedure to three commonly used procedures in computerized adaptive testing, the randomesque, Sympson\–Hetter (SH), and no exposure control methods. The performance of these four procedures is evaluated using the three-parameter logistic model under the manipulated conditions of item pool size (small vs. large) and stopping rules (fixed-length vs. variable-length). PR-SE provides the advantage of similar constraints to SH, without the need for a preceding simulation study to execute it. Overall for the large and small item banks, the PR-SE method administered almost all of the items from the item pool, whereas the other procedures administered about 52\% or less of the large item bank and 80\% or less of the small item bank. The PR-SE yielded the smallest amount of item overlap between tests across conditions and administered fewer items on average than SH. PR-SE obtained these results with similar, and acceptable, measurement precision compared to the other exposure control procedures while vastly improving on item pool usage.

}, doi = {10.1177/0013164413486802}, url = {http://epm.sagepub.com/content/73/5/857.abstract}, author = {Leroux, Audrey J. and Lopez, Myriam and Hembry, Ian and Dodd, Barbara G.} } @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 {2047, title = {Comparison Between Dichotomous and Polytomous Scoring of Innovative Items in a Large-Scale Computerized Adaptive Test}, journal = {Educational and Psychological Measurement}, volume = {72}, year = {2012}, pages = {493-509}, abstract = {

This study explored the impact of partial credit scoring of one type of innovative items (multiple-response items) in a computerized adaptive version of a large-scale licensure pretest and operational test settings. The impacts of partial credit scoring on the estimation of the ability parameters and classification decisions in operational test settings were explored in one real data analysis and two simulation studies when two different polytomous scoring algorithms, automated polytomous scoring and rater-generated polytomous scoring, were applied. For the real data analyses, the ability estimates from dichotomous and polytomous scoring were highly correlated; the classification consistency between different scoring algorithms was nearly perfect. Information distribution changed slightly in the operational item bank. In the two simulation studies comparing each polytomous scoring with dichotomous scoring, the ability estimates resulting from polytomous scoring had slightly higher measurement precision than those resulting from dichotomous scoring. The practical impact related to classification decision was minor because of the extremely small number of items that could be scored polytomously in this current study.

}, doi = {10.1177/0013164411422903}, author = {Jiao, H. and Liu, J. and Haynie, K. and Woo, A. and Gorham, J.} } @article {2193, title = {Comparison of Exposure Controls, Item Pool Characteristics, and Population Distributions for CAT Using the Partial Credit Model}, journal = {Educational and Psychological Measurement}, volume = {72}, number = {1}, year = {2012}, pages = {159-175}, abstract = {

This study investigated item exposure control procedures under various combinations of item pool characteristics and ability distributions in computerized adaptive testing based on the partial credit model. Three variables were manipulated: item pool characteristics (120 items for each of easy, medium, and hard item pools), two ability distributions (normally distributed and negatively skewed data), and three exposure control procedures (randomesque procedure, progressive\–restricted procedure, and maximum information procedure). A number of measurement precision indexes such as descriptive statistics, correlations between known and estimated ability levels, bias, root mean squared error, and average absolute difference, exposure rates, item usage, and item overlap were computed to assess the impact of matched or nonmatched item pool and ability distributions on the accuracy of ability estimation and the performance of exposure control procedures. As expected, the medium item pool produced better precision of measurement than both the easy and hard item pools. The progressive\–restricted procedure performed better in terms of maximum exposure rates, item average overlap, and pool utilization than both the randomesque procedure and the maximum information procedure. The easy item pool with the negatively skewed data as a mismatched condition produced the worst performance.

}, doi = {10.1177/0013164411411296}, url = {http://epm.sagepub.com/content/72/1/159.abstract}, author = {Lee, HwaYoung and Dodd, Barbara G.} } @article {2305, title = {Comparison of two Bayesian methods to detect mode effects between paper-based and computerized adaptive assessments: a preliminary Monte Carlo study.}, journal = {BMC Med Res Methodol}, volume = {12}, year = {2012}, month = {2012}, pages = {124}, abstract = {

BACKGROUND: Computerized adaptive testing (CAT) is being applied to health outcome measures developed as paper-and-pencil (P\&P) instruments. Differences in how respondents answer items administered by CAT vs. P\&P can increase error in CAT-estimated measures if not identified and corrected.

METHOD: Two methods for detecting item-level mode effects are proposed using Bayesian estimation of posterior distributions of item parameters: (1) a modified robust Z (RZ) test, and (2) 95\% credible intervals (CrI) for the CAT-P\&P difference in item difficulty. A simulation study was conducted under the following conditions: (1) data-generating model (one- vs. two-parameter IRT model); (2) moderate vs. large DIF sizes; (3) percentage of DIF items (10\% vs. 30\%), and (4) mean difference in \θ estimates across modes of 0 vs. 1 logits. This resulted in a total of 16 conditions with 10 generated datasets per condition.

RESULTS: Both methods evidenced good to excellent false positive control, with RZ providing better control of false positives and with slightly higher power for CrI, irrespective of measurement model. False positives increased when items were very easy to endorse and when there with mode differences in mean trait level. True positives were predicted by CAT item usage, absolute item difficulty and item discrimination. RZ outperformed CrI, due to better control of false positive DIF.

CONCLUSIONS: Whereas false positives were well controlled, particularly for RZ, power to detect DIF was suboptimal. Research is needed to examine the robustness of these methods under varying prior assumptions concerning the distribution of item and person parameters and when data fail to conform to prior assumptions. False identification of DIF when items were very easy to endorse is a problem warranting additional investigation.

}, keywords = {Bayes Theorem, Data Interpretation, Statistical, Humans, Mathematical Computing, Monte Carlo Method, Outcome Assessment (Health Care)}, issn = {1471-2288}, doi = {10.1186/1471-2288-12-124}, author = {Riley, Barth B and Carle, Adam C} } @article {1996, title = {Computerized Adaptive Testing for Student Selection to Higher Education}, journal = {Journal of Higher Education}, year = {2012}, chapter = {1}, abstract = {

The purpose of the present study is to discuss applicability of computerized adaptive testing format as an alternative for current student selection examinations to higher education in Turkey. In the study, first problems associated with current student selection system are given. These problems exerts pressure on students that results in test anxiety, produce measurement experiences that can be criticized, and lessen credibility of student selection system. Next, computerized adaptive test are introduced and advantages they provide are presented. Then results of a study that used two research designs (simulation and live testing) were presented. Results revealed that (i) computerized adaptive format provided a reduction up to 80\% in the number of items given to students compared to paper and pencil format of student selection examination, (ii) ability estimations have high reliabilities. Correlations between ability estimations obtained from simulation and traditional format were higher than 0.80. At the end of the study solutions provided by computerized adaptive testing implementation to the current problems were discussed. Also some issues for application of CAT format for student selection examinations in Turkey are given.

}, author = {Kalender, I.} } @mastersthesis {2144, title = {Computerized adaptive testing in industrial and organizational psychology}, volume = {Ph.D.}, year = {2012}, school = {University of Twente}, type = {Ph.D. Dissertation}, address = {Twente, The Netherlands}, author = {Makransky, G.} } @article {2250, title = {Computerized Adaptive Testing Using a Class of High-Order Item Response Theory Models}, journal = {Applied Psychological Measurement}, volume = {36}, number = {8}, year = {2012}, pages = {689-706}, abstract = {

In the human sciences, a common assumption is that latent traits have a hierarchical structure. Higher order item response theory models have been developed to account for this hierarchy. In this study, computerized adaptive testing (CAT) algorithms based on these kinds of models were implemented, and their performance under a variety of situations was examined using simulations. The results showed that the CAT algorithms were very effective. The progressive method for item selection, the Sympson and Hetter method with online and freeze procedure for item exposure control, and the multinomial model for content balancing can simultaneously maintain good measurement precision, item exposure control, content balance, test security, and pool usage.

}, doi = {10.1177/0146621612459552}, url = {http://apm.sagepub.com/content/36/8/689.abstract}, author = {Huang, Hung-Yu and Chen, Po-Hsi and Wang, Wen-Chung} } @article {2070, title = {catR: An R Package for Computerized Adaptive Testing}, journal = {Applied Psychological Measurement}, year = {2011}, abstract = {

Computerized adaptive testing (CAT) is an active current research field in psychometrics and educational measurement. However, there is very little software available to handle such adaptive tasks. The R package catR was developed to perform adaptive testing with as much flexibility as possible, in an attempt to provide a developmental and testing platform to the interested user. Several item-selection rules and ability estimators are implemented. The item bank can be provided by the user or randomly generated from parent distributions of item parameters. Three stopping rules are available. The output can be graphically displayed.

}, keywords = {computer program, computerized adaptive testing, Estimation, Item Response Theory}, doi = {10.1177/0146621611407482}, author = {Magis, D. and Ra{\^\i}che, G.} } @article {2036, title = {A Comment on Early Student Blunders on Computer-Based Adaptive Tests}, journal = {Applied Psychological Measurement}, volume = {35}, year = {2011}, pages = {165-174}, abstract = {

This article refutes a recent claim that computer-based tests produce biased scores for very proficient test takers who make mistakes on one or two initial items and that they can be reduced by using a four-parameter IRT model. Because the same effect occurs with pattern scores on nonadaptive tests, the effect results from IRT scoring, not from adaptive testing. Because very proficient test takers rarely err on items of middle difficulty, the so-called bias is one of selective data analysis. Furthermore, the apparently large score penalty for one error on an otherwise perfect response pattern is shown to result from the relative stretching of the IRT scale at very high and very low proficiencies. The recommended use of a four-parameter IRT model is shown to have drawbacks.

}, doi = {10.1177/0146621610377080}, author = {Green, B. F.} } @article {2165, title = {A Comment on Early Student Blunders on Computer-Based Adaptive Tests}, journal = {Applied Psychological Measurement}, volume = {35}, number = {2}, year = {2011}, pages = {165-174}, abstract = {

This article refutes a recent claim that computer-based tests produce biased scores for very proficient test takers who make mistakes on one or two initial items and that the \‘\‘bias\’\’ can be reduced by using a four-parameter IRT model. Because the same effect occurs with pattern scores on nonadaptive tests, the effect results from IRT scoring, not from adaptive testing. Because very proficient test takers rarely err on items of middle difficulty, the so-called bias is one of selective data analysis. Furthermore, the apparently large score penalty for one error on an otherwise perfect response pattern is shown to result from the relative stretching of the IRT scale at very high and very low proficiencies. The recommended use of a four-parameter IRT model is shown to have drawbacks.

}, doi = {10.1177/0146621610377080}, url = {http://apm.sagepub.com/content/35/2/165.abstract}, author = {Green, Bert F.} } @article {2040, title = {Computer adaptive testing for small scale programs and instructional systems}, journal = {Journal of Applied Testing Technology}, volume = {12}, year = {2011}, abstract = {

This study investigates measurement decision theory (MDT) as an underlying model for computer adaptive testing when the goal is to classify examinees into one of a finite number of groups. The first analysis compares MDT with a popular item response theory model and finds little difference in terms of the percentage of correct classifications. The second analysis examines the number of examinees needed to calibrate MDT item parameters and finds accurate classifications even with calibration sample sizes as small as 100 examinees.

}, author = {Rudner, L. M. and Guo, F.} } @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.} } @article {2190, title = {Computerized Classification Testing Under the Generalized Graded Unfolding Model}, journal = {Educational and Psychological Measurement}, volume = {71}, number = {1}, year = {2011}, pages = {114-128}, abstract = {

The generalized graded unfolding model (GGUM) has been recently developed to describe item responses to Likert items (agree\—disagree) in attitude measurement. In this study, the authors (a) developed two item selection methods in computerized classification testing under the GGUM, the current estimate/ability confidence interval method and the cut score/sequential probability ratio test method and (b) evaluated their accuracy and efficiency in classification through simulations. The results indicated that both methods were very accurate and efficient. The more points each item had and the fewer the classification categories, the more accurate and efficient the classification would be. However, the latter method may yield a very low accuracy in dichotomous items with a short maximum test length. Thus, if it is to be used to classify examinees with dichotomous items, the maximum text length should be increased.

}, doi = {10.1177/0013164410391575}, url = {http://epm.sagepub.com/content/71/1/114.abstract}, author = {Wang, Wen-Chung and Liu, Chen-Wei} } @article {2191, title = {Computerized Classification Testing Under the One-Parameter Logistic Response Model With Ability-Based Guessing}, journal = {Educational and Psychological Measurement}, volume = {71}, number = {6}, year = {2011}, pages = {925-941}, abstract = {

The one-parameter logistic model with ability-based guessing (1PL-AG) has been recently developed to account for effect of ability on guessing behavior in multiple-choice items. In this study, the authors developed algorithms for computerized classification testing under the 1PL-AG and conducted a series of simulations to evaluate their performances. Four item selection methods (the Fisher information, the Fisher information with a posterior distribution, the progressive method, and the adjusted progressive method) and two termination criteria (the ability confidence interval [ACI] method and the sequential probability ratio test [SPRT]) were developed. In addition, the Sympson\–Hetter online method with freeze (SHOF) was implemented for item exposure control. Major results include the following: (a) when no item exposure control was made, all the four item selection methods yielded very similar correct classification rates, but the Fisher information method had the worst item bank usage and the highest item exposure rate; (b) SHOF can successfully maintain the item exposure rate at a prespecified level, without compromising substantial accuracy and efficiency in classification; (c) once SHOF was implemented, all the four methods performed almost identically; (d) ACI appeared to be slightly more efficient than SPRT; and (e) in general, a higher weight of ability in guessing led to a slightly higher accuracy and efficiency, and a lower forced classification rate.

}, doi = {10.1177/0013164410392372}, url = {http://epm.sagepub.com/content/71/6/925.abstract}, author = {Wang, Wen-Chung and Huang, Sheng-Yun} } @article {283, title = {Content range and precision of a computer adaptive test of upper extremity function for children with cerebral palsy}, journal = {Physical \& Occupational Therapy in Pediatrics}, volume = {31}, number = {1}, year = {2011}, note = {Montpetit, KathleenHaley, StephenBilodeau, NathalieNi, PengshengTian, FengGorton, George 3rdMulcahey, M JEnglandPhys Occup Ther Pediatr. 2011 Feb;31(1):90-102. Epub 2010 Oct 13.}, pages = {90-102}, edition = {2010/10/15}, abstract = {This article reports on the content range and measurement precision of an upper extremity (UE) computer adaptive testing (CAT) platform of physical function in children with cerebral palsy. Upper extremity items representing skills of all abilities were administered to 305 parents. These responses were compared with two traditional standardized measures: Pediatric Outcomes Data Collection Instrument and Functional Independence Measure for Children. The UE CAT correlated strongly with the upper extremity component of these measures and had greater precision when describing individual functional ability. The UE item bank has wider range with items populating the lower end of the ability spectrum. This new UE item bank and CAT have the capability to quickly assess children of all ages and abilities with good precision and, most importantly, with items that are meaningful and appropriate for their age and level of physical function.}, isbn = {1541-3144 (Electronic)0194-2638 (Linking)}, author = {Montpetit, K. and Haley, S. and Bilodeau, N. and Ni, P. and Tian, F. and Gorton, G., 3rd and Mulcahey, M. J.} } @conference {2100, title = {Continuous Testing (an avenue for CAT research)}, booktitle = {Annual Conference of the International Association for Computerized Adaptive Testing}, year = {2011}, month = {10/2011}, abstract = {

Publishing an Adaptive Test

Problems with Publishing

Research Questions

}, keywords = {CAT, item filter, item filtration}, author = {G. Gage Kingsbury} } @article {2038, title = {Creating a K-12 Adaptive Test: Examining the Stability of Item Parameter Estimates and Measurement Scales}, journal = {Journal of Applied Testing Technology}, volume = {12}, year = {2011}, abstract = {

Development of adaptive tests used in K-12 settings requires the creation of stable measurement scales to measure the growth of individual students from one grade to the next, and to measure change in groups from one year to the next. Accountability systems
like No Child Left Behind require stable measurement scales so that accountability has meaning across time. This study examined the stability of the measurement scales used with the Measures of Academic Progress. Difficulty estimates for test questions from the reading and mathematics scales were examined over a period ranging from 7 to 22 years. Results showed high correlations between item difficulty estimates from the time at which they where originally calibrated and the current calibration. The average drift in item difficulty estimates was less than .01 standard deviations. The average impact of change in item difficulty estimates was less than the smallest reported difference on the score scale for two actual tests. The findings of the study indicate that an IRT scale can be stable enough to allow consistent measurement of student achievement.

}, url = {http://www.testpublishers.org/journal-of-applied-testing-technology}, author = {Kingsbury, G. G. and Wise, S. L.} } @booklet {154, title = {Cross-cultural development of an item list for computer-adaptive testing of fatigue in oncological patients}, journal = {Health and Quality of Life Outcomes}, volume = {9}, number = {1}, year = {2011}, note = {Health Qual Life Outcomes. 2011 Mar 29;9(1):19.}, month = {March 29, 2011}, pages = {10}, edition = {2011/03/31}, abstract = {ABSTRACT: INTRODUCTION: Within an ongoing project of the EORTC Quality of Life Group, we are developing computerized adaptive test (CAT) measures for the QLQ-C30 scales. These new CAT measures are conceptualised to reflect the same constructs as the QLQ-C30 scales. Accordingly, the Fatigue-CAT is intended to capture physical and general fatigue. METHODS: The EORTC approach to CAT development comprises four phases (literature search, operationalisation, pre-testing, and field testing). Phases I-III are described in detail in this paper. A literature search for fatigue items was performed in major medical databases. After refinement through several expert panels, the remaining items were used as the basis for adapting items and/or formulating new items fitting the EORTC item style. To obtain feedback from patients with cancer, these English items were translated into Danish, French, German, and Spanish and tested in the respective countries. RESULTS: Based on the literature search a list containing 588 items was generated. After a comprehensive item selection procedure focusing on content, redundancy, item clarity and item difficulty a list of 44 fatigue items was generated. Patient interviews (n=52) resulted in 12 revisions of wording and translations. DISCUSSION: The item list developed in phases I-III will be further investigated within a field-testing phase (IV) to examine psychometric characteristics and to fit an item response theory model. The Fatigue CAT based on this item bank will provide scores that are backward-compatible to the original QLQ-C30 fatigue scale.}, isbn = {1477-7525 (Electronic)1477-7525 (Linking)}, author = {Giesinger, J. M. and Petersen, M. A. and Groenvold, M. and Aaronson, N. K. and Arraras, J. I. and Conroy, T. and Gamper, E. M. and Kemmler, G. and King, M. T. and Oberguggenberger, A. S. and Velikova, G. and Young, T. and Holzner, B. and Eortc-Qlg, E. O.} } @article {334, title = {A comparison of content-balancing procedures for estimating multiple clinical domains in computerized adaptive testing: Relative precision, validity, and detection of persons with misfitting responses}, journal = {Applied Psychological Measurement}, volume = {34}, number = {6}, year = {2010}, pages = {410-423}, abstract = {This simulation study sought to compare four different computerized adaptive testing (CAT) content-balancing procedures designed for use in a multidimensional assessment with respect to measurement precision, symptom severity classification, validity of clinical diagnostic recommendations, and sensitivity to atypical responding. The four content-balancing procedures were (a) no content balancing, (b) screener-based, (c) mixed (screener plus content balancing), and (d) full content balancing. In full content balancing and in mixed content balancing following administration of the screener items, item selection was based on (a) whether the target numberof items for the item{\textquoteright}s subscale was reached and (b) the item{\textquoteright}s information function. Mixed and full content balancing provided the best representation of items from each of the main subscales of the Internal Mental Distress Scale. These procedures also resulted in higher CAT to full-scale correlations for the Trauma and Homicidal/Suicidal Thought subscales and improved detection of atypical responding.Keywords}, isbn = {0146-62161552-3497}, author = {Riley, B. B. and Dennis, M. L. and Conrad, K. J.} } @article {2160, title = {A Comparison of Content-Balancing Procedures for Estimating Multiple Clinical Domains in Computerized Adaptive Testing: Relative Precision, Validity, and Detection of Persons With Misfitting Responses}, journal = {Applied Psychological Measurement}, volume = {34}, number = {6}, year = {2010}, pages = {410-423}, abstract = {

This simulation study sought to compare four different computerized adaptive testing (CAT) content-balancing procedures designed for use in a multidimensional assessment with respect to measurement precision, symptom severity classification, validity of clinical diagnostic recommendations, and sensitivity to atypical responding. The four content-balancing procedures were (a) no content balancing, (b) screener-based, (c) mixed (screener plus content balancing), and (d) full content balancing. In full content balancing and in mixed content balancing following administration of the screener items, item selection was based on (a) whether the target number of items for the item\’s subscale was reached and (b) the item\’s information function. Mixed and full content balancing provided the best representation of items from each of the main subscales of the Internal Mental Distress Scale. These procedures also resulted in higher CAT to full-scale correlations for the Trauma and Homicidal/Suicidal Thought subscales and improved detection of atypical responding.

}, doi = {10.1177/0146621609349802}, url = {http://apm.sagepub.com/content/34/6/410.abstract}, author = {Barth B. Riley and Michael L. Dennis and Conrad, Kendon J.} } @article {2161, title = {A Comparison of Item Selection Techniques for Testlets}, journal = {Applied Psychological Measurement}, volume = {34}, number = {6}, year = {2010}, pages = {424-437}, abstract = {

This study examined the performance of the maximum Fisher\’s information, the maximum posterior weighted information, and the minimum expected posterior variance methods for selecting items in a computerized adaptive testing system when the items were grouped in testlets. A simulation study compared the efficiency of ability estimation among the item selection techniques under varying conditions of local-item dependency when the response model was either the three-parameter-logistic item response theory or the three-parameter-logistic testlet response theory. The item selection techniques performed similarly within any particular condition, the practical implications of which are discussed within the article.

}, doi = {10.1177/0146621609349804}, url = {http://apm.sagepub.com/content/34/6/424.abstract}, author = {Murphy, Daniel L. and Dodd, Barbara G. and Vaughn, Brandon K.} } @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.} } @inbook {2050, title = {Constrained Adaptive Testing with Shadow Tests}, booktitle = {Elements of Adaptive Testing}, year = {2010}, pages = {31-56}, chapter = {2}, doi = {10.1007/978-0-387-85461-8}, author = {van der Linden, W. J.} } @conference {2035, title = {Comparing methods to recalibrate drifting items in computerized adaptive testing}, booktitle = {American Educational Research Association}, year = {2009}, address = {San Diego, CA}, author = {Masters, J. S. and Muckle, T. J. and Bontempo, B} } @inbook {1755, title = {Comparison of ability estimation and item selection methods in multidimensional computerized adaptive testing}, year = {2009}, note = {{PDF File, 342 KB}}, address = {D. J. Weiss (Ed.), Proceedings of the 2009 GMAC Conference on Computerized Adaptive Testing.}, author = {Diao, Q. and Reckase, M.} } @inbook {1743, title = {Comparison of adaptive Bayesian estimation and weighted Bayesian estimation in multidimensional computerized adaptive testing}, year = {2009}, note = {{PDF file, 308KB}}, address = {D. J. Weiss (Ed.), Proceedings of the 2009 GMAC Conference on Computerized Adaptive Testing.}, author = {Chen, P. H.} } @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.} } @article {15, title = {Comparison of methods for controlling maximum exposure rates in computerized adaptive testing}, journal = {Psicothema}, volume = {21}, number = {2}, year = {2009}, note = {Barrada, Juan RamonAbad, Francisco JoseVeldkamp, Bernard PComparative StudySpainPsicothemaPsicothema. 2009 May;21(2):313-20.}, month = {May}, pages = {313-320}, edition = {2009/05/01}, abstract = {This paper has two objectives: (a) to provide a clear description of three methods for controlling the maximum exposure rate in computerized adaptive testing {\textemdash}the Symson-Hetter method, the restricted method, and the item-eligibility method{\textemdash} showing how all three can be interpreted as methods for constructing the variable sub-bank of items from which each examinee receives the items in his or her test; (b) to indicate the theoretical and empirical limitations of each method and to compare their performance. With the three methods, we obtained basically indistinguishable results in overlap rate and RMSE (differences in the third decimal place). The restricted method is the best method for controlling exposure rate, followed by the item-eligibility method. The worst method is the Sympson-Hetter method. The restricted method presents problems of sequential overlap rate. Our advice is to use the item-eligibility method, as it saves time and satisfies the goals of restricting maximum exposure. Comparaci{\'o}n de m{\'e}todos para el control de tasa m{\'a}xima en tests adaptativos informatizados. Este art{\'\i}culo tiene dos objetivos: (a) ofrecer una descripci{\'o}n clara de tres m{\'e}todos para el control de la tasa m{\'a}xima en tests adaptativos informatizados, el m{\'e}todo Symson-Hetter, el m{\'e}todo restringido y el m{\'e}todode elegibilidad del {\'\i}tem, mostrando c{\'o}mo todos ellos pueden interpretarse como m{\'e}todos para la construcci{\'o}n del subbanco de {\'\i}tems variable, del cual cada examinado recibe los {\'\i}tems de su test; (b) se{\~n}alar las limitaciones te{\'o}ricas y emp{\'\i}ricas de cada m{\'e}todo y comparar sus resultados. Se obtienen resultados b{\'a}sicamente indistinguibles en tasa de solapamiento y RMSE con los tres m{\'e}todos (diferencias en la tercera posici{\'o}n decimal). El m{\'e}todo restringido es el mejor en el control de la tasa de exposici{\'o}n,seguido por el m{\'e}todo de elegibilidad del {\'\i}tem. El peor es el m{\'e}todo Sympson-Hetter. El m{\'e}todo restringido presenta un problema de solapamiento secuencial. Nuestra recomendaci{\'o}n ser{\'\i}a utilizar el m{\'e}todo de elegibilidad del {\'\i}tem, puesto que ahorra tiempo y satisface los objetivos de limitar la tasa m{\'a}xima de exposici{\'o}n.}, keywords = {*Numerical Analysis, Computer-Assisted, Psychological Tests/*standards/*statistics \& numerical data}, isbn = {0214-9915 (Print)0214-9915 (Linking)}, author = {Barrada, J and Abad, F. J. and Veldkamp, B. P.} } @inbook {1749, title = {A comparison of three methods of item selection for computerized adaptive testing}, year = {2009}, note = {PDF file, 531 K}, address = {D. J. Weiss (Ed.), Proceedings of the 2009 GMAC Conference on Computerized Adaptive Testing.}, author = {Costa, D. R. and Karino, C. A. and Moura, F. A. S. and Andrade, D. F.} } @inbook {1910, title = {Computerized adaptive testing by mutual information and multiple imputations}, year = {2009}, note = {{PDF file, 179 KB}}, address = {D. J. Weiss (Ed.), Proceedings of the 2009 GMAC Conference on Computerized Adaptive Testing.}, abstract = {Over the years, most computerized adaptive testing (CAT) systems have used score estimation procedures from item response theory (IRT). IRT models have salutary properties for score estimation, error reporting, and next-item selection. However, some testing purposes favor scoring approaches outside IRT. Where a criterion metric is readily available and more relevant than the assessed construct, for example in the selection of job applicants, a predictive model might be appropriate (Scarborough \& Somers, 2006). In these cases, neither IRT scoring nor a unidimensional assessment structure can be assumed. Yet, the primary benefit of CAT remains desirable: shorter assessments with minimal loss of accuracy due to unasked items. In such a case, it remains possible to create a CAT system that produces an estimated score from a subset of available items, recognizes differential item information given the emerging item response pattern, and optimizes the accuracy of the score estimated at every successive item. The method of multiple imputations (Rubin, 1987) can be used to simulate plausible scores given plausible response patterns to unasked items (Thissen-Roe, 2005). Mutual information can then be calculated in order to select an optimally informative next item (or set of items). Previously observed response patterns to two complete neural network-scored assessments were resampled according to MIMI CAT item selection. The reproduced CAT scores were compared to full-length assessment scores. Approximately 95\% accurate assignment of examinees to one of three score categories was achieved with a 70\%-80\% reduction in median test length. Several algorithmic factors influencing accuracy and computational performance were examined.}, author = {Thissen-Roe, A.} } @inbook {1744, title = {Computerized adaptive testing for cognitive diagnosis}, year = {2009}, note = {{PDF File, 308 KB}}, address = {D. J. Weiss (Ed.), Proceedings of the 2009 GMAC Conference on Computerized Adaptive Testing.}, author = {Cheng, Y} } @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 {1959, title = {Computerized classification testing in more than two categories by using stochastic curtailment}, year = {2009}, note = {{PDF file, 298 KB}}, address = {D. J. Weiss (Ed.), Proceedings of the 2009 GMAC Conference on Computerized Adaptive Testing.}, author = {Wouda, J. T. and Theo Eggen} } @article {545, title = {A conditional exposure control method for multidimensional adaptive testing}, journal = {Journal of Educational Measurement}, volume = {46}, year = {2009}, pages = {84-103}, author = {Finkelman, M. and Nering, M. L. and Roussos, L. A.} } @article {2202, title = {A Conditional Exposure Control Method for Multidimensional Adaptive Testing}, journal = {Journal of Educational Measurement}, volume = {46}, number = {1}, year = {2009}, pages = {84{\textendash}103}, abstract = {

In computerized adaptive testing (CAT), ensuring the security of test items is a crucial practical consideration. A common approach to reducing item theft is to define maximum item exposure rates, i.e., to limit the proportion of examinees to whom a given item can be administered. Numerous methods for controlling exposure rates have been proposed for tests employing the unidimensional 3-PL model. The present article explores the issues associated with controlling exposure rates when a multidimensional item response theory (MIRT) model is utilized and exposure rates must be controlled conditional upon ability. This situation is complicated by the exponentially increasing number of possible ability values in multiple dimensions. The article introduces a new procedure, called the generalized Stocking-Lewis method, that controls the exposure rate for students of comparable ability as well as with respect to the overall population. A realistic simulation set compares the new method with three other approaches: Kullback-Leibler information with no exposure control, Kullback-Leibler information with unconditional Sympson-Hetter exposure control, and random item selection.

}, issn = {1745-3984}, doi = {10.1111/j.1745-3984.2009.01070.x}, url = {http://dx.doi.org/10.1111/j.1745-3984.2009.01070.x}, author = {Matthew Finkelman and Nering, Michael L. and Roussos, Louis A.} } @article {320, title = {Considerations about expected a posteriori estimation in adaptive testing: adaptive a priori, adaptive correction for bias, and adaptive integration interval}, journal = {Journal of Applied Measurement}, volume = {10}, number = {2}, year = {2009}, note = {Raiche, GillesBlais, Jean-GuyUnited StatesJournal of applied measurementJ Appl Meas. 2009;10(2):138-56.}, pages = {138-56}, edition = {2009/07/01}, abstract = {In a computerized adaptive test, we would like to obtain an acceptable precision of the proficiency level estimate using an optimal number of items. Unfortunately, decreasing the number of items is accompanied by a certain degree of bias when the true proficiency level differs significantly from the a priori estimate. The authors suggest that it is possible to reduced the bias, and even the standard error of the estimate, by applying to each provisional estimation one or a combination of the following strategies: adaptive correction for bias proposed by Bock and Mislevy (1982), adaptive a priori estimate, and adaptive integration interval.}, keywords = {*Bias (Epidemiology), *Computers, Data Interpretation, Statistical, Models, Statistical}, isbn = {1529-7713 (Print)1529-7713 (Linking)}, author = {Raiche, G. and Blais, J. G.} } @inbook {1960, title = {Constrained item selection using a stochastically curtailed SPRT}, year = {2009}, note = {{PDF File, 298 KB}{PDF File, 298 KB}}, address = {D. J. Weiss (Ed.), Proceedings of the 2009 GMAC Conference on Computerized Adaptive Testing.}, author = {Wouda, J. T. and Theo Eggen} } @article {2182, title = {Constraint-Weighted a-Stratification for Computerized Adaptive Testing With Nonstatistical Constraints}, journal = {Educational and Psychological Measurement}, volume = {69}, number = {1}, year = {2009}, pages = {35-49}, abstract = {

a-stratification is a method that utilizes items with small discrimination (a) parameters early in an exam and those with higher a values when more is learned about the ability parameter. It can achieve much better item usage than the maximum information criterion (MIC). To make a-stratification more practical and more widely applicable, a method for weighting the item selection process in a-stratification as a means of satisfying multiple test constraints is proposed. This method is studied in simulation against an analogous method without stratification as well as a-stratification using descending-rather than ascending-a procedures. In addition, a variation of a-stratification that allows for unbalanced usage of a parameters is included in the study to examine the trade-off between efficiency and exposure control. Finally, MIC and randomized item selection are included as baseline measures. Results indicate that the weighting mechanism successfully addresses the constraints, that stratification helps to a great extent balancing exposure rates, and that the ascending-a design improves measurement precision.

}, doi = {10.1177/0013164408322030}, url = {http://epm.sagepub.com/content/69/1/35.abstract}, author = {Ying Cheng, and Chang, Hua-Hua and Douglas, Jeffrey and Fanmin Guo,} } @article {507, title = {Constraint-weighted a-stratification for computerized adaptive testing with nonstatistical constraints: Balancing measurement efficiency and exposure control}, journal = {Educational and Psychological Measurement}, volume = {69}, year = {2009}, pages = {35-49}, author = {Cheng, Y and Chang, Hua-Hua and Douglas, J. and Guo, F.} } @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 {2127, title = {CAT-MD: Computerized adaptive testing on mobile devices}, journal = {International Journal of Web-Based Learning and Teaching Technologies}, volume = {3}, number = {1}, year = {2008}, pages = {13-20}, author = {Triantafillou, E. and Georgiadou, E. and Economides, A. 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 {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 {2102, title = {Computer Adaptive-Attribute Testing A New Approach to Cognitive Diagnostic Assessment}, journal = {Zeitschrift f{\"u}r Psychologie / Journal of Psychology}, volume = {216}, year = {2008}, pages = {29-39}, abstract = {

The influence of interdisciplinary forces stemming from developments in cognitive science,mathematical statistics, educational
psychology, and computing science are beginning to appear in educational and psychological assessment. Computer adaptive-attribute testing (CA-AT) is one example. The concepts and procedures in CA-AT can be found at the intersection between computer adaptive testing and cognitive diagnostic assessment. CA-AT allows us to fuse the administrative benefits of computer adaptive testing with the psychological benefits of cognitive diagnostic assessment to produce an innovative psychologically-based adaptive testing approach. We describe the concepts behind CA-AT as well as illustrate how it can be used to promote formative, computer-based, classroom assessment.

}, keywords = {cognition and assessment, cognitive diagnostic assessment, computer adaptive testing}, doi = {10.1027/0044-3409.216.1.29}, author = {Gierl, M. J. and Zhou, J.} } @article {2181, title = {Computer-Based and Paper-and-Pencil Administration Mode Effects on a Statewide End-of-Course English Test}, journal = {Educational and Psychological Measurement}, volume = {68}, number = {4}, year = {2008}, pages = {554-570}, abstract = {

The current study compared student performance between paper-and-pencil testing (PPT) and computer-based testing (CBT) on a large-scale statewide end-of-course English examination. Analyses were conducted at both the item and test levels. The overall results suggest that scores obtained from PPT and CBT were comparable. However, at the content domain level, a rather large difference in the reading comprehension section suggests that reading comprehension test may be more affected by the test administration mode. Results from the confirmatory factor analysis suggest that the administration mode did not alter the construct of the test.

}, doi = {10.1177/0013164407310132}, url = {http://epm.sagepub.com/content/68/4/554.abstract}, author = {Kim, Do-Hong and Huynh, Huynh} } @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 {2103, title = {Computerized Adaptive Testing of Personality Traits}, journal = {Zeitschrift f{\"u}r Psychologie / Journal of Psychology}, volume = {216}, year = {2008}, pages = {12-21}, abstract = {

A computerized adaptive testing (CAT) procedure was simulated with ordinal polytomous personality data collected using a
conventional paper-and-pencil testing format. An adapted Dutch version of the dominance scale of Gough and Heilbrun\’s Adjective
Check List (ACL) was used. This version contained Likert response scales with five categories. Item parameters were estimated using Samejima\’s graded response model from the responses of 1,925 subjects. The CAT procedure was simulated using the responses of 1,517 other subjects. The value of the required standard error in the stopping rule of the CAT was manipulated. The relationship between CAT latent trait estimates and estimates based on all dominance items was studied. Additionally, the pattern of relationships between the CAT latent trait estimates and the other ACL scales was compared to that between latent trait estimates based on the entire item pool and the other ACL scales. The CAT procedure resulted in latent trait estimates qualitatively equivalent to latent trait estimates based on all items, while a substantial reduction of the number of used items could be realized (at the stopping rule of 0.4 about 33\% of the 36 items was used).

}, keywords = {Adaptive Testing, cmoputer-assisted testing, Item Response Theory, Likert scales, Personality Measures}, doi = {10.1027/0044-3409.216.1.12}, author = {Hol, A. M. and Vorst, H. C. M. and Mellenbergh, G. J.} } @article {73, title = {Controlling item exposure and test overlap on the fly in computerized adaptive testing}, journal = {British Journal of Mathematical and Statistical Psychology}, volume = {61}, number = {2}, year = {2008}, note = {Chen, Shu-YingLei, Pui-WaLiao, Wen-HanResearch Support, Non-U.S. Gov{\textquoteright}tEnglandThe British journal of mathematical and statistical psychologyBr J Math Stat Psychol. 2008 Nov;61(Pt 2):471-92. Epub 2007 Jul 23.}, month = {Nov}, pages = {471-92}, edition = {2007/07/26}, abstract = {This paper proposes an on-line version of the Sympson and Hetter procedure with test overlap control (SHT) that can provide item exposure control at both the item and test levels on the fly without iterative simulations. The on-line procedure is similar to the SHT procedure in that exposure parameters are used for simultaneous control of item exposure rates and test overlap rate. The exposure parameters for the on-line procedure, however, are updated sequentially on the fly, rather than through iterative simulations conducted prior to operational computerized adaptive tests (CATs). Unlike the SHT procedure, the on-line version can control item exposure rate and test overlap rate without time-consuming iterative simulations even when item pools or examinee populations have been changed. Moreover, the on-line procedure was found to perform better than the SHT procedure in controlling item exposure and test overlap for examinees who take tests earlier. Compared with two other on-line alternatives, this proposed on-line method provided the best all-around test security control. Thus, it would be an efficient procedure for controlling item exposure and test overlap in CATs.}, keywords = {*Decision Making, Computer-Assisted, *Models, Psychological, Humans}, isbn = {0007-1102 (Print)0007-1102 (Linking)}, author = {Chen, S-Y. and Lei, P. W. and Liao, W. H.} } @inbook {1785, title = {CAT Security: A practitioner{\textquoteright}s perspective}, year = {2007}, note = {{PDF file, 104 KB}}, address = {D. J. Weiss (Ed.), Proceedings of the 2007 GMAC Conference on Computerized Adaptive Testing.}, author = {Guo, F.} } @inbook {1764, title = {Choices in CAT models in the context of educational testing}, year = {2007}, note = {{PDF file, 123 KB}}, address = {D. J. Weiss (Ed.), Proceedings of the 2007 GMAC Conference on Computerized Adaptive Testing.}, author = {Theo Eggen} } @conference {114, title = {Choices in CAT models in the context of educattional testing}, booktitle = {GMAC Conference on Computerized Adaptive Testing}, year = {2007}, month = {June 7, 2007}, publisher = {Graduate Management Admission Council}, organization = {Graduate Management Admission Council}, address = {St. Paul, MN}, author = {Theo Eggen} } @inbook {1806, title = {Comparison of computerized adaptive testing and classical methods for measuring individual change}, year = {2007}, note = {{PDF file, 347 KB}}, address = {D. J. Weiss (Ed.). Proceedings of the 2007 GMAC Conference on Computerized Adaptive Testing.}, author = {Kim-Kang, G. and Weiss, D. J.} } @article {498, title = {The comparison of maximum likelihood estimation and expected a posteriori in CAT using the graded response model}, journal = {Journal of Elementary Education}, volume = {19}, year = {2007}, pages = {339-371}, author = {Chen, S-K.} } @book {1703, title = {A comparison of two methods of polytomous computerized classification testing for multiple cutscores}, year = {2007}, note = {{PDF file, 363 KB}}, address = {Unpublished doctoral dissertation, University of Minnesota}, author = {Thompson, N. A.} } @article {135, title = {Computerized adaptive personality testing: A review and illustration with the MMPI-2 Computerized Adaptive Version}, journal = {Psychological Assessment}, volume = {19}, number = {1}, year = {2007}, note = {Forbey, Johnathan DBen-Porath, Yossef SResearch Support, Non-U.S. Gov{\textquoteright}tUnited StatesPsychological assessmentPsychol Assess. 2007 Mar;19(1):14-24.}, month = {Mar}, pages = {14-24}, edition = {2007/03/21}, abstract = {Computerized adaptive testing in personality assessment can improve efficiency by significantly reducing the number of items administered to answer an assessment question. Two approaches have been explored for adaptive testing in computerized personality assessment: item response theory and the countdown method. In this article, the authors review the literature on each and report the results of an investigation designed to explore the utility, in terms of item and time savings, and validity, in terms of correlations with external criterion measures, of an expanded countdown method-based research version of the Minnesota Multiphasic Personality Inventory-2 (MMPI-2), the MMPI-2 Computerized Adaptive Version (MMPI-2-CA). Participants were 433 undergraduate college students (170 men and 263 women). Results indicated considerable item savings and corresponding time savings for the adaptive testing modalities compared with a conventional computerized MMPI-2 administration. Furthermore, computerized adaptive administration yielded comparable results to computerized conventional administration of the MMPI-2 in terms of both test scores and their validity. Future directions for computerized adaptive personality testing are discussed.}, keywords = {Adolescent, Adult, Diagnosis, Computer-Assisted/*statistics \& numerical data, Female, Humans, Male, MMPI/*statistics \& numerical data, Personality Assessment/*statistics \& numerical data, Psychometrics/statistics \& numerical data, Reference Values, Reproducibility of Results}, isbn = {1040-3590 (Print)}, author = {Forbey, J. D. and Ben-Porath, Y. S.} } @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 {199, title = {Computerized adaptive testing for polytomous motivation items: Administration mode effects and a comparison with short forms}, journal = {Applied Psychological Measurement}, volume = {31}, number = {5}, year = {2007}, note = {10.1177/0146621606297314Journal; Peer Reviewed Journal; Journal Article}, pages = {412-429}, abstract = {In a randomized experiment (n=515), a computerized and a computerized adaptive test (CAT) are compared. The item pool consists of 24 polytomous motivation items. Although items are carefully selected, calibration data show that Samejima{\textquoteright}s graded response model did not fit the data optimally. A simulation study is done to assess possible consequences of model misfit. CAT efficiency was studied by a systematic comparison of the CAT with two types of conventional fixed length short forms, which are created to be good CAT competitors. Results showed no essential administration mode effects. Efficiency analyses show that CAT outperformed the short forms in almost all aspects when results are aggregated along the latent trait scale. The real and the simulated data results are very similar, which indicate that the real data results are not affected by model misfit. (PsycINFO Database Record (c) 2007 APA ) (journal abstract)}, keywords = {2220 Tests \& Testing, Adaptive Testing, Attitude Measurement, computer adaptive testing, Computer Assisted Testing, items, Motivation, polytomous motivation, Statistical Validity, Test Administration, Test Forms, Test Items}, isbn = {0146-6216}, author = {Hol, A. M. and Vorst, H. C. M. and Mellenbergh, G. J.} } @article {2148, title = {Computerized Adaptive Testing for Polytomous Motivation Items: Administration Mode Effects and a Comparison With Short Forms}, journal = {Applied Psychological Measurement}, volume = {31}, number = {5}, year = {2007}, pages = {412-429}, abstract = {

In a randomized experiment (n = 515), a computerized and a computerized adaptive test (CAT) are compared. The item pool consists of 24 polytomous motivation items. Although items are carefully selected, calibration data show that Samejima\&$\#$39;s graded response model did not fit the data optimally. A simulation study is done to assess possible consequences of model misfit. CAT efficiency was studied by a systematic comparison of the CAT with two types of conventional fixed length short forms, which are created to be good CAT competitors. Results showed no essential administration mode effects. Efficiency analyses show that CAT outperformed the short forms in almost all aspects when results are aggregated along the latent trait scale. The real and the simulated data results are very similar, which indicate that the real data results are not affected by model misfit.

}, doi = {10.1177/0146621606297314}, url = {http://apm.sagepub.com/content/31/5/412.abstract}, author = {Hol, A. Michiel and Vorst, Harrie C. M. and Mellenbergh, Gideon J.} } @inbook {1949, title = {Computerized adaptive testing with the bifactor model}, year = {2007}, note = {{PDF file, 159 KB}}, address = {D. J. Weiss (Ed.). Proceedings of the 2007 GMAC Conference on Computerized Adaptive Testing.}, author = {Weiss, D. J. and Gibbons, R. D.} } @inbook {1962, title = {Computerized attribute-adaptive testing: A new computerized adaptive testing approach incorporating cognitive psychology}, year = {2007}, note = {{PDF file, 296 KB}}, address = {D. J. Weiss (Ed.), Proceedings of the 2007 GMAC Conference on Computerized Adaptive Testing.}, author = {Zhou, J. and Gierl, M. J. and Cui, Y.} } @proceedings {389, title = {Computerized classification testing with composite hypotheses}, journal = {GMAC Conference on Computerized Adaptive Testing}, year = {2007}, note = {Proceedings of the 2007 GMAC Conference on Computerized Adaptive Testing. Retrieved [date] from www. psych. umn. edu/psylabs/CATCentral}, publisher = {Graduate Management Admissions Council}, address = {St. Paul, MN}, keywords = {computerized adaptive testing}, author = {Thompson, N. A. and Ro, S.} } @inbook {1913, title = {Computerized classification testing with composite hypotheses}, year = {2007}, note = {{PDF file, 96 KB}}, address = {D. J. Weiss (Ed.). Proceedings of the 2007 GMAC Conference on Computerized Adaptive Testing.}, author = {Thompson, N. A. and Ro, S.} } @article {2176, title = {Computerizing Organizational Attitude Surveys}, journal = {Educational and Psychological Measurement}, volume = {67}, number = {4}, year = {2007}, pages = {658-678}, abstract = {

Two quasi-experimental field studies were conducted to evaluate the psychometric equivalence of computerized and paper-and-pencil job satisfaction measures. The present research extends previous work in the area by providing better control of common threats to validity in quasi-experimental research on test mode effects and by evaluating a more comprehensive measurement model for job attitudes. Results of both studies demonstrated substantial equivalence of the computerized measure with the paper-and-pencil version. Implications for the practical use of computerized organizational attitude surveys are discussed.

}, doi = {10.1177/0013164406292084}, url = {http://epm.sagepub.com/content/67/4/658.abstract}, author = {Mueller, Karsten and Liebig, Christian and Hattrup, Keith} } @article {2241, title = {Conditional Item-Exposure Control in Adaptive Testing Using Item-Ineligibility Probabilities}, journal = {Journal of Educational and Behavioral Statistics}, volume = {32}, number = {4}, year = {2007}, pages = {398-418}, abstract = {

Two conditional versions of the exposure-control method with item-ineligibility constraints for adaptive testing in van der Linden and Veldkamp (2004) are presented. The first version is for unconstrained item selection, the second for item selection with content constraints imposed by the shadow-test approach. In both versions, the exposure rates of the items are controlled using probabilities of item ineligibility given \θ that adapt the exposure rates automatically to a goal value for the items in the pool. In an extensive empirical study with an adaptive version of the Law School Admission Test, the authors show how the method can be used to drive conditional exposure rates below goal values as low as 0.025. Obviously, the price to be paid for minimal exposure rates is a decrease in the accuracy of the ability estimates. This trend is illustrated with empirical data.

}, doi = {10.3102/1076998606298044}, url = {http://jeb.sagepub.com/cgi/content/abstract/32/4/398}, author = {van der Linden, Wim J. and Veldkamp, Bernard P.} } @conference {1122, title = {Cutscore location and classification accuracy in computerized classification testing}, booktitle = {Paper presented at the international meeting of the Psychometric Society}, year = {2007}, note = {{PDF file, 94 KB}}, address = {Tokyo, Japan}, author = {Ro, S. and Thompson, N. A.} } @booklet {1406, title = {A CAT with personality and attitude}, year = {2006}, note = {$\#$HO06-01 .}, address = {Enschede, The Netherlands: PrintPartners Ipskamp B}, author = {Hol, A. M.} } @article {2198, title = {Comparing Methods of Assessing Differential Item Functioning in a Computerized Adaptive Testing Environment}, journal = {Journal of Educational Measurement}, volume = {43}, number = {3}, year = {2006}, pages = {245{\textendash}264}, abstract = {

Mantel-Haenszel and SIBTEST, which have known difficulty in detecting non-unidirectional differential item functioning (DIF), have been adapted with some success for computerized adaptive testing (CAT). This study adapts logistic regression (LR) and the item-response-theory-likelihood-ratio test (IRT-LRT), capable of detecting both unidirectional and non-unidirectional DIF, to the CAT environment in which pretest items are assumed to be seeded in CATs but not used for trait estimation. The proposed adaptation methods were evaluated with simulated data under different sample size ratios and impact conditions in terms of Type I error, power, and specificity in identifying the form of DIF. The adapted LR and IRT-LRT procedures are more powerful than the CAT version of SIBTEST for non-unidirectional DIF detection. The good Type I error control provided by IRT-LRT under extremely unequal sample sizes and large impact is encouraging. Implications of these and other findings are discussed.

}, issn = {1745-3984}, doi = {10.1111/j.1745-3984.2006.00015.x}, url = {http://dx.doi.org/10.1111/j.1745-3984.2006.00015.x}, author = {Lei, Pui-Wa and Chen, Shu-Ying and Yu, Lan} } @article {247, title = {Comparing methods of assessing differential item functioning in a computerized adaptive testing environment}, journal = {Journal of Educational Measurement}, volume = {43}, number = {3}, year = {2006}, pages = {245-264}, publisher = {Blackwell Publishing: United Kingdom}, abstract = {Mantel-Haenszel and SIBTEST, which have known difficulty in detecting non-unidirectional differential item functioning (DIF), have been adapted with some success for computerized adaptive testing (CAT). This study adapts logistic regression (LR) and the item-response-theory-likelihood-ratio test (IRT-LRT), capable of detecting both unidirectional and non-unidirectional DIF, to the CAT environment in which pretest items are assumed to be seeded in CATs but not used for trait estimation. The proposed adaptation methods were evaluated with simulated data under different sample size ratios and impact conditions in terms of Type I error, power, and specificity in identifying the form of DIF. The adapted LR and IRT-LRT procedures are more powerful than the CAT version of SIBTEST for non-unidirectional DIF detection. The good Type I error control provided by IRT-LRT under extremely unequal sample sizes and large impact is encouraging. Implications of these and other findings are discussed. all rights reserved)}, keywords = {computerized adaptive testing, educational testing, item response theory likelihood ratio test, logistic regression, trait estimation, unidirectional \& non-unidirectional differential item functioning}, isbn = {0022-0655 (Print)}, author = {Lei, P-W. and Chen, S-Y. and Yu, L.} } @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.} } @conference {1068, title = {A comparison of online calibration methods for a CAT}, booktitle = {Presented at the National Council on Measurement on Education}, year = {2006}, address = {San Francisco, CA}, author = {Morgan, D. L. and Way, W. D. and Augemberg, K.E.} } @article {2216, title = {Comparison of the Psychometric Properties of Several Computer-Based Test Designs for Credentialing Exams With Multiple Purposes}, journal = {Applied Measurement in Education}, volume = {19}, number = {3}, year = {2006}, pages = {203-220}, doi = {10.1207/s15324818ame1903_3}, url = {http://www.tandfonline.com/doi/abs/10.1207/s15324818ame1903_3}, author = {Jodoin, Michael G. and Zenisky, April and Hambleton, Ronald K.} } @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 {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.} } @inbook {109, title = {Computer-based testing}, booktitle = {Handbook of multimethod measurement in psychology}, volume = {xiv}, year = {2006}, note = {Using Smart Source ParsingHandbook of multimethod measurement in psychology. (pp. 87-100). Washington, DC : American Psychological Association, [URL:http://www.apa.org/books]. xiv, 553 pp}, pages = {87-100}, publisher = {American Psychological Association}, organization = {American Psychological Association}, address = {Washington D.C. USA}, abstract = {(From the chapter) There has been a proliferation of research designed to explore and exploit opportunities provided by computer-based assessment. This chapter provides an overview of the diverse efforts by researchers in this area. It begins by describing how paper-and-pencil tests can be adapted for administration by computers. Computerization provides the important advantage that items can be selected so they are of appropriate difficulty for each examinee. Some of the psychometric theory needed for computerized adaptive testing is reviewed. Then research on innovative computerized assessments is summarized. These assessments go beyond multiple-choice items by using formats made possible by computerization. Then some hardware and software issues are described, and finally, directions for future work are outlined. (PsycINFO Database Record (c) 2006 APA )}, keywords = {Adaptive Testing computerized adaptive testing, Computer Assisted Testing, Experimentation, Psychometrics, Theories}, author = {F Drasgow and Chuah, S. C.} } @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 {2132, title = {Computerized adaptive testing under nonparametric IRT models}, journal = {Psychometrika}, volume = {71}, year = {2006}, pages = {121-137}, author = {Xu, X. and Douglas, J.} } @conference {884, title = {Constraints-weighted information method for item selection of severely constrained computerized adaptive testing}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {2006}, address = {San Francisco}, author = {Cheng, Y and Chang, Hua-Hua and Wang, X. B.} } @article {2128, title = {A closer look at using judgments of item difficulty to change answers on computerized adaptive tests}, journal = {Journal of Educational Measurement}, volume = {42}, number = {4}, year = {2005}, pages = {331-350}, author = {Vispoel, W. P. and Clough, S. J. and Bleiler, T.} } @book {1676, title = {A comparison of adaptive mastery testing using testlets with the 3-parameter logistic model}, year = {2005}, address = {Unpublished doctoral dissertation, University of Minnesota, Minneapolis, MN}, author = {Jacobs-Cassuto, M.S.} } @article {398, title = {A comparison of item-selection methods for adaptive tests with content constraints}, journal = {Journal of Educational Measurement}, volume = {42}, number = {3}, year = {2005}, pages = {283-302}, publisher = {Blackwell Publishing: United Kingdom}, abstract = {In test assembly, a fundamental difference exists between algorithms that select a test sequentially or simultaneously. Sequential assembly allows us to optimize an objective function at the examinee{\textquoteright}s ability estimate, such as the test information function in computerized adaptive testing. But it leads to the non-trivial problem of how to realize a set of content constraints on the test{\textemdash}a problem more naturally solved by a simultaneous item-selection method. Three main item-selection methods in adaptive testing offer solutions to this dilemma. The spiraling method moves item selection across categories of items in the pool proportionally to the numbers needed from them. Item selection by the weighted-deviations method (WDM) and the shadow test approach (STA) is based on projections of the future consequences of selecting an item. These two methods differ in that the former calculates a projection of a weighted sum of the attributes of the eventual test and the latter a projection of the test itself. The pros and cons of these methods are analyzed. An empirical comparison between the WDM and STA was conducted for an adaptive version of the Law School Admission Test (LSAT), which showed equally good item-exposure rates but violations of some of the constraints and larger bias and inaccuracy of the ability estimator for the WDM.}, keywords = {Adaptive Testing, Algorithms, content constraints, item selection method, shadow test approach, spiraling method, weighted deviations method}, isbn = {0022-0655 (Print)}, author = {van der Linden, W. J.} } @article {741, title = {A comparison of item-selection methods for adaptive tests with content constraints}, journal = {Journal of Educational Measurement}, volume = {42}, year = {2005}, pages = {283-302}, author = {van der Linden, W. J.} } @article {556, title = {Computer adaptive testing}, journal = {Journal of Applied Measurement }, volume = {6}, year = {2005}, pages = {109-27}, author = {Gershon, R. C.} } @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 {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.} } @inbook {1760, title = {Computer adaptive testing quality requirements}, year = {2005}, address = {Proceedings E-Learn 2005 World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, pp. 288-295, Vancouver, Canada, AACE, October 2005.}, author = {Economides, A. A.} } @article {192, title = {A computer-assisted test design and diagnosis system for use by classroom teachers}, journal = {Journal of Computer Assisted Learning}, volume = {21}, number = {6}, year = {2005}, pages = {419-429}, abstract = {Computer-assisted assessment (CAA) has become increasingly important in education in recent years. A variety of computer software systems have been developed to help assess the performance of students at various levels. However, such systems are primarily designed to provide objective assessment of students and analysis of test items, and focus has been mainly placed on higher and further education. Although there are commercial professional systems available for use by primary and secondary educational institutions, such systems are generally expensive and require skilled expertise to operate. In view of the rapid progress made in the use of computer-based assessment for primary and secondary students by education authorities here in the UK and elsewhere, there is a need to develop systems which are economic and easy to use and can provide the necessary information that can help teachers improve students{\textquoteright} performance. This paper presents the development of a software system that provides a range of functions including generating items and building item banks, designing tests, conducting tests on computers and analysing test results. Specifically, the system can generate information on the performance of students and test items that can be easily used to identify curriculum areas where students are under performing. A case study based on data collected from five secondary schools in Hong Kong involved in the Curriculum, Evaluation and Management Centre{\textquoteright}s Middle Years Information System Project, Durham University, UK, has been undertaken to demonstrate the use of the system for diagnostic and performance analysis. (PsycINFO Database Record (c) 2006 APA ) (journal abstract)}, keywords = {Computer Assisted Testing, Computer Software, Diagnosis, Educational Measurement, Teachers}, author = {He, Q. and Tymms, P.} } @article {249, title = {Computerized adaptive testing: a mixture item selection approach for constrained situations}, journal = {British Journal of Mathematical and Statistical Psychology}, volume = {58}, number = {2}, year = {2005}, note = {Leung, Chi-KeungChang, Hua-HuaHau, Kit-TaiEnglandBr J Math Stat Psychol. 2005 Nov;58(Pt 2):239-57.}, month = {Nov}, pages = {239-57}, edition = {2005/11/19}, abstract = {In computerized adaptive testing (CAT), traditionally the most discriminating items are selected to provide the maximum information so as to attain the highest efficiency in trait (theta) estimation. The maximum information (MI) approach typically results in unbalanced item exposure and hence high item-overlap rates across examinees. Recently, Yi and Chang (2003) proposed the multiple stratification (MS) method to remedy the shortcomings of MI. In MS, items are first sorted according to content, then difficulty and finally discrimination parameters. As discriminating items are used strategically, MS offers a better utilization of the entire item pool. However, for testing with imposed non-statistical constraints, this new stratification approach may not maintain its high efficiency. Through a series of simulation studies, this research explored the possible benefits of a mixture item selection approach (MS-MI), integrating the MS and MI approaches, in testing with non-statistical constraints. In all simulation conditions, MS consistently outperformed the other two competing approaches in item pool utilization, while the MS-MI and the MI approaches yielded higher measurement efficiency and offered better conformity to the constraints. Furthermore, the MS-MI approach was shown to perform better than MI on all evaluation criteria when control of item exposure was imposed.}, keywords = {*Computer-Aided Design, *Educational Measurement/methods, *Models, Psychological, Humans, Psychometrics/methods}, isbn = {0007-1102 (Print)0007-1102 (Linking)}, author = {Leung, C. K. and Chang, Hua-Hua and Hau, K. T.} } @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 {159, 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}, isbn = {0146-6216}, author = {Gorin, J. S.} } @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 {2207, title = {Computerizing statewide assessments in Minnesota: A report on the feasibility of converting the Minnesota Comprehensive Assessments to a computerized adaptive format}, year = {2005}, publisher = {Office of Educational Accountability, College of Education and Human Development, University of Minnesota}, author = {Peterson, K.A. and Davison. M. L. and Hjelseth, L.} } @booklet {1540, title = {Constraining item exposure in computerized adaptive testing with shadow tests}, year = {2005}, address = {Law School Admission Council Computerized Testing Report 02-03}, author = {van der Linden, W. J. and Veldkamp, B. P.} } @article {2197, title = {Constructing a Computerized Adaptive Test for University Applicants With Disabilities}, journal = {Applied Measurement in Education}, volume = {18}, number = {4}, year = {2005}, pages = {381-405}, doi = {10.1207/s15324818ame1804_3}, url = {http://www.tandfonline.com/doi/abs/10.1207/s15324818ame1804_3}, author = {Moshinsky, Avital and Kazin, Cathrael} } @article {211, title = {Contemporary measurement techniques for rehabilitation outcomes assessment}, journal = {Journal of Rehabilitation Medicine}, volume = {37}, number = {6}, year = {2005}, note = {1650-1977 (Print)Journal ArticleReview}, pages = {339-345}, abstract = {In this article, we review the limitations of traditional rehabilitation functional outcome instruments currently in use within the rehabilitation field to assess Activity and Participation domains as defined by the International Classification of Function, Disability, and Health. These include a narrow scope of functional outcomes, data incompatibility across instruments, and the precision vs feasibility dilemma. Following this, we illustrate how contemporary measurement techniques, such as item response theory methods combined with computer adaptive testing methodology, can be applied in rehabilitation to design functional outcome instruments that are comprehensive in scope, accurate, allow for compatibility across instruments, and are sensitive to clinically important change without sacrificing their feasibility. Finally, we present some of the pressing challenges that need to be overcome to provide effective dissemination and training assistance to ensure that current and future generations of rehabilitation professionals are familiar with and skilled in the application of contemporary outcomes measurement.}, keywords = {*Disability Evaluation, Activities of Daily Living/classification, Disabled Persons/classification/*rehabilitation, Health Status Indicators, Humans, Outcome Assessment (Health Care)/*methods/standards, Recovery of Function, Research Support, N.I.H., Extramural, Research Support, U.S. Gov{\textquoteright}t, Non-P.H.S., Sensitivity and Specificity computerized adaptive testing}, author = {Jette, A. M. and Haley, S. M.} } @article {72, title = {Controlling item exposure and test overlap in computerized adaptive testing}, journal = {Applied Psychological Measurement}, volume = {29}, number = {3}, year = {2005}, pages = {204-217}, abstract = {This article proposes an item exposure control method, which is the extension of the Sympson and Hetter procedure and can provide item exposure control at both the item and test levels. Item exposure rate and test overlap rate are two indices commonly used to track item exposure in computerized adaptive tests. By considering both indices, item exposure can be monitored at both the item and test levels. To control the item exposure rate and test overlap rate simultaneously, the modified procedure attempted to control not only the maximum value but also the variance of item exposure rates. Results indicated that the item exposure rate and test overlap rate could be controlled simultaneously by implementing the modified procedure. Item exposure control was improved and precision of trait estimation decreased when a prespecified maximum test overlap rate was stringent. (PsycINFO Database Record (c) 2005 APA ) (journal abstract)}, keywords = {Adaptive Testing, Computer Assisted Testing, Item Content (Test) computerized adaptive testing}, author = {Chen, S-Y. and Lei, P-W.} } @article {504, title = {Controlling item exposure and test overlap in computerized adaptive testing}, journal = {Applied Psychological Measurement}, volume = {29(2)}, year = {2005}, pages = {204{\textendash}217}, author = {Chen, S.Y. and Lei, P. W.} } @article {2141, title = {Controlling Item Exposure and Test Overlap in Computerized Adaptive Testing}, journal = {Applied Psychological Measurement}, volume = {29}, number = {3}, year = {2005}, pages = {204-217}, abstract = {

This article proposes an item exposure control method, which is the extension of the Sympson and Hetter procedure and can provide item exposure control at both the item and test levels. Item exposure rate and test overlap rate are two indices commonly used to track item exposure in computerized adaptive tests. By considering both indices, item exposure can be monitored at both the item and test levels. To control the item exposure rate and test overlap rate simultaneously, the modified procedure attempted to control not only the maximum value but also the variance of item exposure rates. Results indicated that the item exposure rate and test overlap rate could be controlled simultaneously by implementing the modified procedure. Item exposure control was improved and precision of trait estimation decreased when a prespecified maximum test overlap rate was stringent.

}, doi = {10.1177/0146621604271495}, url = {http://apm.sagepub.com/content/29/3/204.abstract}, author = {Chen, Shu-Ying and Lei, Pui-Wa} } @conference {1058, title = {Combining computer adaptive testing technology with cognitively diagnostic assessment}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {2004}, note = {{PDF file, 782 KB}}, address = {San Diego CA}, author = {McGlohen, MK and Chang, Hua-Hua and Wills, J. T.} } @article {8, title = {Computer adaptive testing: a strategy for monitoring stroke rehabilitation across settings}, journal = {Stroke Rehabilitation}, volume = {11}, number = {2}, year = {2004}, note = {Andres, Patricia LBlack-Schaffer, Randie MNi, PengshengHaley, Stephen MR01 hd43568/hd/nichdEvaluation StudiesResearch Support, U.S. Gov{\textquoteright}t, Non-P.H.S.Research Support, U.S. Gov{\textquoteright}t, P.H.S.United StatesTopics in stroke rehabilitationTop Stroke Rehabil. 2004 Spring;11(2):33-9.}, month = {Spring}, pages = {33-39}, edition = {2004/05/01}, abstract = {Current functional assessment instruments in stroke rehabilitation are often setting-specific and lack precision, breadth, and/or feasibility. Computer adaptive testing (CAT) offers a promising potential solution by providing a quick, yet precise, measure of function that can be used across a broad range of patient abilities and in multiple settings. CAT technology yields a precise score by selecting very few relevant items from a large and diverse item pool based on each individual{\textquoteright}s responses. We demonstrate the potential usefulness of a CAT assessment model with a cross-sectional sample of persons with stroke from multiple rehabilitation settings.}, keywords = {*Computer Simulation, *User-Computer Interface, Adult, Aged, Aged, 80 and over, Cerebrovascular Accident/*rehabilitation, Disabled Persons/*classification, Female, Humans, Male, Middle Aged, Monitoring, Physiologic/methods, Severity of Illness Index, Task Performance and Analysis}, isbn = {1074-9357 (Print)}, author = {Andres, P. L. and Black-Schaffer, R. M. and Ni, P. and Haley, S. M.} } @conference {977, title = {Computer adaptive testing and the No Child Left Behind Act}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {2004}, note = {{PDF file, 117 KB}}, address = {San Diego CA}, author = {Kingsbury, G. G. and Hauser, C.} } @inbook {1832, title = {Computer-adaptive testing}, year = {2004}, address = {B. Everett, and D. Howell (Eds.), Encyclopedia of statistics in behavioral science. New York: Wiley.}, author = {Luecht, RM} } @booklet {1393, title = {Computer-based test designs with optimal and non-optimal tests for making pass-fail decisions}, year = {2004}, address = {Research Report, University of Massachusetts, Amherst, MA}, author = {Hambleton, R. K. and Xing, D.} } @article {338, title = {A computerized adaptive knowledge test as an assessment tool in general practice: a pilot study}, journal = {Medical Teacher}, volume = {26}, number = {2}, year = {2004}, note = {0142-159xJournal Article}, month = {Mar}, pages = {178-83}, abstract = {Advantageous to assessment in many fields, CAT (computerized adaptive testing) use in general practice has been scarce. In adapting CAT to general practice, the basic assumptions of item response theory and the case specificity must be taken into account. In this context, this study first evaluated the feasibility of converting written extended matching tests into CAT. Second, it questioned the content validity of CAT. A stratified sample of students was invited to participate in the pilot study. The items used in this test, together with their parameters, originated from the written test. The detailed test paths of the students were retained and analysed thoroughly. Using the predefined pass-fail standard, one student failed the test. There was a positive correlation between the number of items and the candidate{\textquoteright}s ability level. The majority of students were presented with questions in seven of the 10 existing domains. Although proved to be a feasible test format, CAT cannot substitute for the existing high-stakes large-scale written test. It may provide a reliable instrument for identifying candidates who are at risk of failing in the written test.}, keywords = {*Computer Systems, Algorithms, Educational Measurement/*methods, Family Practice/*education, Humans, Pilot Projects}, author = {Roex, A. and Degryse, J.} } @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.} } @inbook {1737, title = {Computerized adaptive testing and item banking}, year = {2004}, note = {{PDF file 371 KB}}, address = {P. M. Fayers and R. D. Hays (Eds.) Assessing Quality of Life. Oxford: Oxford University Press.}, author = {Bjorner, J. B. and Kosinski, M. and Ware, J. E and Jr.} } @article {2177, title = {Computerized Adaptive Testing for Effective and Efficient Measurement in Counseling and Education}, journal = {Measurement and Evaluation in Counseling and Development}, volume = {37}, number = {2}, year = {2004}, pages = {70-84}, author = {Weiss, D. J.} } @article {2114, title = {Computerized Adaptive Testing With Multiple-Form Structures}, journal = {Applied Psychological Measurement}, volume = {28}, number = {3}, year = {2004}, pages = {147-164}, abstract = {

A multiple-form structure (MFS) is an orderedcollection or network of testlets (i.e., sets of items).An examinee\’s progression through the networkof testlets is dictated by the correctness of anexaminee\’s answers, thereby adapting the test tohis or her trait level. The collection of pathsthrough the network yields the set of all possibletest forms, allowing test specialists the opportunityto review them before they are administered. Also,limiting the exposure of an individual MFS to aspecific period of time can enhance test security.This article provides an overview of methods thathave been developed to generate parallel MFSs.The approach is applied to the assembly of anexperimental computerized Law School Admission Test (LSAT).

}, doi = {10.1177/0146621604263652}, url = {http://apm.sagepub.com/content/28/3/147.abstract}, author = {Armstrong, Ronald D. and Jones, Douglas H. and Koppel, Nicole B. and Pashley, Peter J.} } @article {11, title = {Computerized adaptive testing with multiple-form structures}, journal = {Applied Psychological Measurement}, volume = {28}, number = {3}, year = {2004}, pages = {147-164}, publisher = {Sage Publications: US}, abstract = {A multiple-form structure (MFS) is an ordered collection or network of testlets (i.e., sets of items). An examinee{\textquoteright}s progression through the network of testlets is dictated by the correctness of an examinee{\textquoteright}s answers, thereby adapting the test to his or her trait level. The collection of paths through the network yields the set of all possible test forms, allowing test specialists the opportunity to review them before they are administered. Also, limiting the exposure of an individual MFS to a specific period of time can enhance test security. This article provides an overview of methods that have been developed to generate parallel MFSs. The approach is applied to the assembly of an experimental computerized Law School Admission Test (LSAT). (PsycINFO Database Record (c) 2007 APA, all rights reserved)}, keywords = {computerized adaptive testing, Law School Admission Test, multiple-form structure, testlets}, isbn = {0146-6216 (Print)}, author = {Armstrong, R. D. and Jones, D. H. and Koppel, N. B. and Pashley, P. J.} } @article {44, title = {Computers in clinical assessment: Historical developments, present status, and future challenges}, journal = {Journal of Clinical Psychology}, volume = {60}, number = {3}, year = {2004}, pages = {331-345}, publisher = {John Wiley \& Sons: US}, abstract = {Computerized testing methods have long been regarded as a potentially powerful asset for providing psychological assessment services. Ever since computers were first introduced and adapted to the field of assessment psychology in the 1950s, they have been a valuable aid for scoring, data processing, and even interpretation of test results. The history and status of computer-based personality and neuropsychological tests are discussed in this article. Several pertinent issues involved in providing test interpretation by computer are highlighted. Advances in computer-based test use, such as computerized adaptive testing, are described and problems noted. Today, there is great interest in expanding the availability of psychological assessment applications on the Internet. Although these applications show great promise, there are a number of problems associated with providing psychological tests on the Internet that need to be addressed by psychologists before the Internet can become a major medium for psychological service delivery. (PsycINFO Database Record (c) 2007 APA, all rights reserved)}, keywords = {clinical assessment, computerized testing method, Internet, psychological assessment services}, isbn = {0021-9762 (Print); 1097-4679 (Electronic)}, author = {Butcher, J. N. and Perry, J. L. and Hahn, J. A.} } @article {2237, title = {Constraining Item Exposure in Computerized Adaptive Testing With Shadow Tests}, journal = {Journal of Educational and Behavioral Statistics}, volume = {29}, number = {3}, year = {2004}, pages = {273-291}, abstract = {

Item-exposure control in computerized adaptive testing is implemented by imposing item-ineligibility constraints on the assembly process of the shadow tests. The method resembles Sympson and Hetter\’s (1985) method of item-exposure control in that the decisions to impose the constraints are probabilistic. The method does not, however, require time-consuming simulation studies to set values for control parameters before the operational use of the test. Instead, it can set the probabilities of item ineligibility adaptively during the test using the actual item-exposure rates. An empirical study using an item pool from the Law School Admission Test showed that application of the method yielded perfect control of the item-exposure rates and had negligible impact on the bias and mean-squared error functions of the ability estimator.

}, doi = {10.3102/10769986029003273}, url = {http://jeb.sagepub.com/cgi/content/abstract/29/3/273}, author = {van der Linden, Wim J. and Veldkamp, Bernard P.} } @article {408, title = {Constraining item exposure in computerized adaptive testing with shadow tests}, journal = {Journal of Educational and Behavioral Statistics}, volume = {29}, number = {3}, year = {2004}, pages = {273-291}, publisher = {American Educational Research Assn: US}, abstract = {Item-exposure control in computerized adaptive testing is implemented by imposing item-ineligibility constraints on the assembly process of the shadow tests. The method resembles Sympson and Hetter{\textquoteright}s (1985) method of item-exposure control in that the decisions to impose the constraints are probabilistic. The method does not, however, require time-consuming simulation studies to set values for control parameters before the operational use of the test. Instead, it can set the probabilities of item ineligibility adaptively during the test using the actual item-exposure rates. An empirical study using an item pool from the Law School Admission Test showed that application of the method yielded perfect control of the item-exposure rates and had negligible impact on the bias and mean-squared error functions of the ability estimator. }, keywords = {computerized adaptive testing, item exposure control, item ineligibility constraints, Probability, shadow tests}, isbn = {1076-9986 (Print)}, author = {van der Linden, W. J. and Veldkamp, B. P.} } @article {10, title = {Constructing rotating item pools for constrained adaptive testing}, journal = {Journal of Educational Measurement}, volume = {41}, number = {4}, year = {2004}, pages = {345-359}, publisher = {Blackwell Publishing: United Kingdom}, abstract = {Preventing items in adaptive testing from being over- or underexposed is one of the main problems in computerized adaptive testing. Though the problem of overexposed items can be solved using a probabilistic item-exposure control method, such methods are unable to deal with the problem of underexposed items. Using a system of rotating item pools, on the other hand, is a method that potentially solves both problems. In this method, a master pool is divided into (possibly overlapping) smaller item pools, which are required to have similar distributions of content and statistical attributes. These pools are rotated among the testing sites to realize desirable exposure rates for the items. A test assembly model, motivated by Gulliksen{\textquoteright}s matched random subtests method, was explored to help solve the problem of dividing a master pool into a set of smaller pools. Different methods to solve the model are proposed. An item pool from the Law School Admission Test was used to evaluate the performances of computerized adaptive tests from systems of rotating item pools constructed using these methods. (PsycINFO Database Record (c) 2007 APA, all rights reserved)}, keywords = {computerized adaptive tests, constrained adaptive testing, item exposure, rotating item pools}, isbn = {0022-0655 (Print)}, author = {Ariel, A. and Veldkamp, B. P. and van der Linden, W. J.} } @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.} } @book {1667, title = {Contributions to the theory and practice of computerized adaptive testing}, year = {2004}, address = {Arnhem, The Netherlands: Citogroep}, author = {Theo Eggen} } @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.} } @conference {989, title = {Calibrating CAT pools and online pretest items using nonparametric and adjusted marginal maximum likelihood methods}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {2003}, note = {PDF file, 128 K}, address = {Chicago IL}, author = {Krass, I. A. and Williams, B.} } @article {30, title = {Calibration of an item pool for assessing the burden of headaches: an application of item response theory to the Headache Impact Test (HIT)}, journal = {Quality of Life Research}, volume = {12}, number = {8}, year = {2003}, note = {0962-9343Journal Article}, pages = {913-933}, abstract = {BACKGROUND: Measurement of headache impact is important in clinical trials, case detection, and the clinical monitoring of patients. Computerized adaptive testing (CAT) of headache impact has potential advantages over traditional fixed-length tests in terms of precision, relevance, real-time quality control and flexibility. OBJECTIVE: To develop an item pool that can be used for a computerized adaptive test of headache impact. METHODS: We analyzed responses to four well-known tests of headache impact from a population-based sample of recent headache sufferers (n = 1016). We used confirmatory factor analysis for categorical data and analyses based on item response theory (IRT). RESULTS: In factor analyses, we found very high correlations between the factors hypothesized by the original test constructers, both within and between the original questionnaires. These results suggest that a single score of headache impact is sufficient. We established a pool of 47 items which fitted the generalized partial credit IRT model. By simulating a computerized adaptive health test we showed that an adaptive test of only five items had a very high concordance with the score based on all items and that different worst-case item selection scenarios did not lead to bias. CONCLUSION: We have established a headache impact item pool that can be used in CAT of headache impact.}, keywords = {*Cost of Illness, *Decision Support Techniques, *Sickness Impact Profile, Adolescent, Adult, Aged, Comparative Study, Disability Evaluation, Factor Analysis, Statistical, Headache/*psychology, Health Surveys, Human, Longitudinal Studies, Middle Aged, Migraine/psychology, Models, Psychological, Psychometrics/*methods, Quality of Life/*psychology, Software, Support, Non-U.S. Gov{\textquoteright}t}, author = {Bjorner, J. B. and Kosinski, M. and Ware, J. E., Jr.} } @article {239, title = {Can an item response theory-based pain item bank enhance measurement precision?}, journal = {Clinical Therapeutics}, volume = {25}, number = {Suppl D}, year = {2003}, pages = {D34-D36}, author = {Lai, J-S. and Dineen, K. and Cella, D. and Von Roenn, J.} } @conference {1054, title = {Can We Assess Pre-K Kids With Computer-Based Tests: STAR Early Literacy Data}, booktitle = {Presentation to the 33rd Annual National Conference on Large-Scale Assessment.}, year = {2003}, address = {San Antonio TX}, author = {J. R. McBride} } @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 {928, title = {Cognitive CAT in foreign language assessment}, booktitle = {Proceedings 11th International PEG Conference}, year = {2003}, address = {Powerful ICT Tools for Learning and Teaching, PEG {\textquoteright}03, CD-ROM, 2003}, author = {Giouroglou, H. and Economides, A. A.} } @article {63, title = {A comparative study of item exposure control methods in computerized adaptive testing}, journal = {Journal of Educational Measurement}, volume = {40}, number = {1}, year = {2003}, pages = {71-103}, abstract = {This study compared the properties of five methods of item exposure control within the purview of estimating examinees{\textquoteright} abilities in a computerized adaptive testing (CAT) context. Each exposure control algorithm was incorporated into the item selection procedure and the adaptive testing progressed based on the CAT design established for this study. The merits and shortcomings of these strategies were considered under different item pool sizes and different desired maximum exposure rates and were evaluated in light of the observed maximum exposure rates, the test overlap rates, and the conditional standard errors of measurement. Each method had its advantages and disadvantages, but no one possessed all of the desired characteristics. There was a clear and logical trade-off between item exposure control and measurement precision. The M. L. Stocking and C. Lewis conditional multinomial procedure and, to a slightly lesser extent, the T. Davey and C. G. Parshall method seemed to be the most promising considering all of the factors that this study addressed. (PsycINFO Database Record (c) 2005 APA )}, keywords = {Adaptive Testing, Computer Assisted Testing, Educational, Item Analysis (Statistical), Measurement, Strategies computerized adaptive testing}, author = {Chang, S-W. and Ansley, T. N.} } @conference {855, title = {A comparison of exposure control procedures in CAT systems based on different measurement models for testlets using the verbal reasoning section of the MCAT}, booktitle = {Paper presented at the Annual meeting of the National Council on Measurement in Education}, year = {2003}, note = {{PDF file, 405 KB}}, address = {Chicago IL}, author = {Boyd, A. M and Dodd, B. G. and Fitzpatrick, S. J.} } @conference {860, title = {A comparison of item exposure control procedures using a CAT system based on the generalized partial credit model}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {2003}, note = {{PDF file, 265 KB}}, address = {Chicago IL}, author = {Burt, W. M and Kim, S.-J and Davis, L. L. and Dodd, B. G.} } @conference {901, title = {A comparison of learning potential results at various educational levels}, booktitle = {Paper presented at the 6th Annual Society for Industrial and Organisational Psychology of South Africa (SIOPSA) conference}, year = {2003}, note = {{PDF file, 391 KB}}, address = {25-27 June 2003}, author = {De Beer, M.} } @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 {2129, title = {A computer adaptive testing simulation applied to the FIM instrument motor component}, journal = {Arch Phys Med Rehabil}, volume = {84}, number = {3}, year = {2003}, pages = {384-393}, author = {Dijkers, M.P.} } @article {268, title = {Computer-adaptive test for measuring personality factors using item response theory}, journal = {Dissertation Abstracts International: Section B: The Sciences \& Engineering}, volume = {64}, number = {2-B}, year = {2003}, pages = {999}, abstract = {The aim of the present research was to develop a computer adaptive test with the graded response model to measure the Five Factor Model of personality attributes. In the first of three studies, simulated items and simulated examinees were used to investigate systematically the impact of several variables on the accuracy and efficiency of a computer adaptive test. Item test banks containing more items, items with greater trait discrimination, and more response options resulted in increased accuracy and efficiency of the computer adaptive test. It was also found that large stopping rule values required fewer items before stopping but had less accuracy compared to smaller stopping rule values. This demonstrated a trade-off between accuracy and efficiency such that greater measurement accuracy can be obtained at a cost of decreased test efficiency. In the second study, the archival responses of 501 participants to five 30-item test banks measuring the Five Factor Model of personality were utilized in simulations of a computer adaptive personality test. The computer adaptive test estimates of participant trait scores were highly correlated with the item response theory trait estimates, and the magnitude of the correlation was related directly to the stopping rule value with higher correlations and less measurement error being associated with smaller stopping rule values. It was also noted that the performance of the computer adaptive test was dependent on the personality factor being measured whereby Conscientiousness required the most number of items to be administered and Neuroticism required the least. The results confirmed that a simulated computer adaptive test using archival personality data could accurately and efficiently attain trait estimates. In the third study, 276 student participants selected response options with a click of a mouse in a computer adaptive personality test (CAPT) measuring the Big Five factors of the Five Factor Model of personality structure. Participant responses to alternative measures of the Big Five were also collected using conventional paper-and-pencil personality questionnaires. It was found that the CAPT obtained trait estimates that were very accurate even with very few administered items. Similarly, the CAPT trait estimates demonstrated moderate to high concurrent validity with the alternative Big Five measures, and the strength of the estimates varied as a result of the similarity of the personality items and assessment methodology. It was also found that the computer adaptive test was accurately able to detect, with relatively few items, the relations between the measured personality traits and several socially interesting variables such as smoking behavior, alcohol consumption rating, and number of dates per month. Implications of the results of this research are discussed in terms of the utility of computer adaptive testing of personality characteristics. As well, methodological limitations of the studies are noted and directions for future research are considered. (PsycINFO Database Record (c) 2004 APA, all rights reserved).}, author = {Macdonald, Paul Lawrence} } @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.} } @inbook {1869, title = {Computerized adaptive testing}, year = {2003}, address = {R. Fern{\'a}ndez-Ballesteros (Ed.): Encyclopaedia of Psychological Assessment. London: Sage.}, author = {Ponsoda, V. and Olea, J.} } @conference {1003, title = {Computerized adaptive testing: A comparison of three content balancing methods}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {2003}, note = {{PDF file, 227 KB}}, address = {Chicago IL}, author = {Leung, C-K.. and Chang, Hua-Hua and Hau, K-T. and Wen. Z.} } @article {251, title = {Computerized adaptive testing: A comparison of three content balancing methods}, journal = {The Journal of Technology, Learning and Assessment}, volume = {2}, number = {5}, year = {2003}, pages = {1-15}, abstract = {Content balancing is often a practical consideration in the design of computerized adaptive testing (CAT). This study compared three content balancing methods, namely, the constrained CAT (CCAT), the modified constrained CAT (MCCAT), and the modified multinomial model (MMM), under various conditions of test length and target maximum exposure rate. Results of a series of simulation studies indicate that there is no systematic effect of content balancing method in measurement efficiency and pool utilization. However, among the three methods, the MMM appears to consistently over-expose fewer items.}, author = {Leung, C-K.. and Chang, Hua-Hua and Hau, K-T.} } @article {505, title = {Computerized adaptive testing using the nearest-neighbors criterion}, journal = {Applied Psychological Measurement}, volume = {27}, year = {2003}, pages = {204-216}, author = {Cheng, P. E. and Liou, M.} } @article {75, title = {Computerized adaptive testing using the nearest-neighbors criterion}, journal = {Applied Psychological Measurement}, volume = {27}, number = {3}, year = {2003}, pages = {204-216}, abstract = {Item selection procedures designed for computerized adaptive testing need to accurately estimate every taker{\textquoteright}s trait level (θ) and, at the same time, effectively use all items in a bank. Empirical studies showed that classical item selection procedures based on maximizing Fisher or other related information yielded highly varied item exposure rates; with these procedures, some items were frequently used whereas others were rarely selected. In the literature, methods have been proposed for controlling exposure rates; they tend to affect the accuracy in θ estimates, however. A modified version of the maximum Fisher information (MFI) criterion, coined the nearest neighbors (NN) criterion, is proposed in this study. The NN procedure improves to a moderate extent the undesirable item exposure rates associated with the MFI criterion and keeps sufficient precision in estimates. The NN criterion will be compared with a few other existing methods in an empirical study using the mean squared errors in θ estimates and plots of item exposure rates associated with different distributions. (PsycINFO Database Record (c) 2005 APA ) (journal abstract)}, keywords = {(Statistical), Adaptive Testing, Computer Assisted Testing, Item Analysis, Item Response Theory, Statistical Analysis, Statistical Estimation computerized adaptive testing, Statistical Tests}, author = {Cheng, P. E. and Liou, M.} } @article {156, title = {Computerized adaptive testing with item cloning}, journal = {Applied Psychological Measurement}, volume = {27}, number = {4}, year = {2003}, note = {References .Sage Publications, US}, pages = {247-261}, abstract = {(from the journal abstract) To increase the number of items available for adaptive testing and reduce the cost of item writing, the use of techniques of item cloning has been proposed. An important consequence of item cloning is possible variability between the item parameters. To deal with this variability, a multilevel item response (IRT) model is presented which allows for differences between the distributions of item parameters of families of item clones. A marginal maximum likelihood and a Bayesian procedure for estimating the hyperparameters are presented. In addition, an item-selection procedure for computerized adaptive testing with item cloning is presented which has the following two stages: First, a family of item clones is selected to be optimal at the estimate of the person parameter. Second, an item is randomly selected from the family for administration. Results from simulation studies based on an item pool from the Law School Admission Test (LSAT) illustrate the accuracy of these item pool calibration and adaptive testing procedures. (PsycINFO Database Record (c) 2003 APA, all rights reserved).}, keywords = {computerized adaptive testing}, author = {Glas, C. A. W. and van der Linden, W. J.} } @conference {1213, title = {Constraining item exposure in computerized adaptive testing with shadow tests}, booktitle = {Paper presented at the Annual meeting of the National Council on Measurement in Education}, year = {2003}, note = {$\#$vdLI03-02}, address = {Chicago IL}, author = {van der Linden, W. J. and Veldkamp, B. P.} } @conference {829, title = {Constructing rotating item pools for constrained adaptive testing}, booktitle = {Paper presented at the Annual meeting of the National Council on Measurement in Education}, year = {2003}, note = {{PDF file, 395 KB}}, address = {Chicago IL}, author = {Ariel, A. and Veldkamp, B. and van der Linden, W. J.} } @conference {1215, title = {Controlling item exposure and item eligibility in computerized adaptive testing}, year = {2003}, author = {van der Linden, W. J. and Veldkamp, B. P.} } @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 {761, title = {Can examinees use judgments of item difficulty to improve proficiency estimates on computerized adaptive vocabulary tests? }, journal = {Journal of Educational Measurement}, volume = {39}, year = {2002}, pages = { 311-330}, author = {Vispoel, W. P. and Clough, S. J. and Bleiler, T. and Hendrickson, A. B. and Ihrig, D.} } @conference {1002, title = {Comparing three item selection approaches for computerized adaptive testing with content balancing requirement}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {2002}, note = {{PDF file, 226 KB}}, address = {New Orleans LA}, author = {Leung, C-K.. and Chang, Hua-Hua and Hau, K-T.} } @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.} } @article {308, title = {A comparison of item selection techniques and exposure control mechanisms in CATs using the generalized partial credit model}, journal = {Applied Psychological Measurement}, volume = {26}, number = {2}, year = {2002}, pages = {147-163}, abstract = {The use of more performance items in large-scale testing has led to an increase in the research investigating the use of polytomously scored items in computer adaptive testing (CAT). Because this research has to be complemented with information pertaining to exposure control, the present research investigated the impact of using five different exposure control algorithms in two sized item pools calibrated using the generalized partial credit model. The results of the simulation study indicated that the a-stratified design, in comparison to a no-exposure control condition, could be used to reduce item exposure and overlap, increase pool utilization, and only minorly degrade measurement precision. Use of the more restrictive exposure control algorithms, such as the Sympson-Hetter and conditional Sympson-Hetter, controlled exposure to a greater extent but at the cost of measurement precision. Because convergence of the exposure control parameters was problematic for some of the more restrictive exposure control algorithms, use of the more simplistic exposure control mechanisms, particularly when the test length to item pool size ratio is large, is recommended. (PsycINFO Database Record (c) 2005 APA ) (journal abstract)}, keywords = {(Statistical), Adaptive Testing, Algorithms computerized adaptive testing, Computer Assisted Testing, Item Analysis, Item Response Theory, Mathematical Modeling}, author = {Pastor, D. A. and Dodd, B. G. and Chang, Hua-Hua} } @article {572, title = {A comparison of non-deterministic procedures for the adaptive assessment of knowledge}, journal = {Psychologische Beitrge}, volume = {44}, year = {2002}, pages = {495-503}, author = {Hockemeyer, C.} } @conference {959, title = {Comparison of the psychometric properties of several computer-based test designs for credentialing exams}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {2002}, note = {{PDF file, 261 KB}}, address = {New Orleans LA}, author = {Jodoin, M. and Zenisky, A. L. and Hambleton, R. K.} } @article {391, title = {Computer adaptive testing: The impact of test characteristics on perceived performance and test takers{\textquoteright} reactions}, journal = {Dissertation Abstracts International: Section B: the Sciences \& Engineering}, volume = {62}, number = {7-B}, year = {2002}, pages = {3410}, abstract = {This study examined the relationship between characteristics of adaptive testing and test takers{\textquoteright} subsequent reactions to the test. Participants took a computer adaptive test in which two features, the difficulty of the initial item and the difficulty of subsequent items, were manipulated. These two features of adaptive testing determined the number of items answered correctly by examinees and their subsequent reactions to the test. The data show that the relationship between test characteristics and reactions was fully mediated by perceived performance on the test. In addition, the impact of feedback on reactions to adaptive testing was also evaluated. In general, feedback that was consistent with perceptions of performance had a positive impact on reactions to the test. Implications for adaptive test design concerning maximizing test takers{\textquoteright} reactions are discussed. (PsycINFO Database Record (c) 2003 APA, all rights reserved).}, keywords = {computerized adaptive testing}, author = {Tonidandel, S.} } @article {728, title = {Computer-adaptive testing: The impact of test characteristics on perceived performance and test takers{\textquoteright} reactions}, journal = {Journal of Applied Psychology}, volume = {87}, year = {2002}, pages = {320-332}, author = {Tonidandel, S. and Qui{\~n}ones, M. A. and Adams, A. A.} } @article {242, title = {Computerised adaptive testing}, journal = {British Journal of Educational Technology}, volume = {33}, number = {5}, year = {2002}, pages = {619-22}, abstract = {Considers the potential of computer adaptive testing (CAT). Discusses the use of CAT instead of traditional paper and pencil tests, identifies decisions that impact the efficacy of CAT, and concludes that CAT is beneficial when used to its full potential on certain types of tests. (LRW)}, keywords = {computerized adaptive testing}, author = {Latu, E. and Chapman, E.} } @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.} } @booklet {1539, title = {Constraining item exposure in computerized adaptive testing with shadow tests (Research Report No. 02-06)}, year = {2002}, address = {University of Twente, The Netherlands}, author = {van der Linden, W. J. and Veldkamp, B. P.} } @conference {932, title = {Content-stratified random item selection in computerized classification testing}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {2002}, note = {$\#$GU02-01}, address = {New Orleans LA}, author = {Guille, R. Lipner, R. S. and Norcini, J. J.} } @inbook {1751, title = {Controlling item exposure and maintaining item security}, year = {2002}, address = {C. N. Mills, M. T. Potenza, and J. J. Fremer (Eds.), Computer-Based Testing: Building the Foundation for Future Assessments (pp. 165-191). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.}, author = {Davey, T. and Nering, M.} } @conference {1223, title = {Can examinees use judgments of item difficulty to improve proficiency estimates on computerized adaptive vocabulary tests?}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {2001}, note = {$\#$VI01-01}, address = { Seattle WA}, author = {Vispoel, W. P. and Clough, S. J. and Bleiler, T. Hendrickson, A. B. and Ihrig, D.} } @article {2088, title = {CATSIB: A modified SIBTEST procedure to detect differential item functioning in computerized adaptive tests (Research report)}, year = {2001}, institution = {Law School Admission Council}, address = {Newton, PA}, author = {Nandakumar, R. and Roussos, L.} } @booklet {1383, title = {CB BULATS: Examining the reliability of a computer based test using test-retest method}, year = {2001}, note = {$\#$GE01-01 14-16. {PDF file, 456 KB}}, address = {Cambridge ESOL Research Notes, Issue 5, July 2001, pp}, author = {Geranpayeh, A.} } @article {13, title = {A comparative study of on line pretest item{\textemdash}Calibration/scaling methods in computerized adaptive testing}, journal = {Journal of Educational Measurement}, volume = {38}, number = {3}, year = {2001}, pages = {191-212}, abstract = {The purpose of this study was to compare and evaluate five on-line pretest item-calibration/scaling methods in computerized adaptive testing (CAT): marginal maximum likelihood estimate with one EM cycle (OEM), marginal maximum likelihood estimate with multiple EM cycles (MEM), Stocking{\textquoteright}s Method A, Stocking{\textquoteright}s Method B, and BILOG/Prior. The five methods were evaluated in terms ofitem-parameter recovery, using three different sample sizes (300, 1000 and 3000). The MEM method appeared to be the best choice among these, because it produced the smallest parameter-estimation errors for all sample size conditions. MEM and OEM are mathematically similar, although the OEM method produced larger errors. MEM also was preferable to OEM, unless the amount of timeinvolved in iterative computation is a concern. Stocking{\textquoteright}s Method B also worked very well, but it required anchor items that either would increase test lengths or require larger sample sizes depending on test administration design. Until more appropriate ways of handling sparse data are devised, the BILOG/Prior method may not be a reasonable choice for small sample sizes. Stocking{\textquoteright}s Method A hadthe largest weighted total error, as well as a theoretical weakness (i.e., treating estimated ability as true ability); thus, there appeared to be little reason to use it}, author = {Ban, J. C. and Hanson, B. A. and Wang, T. and Yi, Q. and Harris, D. J.} } @conference {1279, title = {Comparison of the SPRT and CMT procedures in computerized adaptive testing}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {2001}, address = {Seattle WA}, author = {Yi, Q. and Hanson, B. and Widiatmo, H. and Harris, D. J.} } @article {396, title = {Computerized adaptive testing with equated number-correct scoring}, journal = {Applied Psychological Measurement}, volume = {25}, number = {4}, year = {2001}, note = {Sage Publications, US}, pages = {343-355}, abstract = {A constrained computerized adaptive testing (CAT) algorithm is presented that can be used to equate CAT number-correct (NC) scores to a reference test. As a result, the CAT NC scores also are equated across administrations. The constraints are derived from van der Linden \& Luecht{\textquoteright}s (1998) set of conditions on item response functions that guarantees identical observed NC score distributions on two test forms. An item bank from the Law School Admission Test was used to compare the results of the algorithm with those for equipercentile observed-score equating, as well as the prediction of NC scores on a reference test using its test response function. The effects of the constraints on the statistical properties of the θ estimator in CAT were examined. }, author = {van der Linden, W. J.} } @article {336, title = {Computerized adaptive testing with the generalized graded unfolding model}, journal = {Applied Psychological Measurement}, volume = {25}, number = {2}, year = {2001}, pages = {177-196}, abstract = {Examined the use of the generalized graded unfolding model (GGUM) in computerized adaptive testing. The objective was to minimize the number of items required to produce equiprecise estimates of person locations. Simulations based on real data about college student attitudes toward abortion and on data generated to fit the GGUM were used. It was found that as few as 7 or 8 items were needed to produce accurate and precise person estimates using an expected a posteriori procedure. The number items in the item bank (20, 40, or 60 items) and their distribution on the continuum (uniform locations or item clusters in moderately extreme locations) had only small effects on the accuracy and precision of the estimates. These results suggest that adaptive testing with the GGUM is a good method for achieving estimates with an approximately uniform level of precision using a small number of items. (PsycINFO Database Record (c) 2005 APA )}, keywords = {Attitude Measurement, College Students computerized adaptive testing, Computer Assisted Testing, Item Response, Models, Statistical Estimation, Theory}, author = {Roberts, J. S. and Lin, Y. and Laughlin, J. E.} } @unpublished {2121, title = {Computerized-adaptive versus paper-and-pencil testing environments: An experimental analysis of examinee experience}, volume = {Doctoral dissertation}, year = {2001}, type = {Unpublished doctoral dissertation}, author = {Bringsjord, E. L.} } @article {295, title = {Concerns with computerized adaptive oral proficiency assessment. A commentary on "Comparing examinee attitudes Toward computer-assisted and other oral proficient assessments": Response to the Norris Commentary}, journal = {Language Learning and Technology}, volume = {5}, number = {2}, year = {2001}, pages = {95-108}, abstract = {Responds to an article on computerized adaptive second language (L2) testing, expressing concerns about the appropriateness of such tests for informing language educators about the language skills of L2 learners and users and fulfilling the intended purposes and achieving the desired consequences of language test use.The authors of the original article respond. (Author/VWL)}, author = {Norris, J. M. and Kenyon, D. M. and Malabonga, V.} } @article {604, title = {CUSUM-based person-fit statistics for adaptive testing}, journal = {Journal of Educational and Behavioral Statistics}, volume = {26}, year = {2001}, pages = {199-218}, author = {van Krimpen-Stoop, E. M. L. A. and Meijer, R. R.} } @article {402, title = {Capitalization on item calibration error in adaptive testing}, journal = {Applied Measurement in Education}, volume = {13}, number = {1}, year = {2000}, note = {References .Lawrence Erlbaum, US}, pages = {35-53}, abstract = {(from the journal abstract) In adaptive testing, item selection is sequentially optimized during the test. Because the optimization takes place over a pool of items calibrated with estimation error, capitalization on chance is likely to occur. How serious the consequences of this phenomenon are depends not only on the distribution of the estimation errors in the pool or the conditional ratio of the test length to the pool size given ability, but may also depend on the structure of the item selection criterion used. A simulation study demonstrated a dramatic impact of capitalization on estimation errors on ability estimation. Four different strategies to minimize the likelihood of capitalization on error in computerized adaptive testing are discussed.}, keywords = {computerized adaptive testing}, author = {van der Linden, W. J. and Glas, C. A. W.} } @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.} } @inbook {1938, title = {Caveats, pitfalls, and unexpected consequences of implementing large-scale computerized testing}, year = {2000}, address = {Wainer, H. (Ed). Computerized adaptive testing: A primer (2nd ed.). pp. 271-299. Mahwah, NJ: Lawrence Erlbaum Associates.}, author = {Wainer, H., and Eignor, D. R.} } @booklet {1510, title = {CBTS: Computer-based testing simulation and analysis [computer software]}, year = {2000}, address = {Amherst, MA: University of Massachusetts, School of Education}, author = {Robin, F.} } @conference {986, title = {Change in distribution of latent ability with item position in CAT sequence}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education in New Orleans}, year = {2000}, note = {{PDF file, 103 KB}}, address = {LA}, author = {Krass, I. A.} } @article {573, title = {The choice of item difficulty in self adapted testing}, journal = {European Journal of Psychological Assessment}, volume = {16}, year = {2000}, pages = {3-12}, author = {Hontangas, P. and Ponsoda, V. and Olea, J. and Wise, S. L.} } @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 {309, title = {A comparison of computerized adaptive testing and multistage testing}, journal = {Dissertation Abstracts International: Section B: the Sciences \& Engineering}, volume = {60}, number = {11-B}, year = {2000}, pages = {5829}, abstract = {There is considerable evidence to show that computerized-adaptive testing (CAT) and multi-stage testing (MST) are viable frameworks for testing. With many testing organizations looking to move towards CAT or MST, it is important to know what framework is superior in different situations and at what cost in terms of measurement. What was needed is a comparison of the different testing procedures under various realistic testing conditions. This dissertation addressed the important problem of the increase or decrease in accuracy of ability estimation in using MST rather than CAT. The purpose of this study was to compare the accuracy of ability estimates produced by MST and CAT while keeping some variables fixed and varying others. A simulation study was conducted to investigate the effects of several factors on the accuracy of ability estimation using different CAT and MST designs. The factors that were manipulated are the number of stages, the number of subtests per stage, and the number of items per subtest. Kept constant were test length, distribution of subtest information, method of determining cut-points on subtests, amount of overlap between subtests, and method of scoring total test. The primary question of interest was, given a fixed test length, how many stages and many subtests per stage should there be to maximize measurement precision? Furthermore, how many items should there be in each subtest? Should there be more in the routing test or should there be more in the higher stage tests? Results showed that, in general, increasing the number of stages from two to three decreased the amount of errors in ability estimation. Increasing the number of subtests from three to five increased the accuracy of ability estimates as well as the efficiency of the MST designs relative to the P\&P and CAT designs at most ability levels (-.75 to 2.25). Finally, at most ability levels (-.75 to 2.25), varying the number of items per stage had little effect on either the resulting accuracy of ability estimates or the relative efficiency of the MST designs to the P\&P and CAT designs. (PsycINFO Database Record (c) 2003 APA, all rights reserved).}, keywords = {computerized adaptive testing}, author = {Patsula, L N.} } @article {70, title = {A comparison of item selection rules at the early stages of computerized adaptive testing}, journal = {Applied Psychological Measurement}, volume = {24}, number = {3}, year = {2000}, pages = {241-255}, abstract = {The effects of 5 item selection rules--Fisher information (FI), Fisher interval information (FII), Fisher information with a posterior distribution (FIP), Kullback-Leibler information (KL), and Kullback-Leibler information with a posterior distribution (KLP)--were compared with respect to the efficiency and precision of trait (θ) estimation at the early stages of computerized adaptive testing (CAT). FII, FIP, KL, and KLP performed marginally better than FI at the early stages of CAT for θ=-3 and -2. For tests longer than 10 items, there appeared to be no precision advantage for any of the selection rules. (PsycINFO Database Record (c) 2005 APA ) (journal abstract)}, keywords = {Adaptive Testing, Computer Assisted Testing, Item Analysis (Test), Statistical Estimation computerized adaptive testing}, author = {Chen, S-Y. and Ankenmann, R. D. and Chang, Hua-Hua} } @article {502, title = {A comparison of item selection rules at the early stages of computerized adaptive testing}, journal = {Applied Psychological Measurement}, volume = {24}, year = {2000}, pages = {241-255}, author = {Chen, S.Y. and Ankenmann, R. D. and Chang, Hua-Hua} } @inbook {1835, title = {Computer-adaptive sequential testing}, year = {2000}, address = {W. J. van der Linden (Ed.), Computerized Adaptive Testing: Theory and Practice (pp. 289-209). Dordrecht, The Netherlands: Kluwer.}, author = {Luecht, RM and Nungester, R. J.} } @inbook {255, title = {Computer-adaptive testing: A methodology whose time has come}, booktitle = {Development of Computerised Middle School Achievement Tests}, volume = {69}, year = {2000}, publisher = {MESA}, organization = {MESA}, address = {Chicago, IL. USA}, keywords = {computerized adaptive testing}, author = {Linacre, J. M.}, editor = {Kang, U. and Jean, E. and Linacre, J. M.} } @booklet {1442, title = {Computer-adaptive testing: A methodology whose time has come. MESA Memorandum No 9}, year = {2000}, address = {Chicago : MESA psychometric laboratory, Unversity of Chicago.}, author = {Linacre, J. M.} } @article {329, title = {Computerization and adaptive administration of the NEO PI-R}, journal = {Assessment}, volume = {7}, number = {4}, year = {2000}, note = {1073-1911 (Print)Journal Article}, pages = {347-64}, abstract = {This study asks, how well does an item response theory (IRT) based computerized adaptive NEO PI-R work? To explore this question, real-data simulations (N = 1,059) were used to evaluate a maximum information item selection computerized adaptive test (CAT) algorithm. Findings indicated satisfactory recovery of full-scale facet scores with the administration of around four items per facet scale. Thus, the NEO PI-R could be reduced in half with little loss in precision by CAT administration. However, results also indicated that the CAT algorithm was not necessary. We found that for many scales, administering the "best" four items per facet scale would have produced similar results. In the conclusion, we discuss the future of computerized personality assessment and describe the role IRT methods might play in such assessments.}, keywords = {*Personality Inventory, Algorithms, California, Diagnosis, Computer-Assisted/*methods, Humans, Models, Psychological, Psychometrics/methods, Reproducibility of Results}, author = {Reise, S. P. and Henson, J. 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.} } @booklet {1336, title = {Computerized adaptive rating scales (CARS): Development and evaluation of the concept}, year = {2000}, address = {(Institute Rep No. 350). Tampa FL: Personnel Decisions Research Institute.}, author = {Borman, W. C. and Hanson, M. A. and Kubisiak, U. C. and Buck, D. 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.} } @book {403, title = {Computerized adaptive testing: Theory and practice}, year = {2000}, publisher = {Kluwer Academic Publishers}, organization = {Kluwer Academic Publishers}, address = {Dordrecht, The Netherlands}, author = {van der Linden, W. J. and Glas, C. A. W.} } @conference {1110, title = {Computerized testing {\textendash} the adolescent years: Juvenile delinquent or positive role model}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {2000}, address = {New Orleans LA}, author = {Reckase, M. D.} } @inbook {1922, title = {Constrained adaptive testing with shadow tests}, year = {2000}, address = {W. J. van der Linden and C. A. W. Glas (eds.), Computerized adaptive testing: Theory and practice (pp.27-52). Norwell MA: Kluwer.}, author = {van der Linden, W. J.} } @book {1664, title = {The construction and evaluation of a dynamic computerised adaptive test for the measurement of learning potential}, year = {2000}, address = {Unpublished D. Litt et Phil dissertation. University of South Africa, Pretoria.}, author = {De Beer, M.} } @conference {998, title = {Content balancing in stratified computerized adaptive testing designs}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {2000}, note = {{PDF file, 427 KB}}, address = {New Orleans, LA}, author = {Leung, C-K.. and Chang, Hua-Hua and Hau, K-T.} } @inbook {1925, title = {Cross-validating item parameter estimation in adaptive testing}, year = {2000}, address = {A. Boorsma, M. A. J. van Duijn, and T. A. B. Snijders (Eds.) (pp. 205-219), Essays on item response theory. New York: Springer.}, author = {van der Linden, W. J. and Glas, C. A. W.} } @article {766, title = {Can examinees use a review option to obtain positively biased ability estimates on a computerized adaptive test? }, journal = {Journal of Educational Measurement}, volume = {36}, year = {1999}, pages = {141-157}, author = {Vispoel, W. P. and Rocklin, T. R. and Wang, T. and Bleiler, T.} } @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.} } @inbook {26, title = {CAT for certification and licensure}, booktitle = {Innovations in computerized assessment}, year = {1999}, note = {Using Smart Source ParsingInnovations in computerized assessment. (pp. 67-91). xiv, 266pp}, pages = {67-91}, publisher = {Lawrence Erlbaum Associates}, organization = {Lawrence Erlbaum Associates}, address = {Mahwah, N.J.}, abstract = {(from the chapter) This chapter discusses implementing computerized adaptive testing (CAT) for high-stakes examinations that determine whether or not a particular candidate will be certified or licensed. The experience of several boards who have chosen to administer their licensure or certification examinations using the principles of CAT illustrates the process of moving into this mode of administration. Examples of the variety of options that can be utilized within a CAT administration are presented, the decisions that boards must make to implement CAT are discussed, and a timetable for completing the tasks that need to be accomplished is provided. In addition to the theoretical aspects of CAT, practical issues and problems are reviewed. (PsycINFO Database Record (c) 2002 APA, all rights reserved).}, keywords = {computerized adaptive testing}, author = {Bergstrom, Betty A. and Lunz, M. E.} } @conference {1090, title = {A comparative study of ability estimates from computer-adaptive testing and multi-stage testing}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1999}, address = {Montreal Canada}, author = {Patsula, L N. and Hambleton, R. K.} } @book {1691, title = {A comparison of computerized-adaptive testing and multi-stage testing}, year = {1999}, address = {Unpublished doctoral dissertation, University of Massachusetts at Amherst}, author = {Patsula, L N.} } @conference {978, title = {A comparison of conventional and adaptive testing procedures for making single-point decisions}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1999}, note = {$\#$KI99-1}, address = {Montreal, Canada}, author = {Kingsbury, G. G. and A Zara} } @conference {1266, title = {Comparison of stratum scored and maximum likelihood scoring}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1999}, address = {Montreal, Canada}, author = {Wise, S. L.} } @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.} } @conference {836, title = {Comparison of the a-stratified method, the Sympson-Hetter method, and the matched difficulty method in CAT administration}, booktitle = {Paper presented at the annual meeting of the Psychometric Society}, year = {1999}, note = {$\#$BA99-01}, address = {Lawrence KS}, author = {Ban, J and Wang, T. and Yi, Q.} } @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.} } @article {183, title = {Computerized adaptive assessment with the MMPI-2 in a clinical setting}, journal = {Psychological Assessment}, volume = {11}, number = {3}, year = {1999}, pages = {369-380}, author = {Handel, R. W. and Ben-Porath, Y. S. and Watt, M. E.} } @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.} } @article {280, title = {Computerized Adaptive Testing: Overview and Introduction}, journal = {Applied Psychological Measurement}, volume = {23}, number = {3}, year = {1999}, pages = {187-94}, abstract = {Use of computerized adaptive testing (CAT) has increased substantially since it was first formulated in the 1970s. This paper provides an overview of CAT and introduces the contributions to this Special Issue. The elements of CAT discussed here include item selection procedures, estimation of the latent trait, item exposure, measurement precision, and item bank development. Some topics for future research are also presented. }, keywords = {computerized adaptive testing}, author = {Meijer, R. R. and Nering, M. L.} } @article {642, title = {Computerized adaptive testing: Overview and introduction}, journal = {Applied Psychological Measurement}, volume = {23}, year = {1999}, pages = {187-194}, author = {Meijer, R. R. and Nering, M. L.} } @conference {993, title = {Computerized classification testing under practical constraints with a polytomous model}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {1999}, note = {PDF file, 579 K}, address = {Montreal}, author = {Lau, C. A, and Wang, T.} } @proceedings {243, title = {Computerized classification testing under practical constraints with a polytomous model}, journal = {annual meeting of the American Educational Research Association}, year = {1999}, month = {04/1999}, address = {Montreal, Quebec, Canada}, author = {Lau, CA and Wang, T.} } @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 {919, title = {Constructing adaptive tests to parallel conventional programs}, booktitle = {Paper presented at the annual meeting of the National council on Measurement in Education}, year = {1999}, note = {$\#$FA99-01}, address = {Montreal}, author = {Fan, M. and Thompson, T. and Davey, T.} } @inbook {1929, title = {Creating computerized adaptive tests of music aptitude: Problems, solutions, and future directions}, year = {1999}, address = {F. Drasgow and J. B. Olson-Buchanan (Eds.), Innovations in computerized assessment (pp. 151-176). Mahwah NJ: Erlbaum.}, author = {Vispoel, W. P.} } @booklet {1587, title = {Current and future research in multi-stage testing (Research Report No 370)}, year = {1999}, note = {{PDF file, 131 KB}}, address = {Amherst MA: University of Massachusetts, Laboratory of Pychometric and Evaluative Research.}, author = {Zenisky, A. L.} } @article {751, title = {CUSUM-based person-fit statistics for adaptive testing}, journal = {Journal of Educational and Behavioral Statistics}, volume = {26}, year = {1999}, pages = {199-218}, author = {van Krimpen-Stoop, E. M. L. A. and Meijer, R. R.} } @booklet {1542, title = {CUSUM-based person-fit statistics for adaptive testing (Research Report 99-05)}, year = {1999}, address = {Enschede, The Netherlands: University of Twente, Faculty of Educational Science and Technology, Department of Measurement and Data Analysis}, author = {van Krimpen-Stoop, E. M. L. A. and Meijer, R. R.} } @booklet {1535, title = {Capitalization on item calibration error in adaptive testing (Research Report 98-07)}, 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 Glas, C. A. W.} } @booklet {1453, title = {CASTISEL [Computer software]}, year = {1998}, address = {Philadelphia, PA: National Board of Medical Examiners}, author = {Luecht, RM} } @conference {954, title = {CAT item calibration}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1998}, address = {San Diego}, author = {Hsu, Y. and Thompson, T.D. and Chen, W-H.} } @conference {1200, title = {CAT Item exposure control: New evaluation tools, alternate methods and integration into a total CAT program}, booktitle = {Paper presented at the annual meeting of the National Council of Measurement in Education}, year = {1998}, address = {San Diego, CA}, author = {Thomasson, G. L.} } @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.} } @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.} } @booklet {1347, title = {A comparative study of item exposure control methods in computerized adaptive testing}, year = {1998}, note = {$\#$CH98-03}, address = {Research Report Series 98-3, Iowa City: American College Testing.}, author = {Chang, S-W. and Twu, B.-Y.} } @book {1654, title = {A comparative study of item exposure control methods in computerized adaptive testing}, year = {1998}, address = {Unpublished doctoral dissertation, University of Iowa , Iowa City IA}, author = {Chang, S-W.} } @conference {992, title = {Comparing and combining dichotomous and polytomous items with SPRT procedure in computerized classification testing}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {1998}, note = {PDF file, 375 K}, address = {San Diego}, author = {Lau, CA and Wang, T.} } @article {679, title = {A comparison of item exposure control methods in computerized adaptive testing}, journal = {Journal of Educational Measurement}, volume = {35}, year = {1998}, pages = {311-327}, author = {Revuelta, J., and Ponsoda, V.} } @article {500, title = {A comparison of maximum likelihood estimation and expected a posteriori estimation in CAT using the partial credit model}, journal = {Educational and Psychological Measurement}, volume = {58}, year = {1998}, pages = {569-595}, author = {Chen, S. and Hou, L. and Dodd, B. G.} } @conference {1195, title = {A comparison of two methods of controlling item exposure in computerized adaptive testing}, booktitle = {Paper presented at the meeting of the American Educational Research Association. San Diego CA.}, year = {1998}, author = {Tang, L. and Jiang, H. and Chang, Hua-Hua} } @booklet {1313, title = {Computer adaptive testing {\textendash} Approaches for item selection and measurement}, number = {(Research report)}, year = {1998}, address = {Rutgers Center for Operations Research, New Brunswick NJ}, author = {Armstrong, R. D. and Jones, D. H.} } @article {625, title = {Computer-assisted test assembly using optimization heuristics}, journal = {Applied Psychological Measurement}, volume = {22 }, year = {1998}, pages = {224-236.}, author = {Luecht, RM} } @conference {864, title = {Computerized adaptive rating scales that measure contextual performance}, booktitle = {Paper presented at the 3th annual conference of the Society for Industrial and Organizational Psychology}, year = {1998}, address = {Dallas TX}, author = {Borman, W. C. and Hanson, M. A. and Montowidlo, S. J and F Drasgow and Foster, L and Kubisiak, U. C.} } @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} } @conference {831, title = {Computerized adaptive testing with multiple form structures}, booktitle = {Paper presented at the annual meeting of the Psychometric Society}, year = {1998}, address = {Urbana, IL}, author = {Armstrong, R. D. and Jones, D. H. and Berliner, N.} } @conference {1205, title = {Constructing adaptive tests to parallel conventional programs}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1998}, address = {San Diego}, author = {Thompson, T. and Davey, T. and Nering, M. L.} } @conference {1206, title = {Constructing passage-based tests that parallel conventional programs}, booktitle = {Paper presented at the annual meeting of the Psychometric Society}, year = {1998}, address = {Urbana, IL}, author = {Thompson, T. and Davey, T. and Nering, M. L.} } @conference {890, title = {Controlling item exposure and maintaining item security}, booktitle = {Paper presented at an Educational Testing Service-sponsored colloquium entitled {\textquotedblleft}Computer-based testing: Building the foundations for future assessments}, year = {1998}, address = {{\textquotedblright} Philadelphia PA}, author = {Davey, T. and Nering, M. L.} } @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 {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.} } @booklet {1467, title = {CAST 5 for Windows users{\textquoteright} guide}, year = {1997}, address = {Contract No. "MDA903-93-D-0032, DO 0054. Alexandria, VA: Human Resources Research Organization}, author = {J. R. McBride and Cooper, R. R} } @inbook {1958, title = {CAT-ASVAB cost and benefit analyses}, year = {1997}, address = {W. A. Sands, B. K. Waters, and J. R. McBride (Eds.), Computer adaptive testing: From inquiry to operation (pp. 227-236). Washington, DC: American Psychological Association.}, author = {Wise, L. L. and Curran, L. T. and J. R. McBride} } @inbook {1859, title = {CAT-ASVAB operational test and evaluation}, year = {1997}, address = {W. A. Sands, B. K. Waters, and . R. McBride (Eds.), Computerized adaptive testing: From inquiry to operation (pp. 199-205). Washington DC: American Psychological Association.}, author = {Moreno, K. E.} } @booklet {1482, title = {CATSIB: A modified SIBTEST procedure to detect differential item functioning in computerized adaptive tests (Research report)}, year = {1997}, address = {Newtown, PA: Law School Admission Council}, author = {Nandakumar, R. and Roussos, L.} } @conference {942, title = {Comparability and validity of computerized adaptive testing with the MMPI-2 using a clinical sample}, booktitle = {Paper presented at the 32nd Annual Symposium and Recent Developments in the use of the MMPI-2 and MMPI-A. Minneapolis MN.}, year = {1997}, author = {Handel, R. W. and Ben-Porath, Y. S. and Watt, M.} } @article {66, title = {A comparison of maximum likelihood estimation and expected a posteriori estimation in computerized adaptive testing using the generalized partial credit model}, journal = {Dissertation Abstracts International: Section B: the Sciences \& Engineering}, volume = {58}, number = {1-B}, year = {1997}, pages = {453}, abstract = {A simulation study was conducted to investigate the application of expected a posteriori (EAP) trait estimation in computerized adaptive tests (CAT) based on the generalized partial credit model (Muraki, 1992), and to compare the performance of EAP with maximum likelihood trait estimation (MLE). The performance of EAP was evaluated under different conditions: the number of quadrature points (10, 20, and 30), and the type of prior distribution (normal, uniform, negatively skewed, and positively skewed). The relative performance of the MLE and EAP estimation methods were assessed under two distributional forms of the latent trait, one normal and the other negatively skewed. Also, both the known item parameters and estimated item parameters were employed in the simulation study. Descriptive statistics, correlations, scattergrams, accuracy indices, and audit trails were used to compare the different methods of trait estimation in CAT. The results showed that, regardless of the latent trait distribution, MLE and EAP with a normal prior, a uniform prior, or the prior that matches the latent trait distribution using either 20 or 30 quadrature points provided relatively accurate estimation in CAT based on the generalized partial credit model. However, EAP using only 10 quadrature points did not work well in the generalized partial credit CAT. Also, the study found that increasing the number of quadrature points from 20 to 30 did not increase the accuracy of EAP estimation. Therefore, it appears 20 or more quadrature points are sufficient for accurate EAP estimation. The results also showed that EAP with a negatively skewed prior and positively skewed prior performed poorly for the normal data set, and EAP with positively skewed prior did not provide accurate estimates for the negatively skewed data set. Furthermore, trait estimation in CAT using estimated item parameters produced results similar to those obtained using known item parameters. In general, when at least 20 quadrature points are used, EAP estimation with a normal prior, a uniform prior or the prior that matches the latent trait distribution appears to be a good alternative to MLE in the application of polytomous CAT based on the generalized partial credit model. (PsycINFO Database Record (c) 2003 APA, all rights reserved).}, keywords = {computerized adaptive testing}, author = {Chen, S-K.} } @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.} } @conference {867, title = {Computer assembly of tests so that content reigns supreme}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1997}, address = {Chicago IL}, author = {Case, S. M. and Luecht, RM} } @article {534, title = {Computer-adaptive testing of listening comprehension: A blueprint of CAT Development}, journal = {The Language Teacher Online 21}, volume = {no. 10. }, year = {1997}, note = {.}, author = {Dunkel, P. A.} } @article {768, title = {Computerized adaptive and fixed-item testing of music listening skill: A comparison of efficiency, precision, and concurrent validity}, journal = {Journal of Educational Measurement}, volume = {34}, year = {1997}, pages = {43-63}, author = {Vispoel, W. P. and Wang, T. and Bleiler, T.} } @article {767, title = {Computerized adaptive and fixed-item testing of music listening skill: A comparison of efficiency, precision, and concurrent validity}, journal = {Journal of Educational Measurement}, volume = {34}, year = {1997}, pages = {43-63}, author = {Vispoel, W. P., and Wang, T.} } @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} } @article {33, title = {A computerized adaptive testing system for speech discrimination measurement: The Speech Sound Pattern Discrimination Test}, journal = {Journal of the Accoustical Society of America}, volume = {101}, number = {4}, year = {1997}, note = {972575560001-4966Journal Article}, pages = {2289-298}, abstract = {A computerized, adaptive test-delivery system for the measurement of speech discrimination, the Speech Sound Pattern Discrimination Test, is described and evaluated. Using a modified discrimination task, the testing system draws on a pool of 130 items spanning a broad range of difficulty to estimate an examinee{\textquoteright}s location along an underlying continuum of speech processing ability, yet does not require the examinee to possess a high level of English language proficiency. The system is driven by a mathematical measurement model which selects only test items which are appropriate in difficulty level for a given examinee, thereby individualizing the testing experience. Test items were administered to a sample of young deaf adults, and the adaptive testing system evaluated in terms of respondents{\textquoteright} sensory and perceptual capabilities, acoustic and phonetic dimensions of speech, and theories of speech perception. Data obtained in this study support the validity, reliability, and efficiency of this test as a measure of speech processing ability.}, keywords = {*Diagnosis, Computer-Assisted, *Speech Discrimination Tests, *Speech Perception, Adolescent, Adult, Audiometry, Pure-Tone, Human, Middle Age, Psychometrics, Reproducibility of Results}, author = {Bochner, J. and Garrison, W. and Palmer, L. and MacKenzie, D. and Braveman, A.} } @conference {1156, title = {Computerized adaptive testing through the World Wide Web}, year = {1997}, author = {Shermis, M. D.} } @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.} } @inbook {1730, title = {Computerized adaptive testing using the partial credit model for attitude measurement}, year = {1997}, address = {M. Wilson, G. Engelhard Jr and K. Draney (Eds.), Objective measurement: Theory into practice, volume 4. Norwood NJ: Ablex.}, author = {Baek, S. G.} } @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 {1127, title = {Can examinees use a review option to positively bias their scores on a computerized adaptive test? Paper presented at the annual meeting of the National council on Measurement in Education, New York}, booktitle = {Paper presented at the annual meeting of the National council on Measurement in Education}, year = {1996}, address = {New York NY}, author = {Rocklin, T. R. and Vispoel, W. P. and Wang, T. and Bleiler, T. L.} } @book {1706, title = {A comparison of adaptive self-referenced testing and classical approaches to the measurement of individual change}, year = {1996}, address = {Unpublished doctoral dissertation, University of Minnesota}, author = {VanLoy, W. J.} } @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.} } @conference {382, title = {A comparison of the traditional maximum information method and the global information method in CAT item selection}, booktitle = {annual meeting of the National Council on Measurement in Education}, year = {1996}, address = {New York, NY USA}, keywords = {computerized adaptive testing, item selection}, author = {Tang, K. L.} } @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.} } @article {476, title = {Computerized adaptive testing for the national certification examination}, year = {1996}, author = {Bergstrom, Betty A.} } @article {479, title = {Computerized adaptive testing for the national certification examination}, journal = {AANA.J}, volume = {64}, year = {1996}, pages = {119-124}, author = {Bergstrom, Betty A.} } @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.} } @article {686, title = {Conducting self-adapted testing using MicroCAT}, journal = {Educational and Psychological Measurement}, volume = {56}, year = {1996}, pages = {821-827}, author = {Roos, L. L. and Wise, S. L. and Yoes, M. E. and Rocklin, T. R.} } @conference {894, title = {Constructing adaptive tests to parallel conventional programs}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {1996}, address = {New York}, author = {Davey, T. and Thomas, L.} } @inbook {1795, title = {A content-balanced adaptive testing algorithm for computer-based training systems}, year = {1996}, address = {Frasson, C. and Gauthier, G. and Lesgold, A. (Eds.), Intelligent Tutoring Systems, Third International Conference, ITS{\textquoteright}96, Montr�al, Canada, June 1996 Proceedings. Lecture Notes in Computer Science 1086. Berlin Heidelberg: Springer-Verlag 306-314.}, author = {Huang, S. X.} } @conference {1263, title = {A critical analysis of the argument for and against item review in computerized adaptive testing}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1996}, address = {New York}, author = {Wise, S. L.} } @conference {1052, title = {Current research in computer-based testing for personnel selection and classification in the United States}, booktitle = {Invited address to the Centre for Recruitment and Selection, Belgian Armed Forces"}, year = {1996}, author = {J. R. McBride} } @article {341, title = {Comparability and validity of computerized adaptive testing with the MMPI-2}, journal = {Journal of Personality Assessment}, volume = {65}, number = {2}, year = {1995}, note = {Roper, B LBen-Porath, Y SButcher, J NUnited StatesJournal of personality assessmentJ Pers Assess. 1995 Oct;65(2):358-71.}, month = {Oct}, pages = {358-71}, edition = {1995/10/01}, abstract = {The comparability and validity of a computerized adaptive (CA) Minnesota Multiphasic Personality Inventory-2 (MMPI-2) were assessed in a sample of 571 undergraduate college students. The CA MMPI-2 administered adaptively Scales L, E the 10 clinical scales, and the 15 content scales, utilizing the countdown method (Butcher, Keller, \& Bacon, 1985). All subjects completed the MMPI-2 twice, with three experimental conditions: booklet test-retest, booklet-CA, and conventional computerized (CC)-CA. Profiles across administration modalities show a high degree of similarity, providing evidence for the comparability of the three forms. Correlations between MMPI-2 scales and other psychometric measures (Beck Depression Inventory; Symptom Checklist-Revised; State-Trait Anxiety and Anger Scales; and the Anger Expression Scale) support the validity of the CA MMPI-2. Substantial item savings may be realized with the implementation of the countdown procedure.}, isbn = {0022-3891 (Print)}, author = {Roper, B. L. and Ben-Porath, Y. S. and Butcher, J. N.} } @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.} } @conference {1070, title = {Computer adaptive testing in a medical licensure setting: A comparison of outcomes under the one- and two- parameter logistic models}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {1995}, address = {San Francisco}, author = {Morrison, C. A. and Nungester, R. J.} } @article {690, title = {Computer-adaptive testing: A new breed of assessment}, journal = {Journal of the American Dietetic Association}, volume = {95}, year = {1995}, pages = {1326-1327}, author = {Ruiz, B. and Fitz, P. A. and Lewis, C. and Reidy, C.} } @article {688, title = {Computer-adaptive testing: A new breed of assessment}, journal = {Journal of the American Dietetic Association}, volume = {95}, year = {1995}, pages = {1326-1327}, author = {Ruiz, B. and Fitz, P. A. and Lewis, C. and Reidy, C.} } @article {616, title = {Computer-adaptive testing: CAT: A Bayesian maximum-falsification approach}, journal = {Rasch Measurement Transactions}, volume = {9}, year = {1995}, pages = {412}, author = {Linacre, J. M.} } @book {1646, title = {Computerized adaptive attitude testing using the partial credit model}, year = {1995}, address = {Dissertation Abstracts International-A, 55(7-A), 1922 (UMI No. AAM9430378)}, author = {Baek, S. G.} } @article {263, title = {Computerized adaptive testing: Tracking candidate response patterns}, journal = {Journal of Educational Computing Research}, volume = {13}, number = {2}, year = {1995}, note = {Baywood Publishing, US}, pages = {151-162}, abstract = {Tracked the effect of candidate response patterns on a computerized adaptive test. Data were from a certification examination in laboratory science administered in 1992 to 155 candidates, using a computerized adaptive algorithm. The 90-item certification examination was divided into 9 units of 10 items each to track the pattern of initial responses and response alterations on ability estimates and test precision across the 9 test units. The precision of the test was affected most by response alterations during early segments of the test. While candidates generally benefited from altering responses, individual candidates showed different patterns of response alterations across test segments. Test precision was minimally affected, suggesting that the tailoring of computerized adaptive testing is minimally affected by response alterations. (PsycINFO Database Record (c) 2002 APA, all rights reserved).}, author = {Lunz, M. E. and Bergstrom, Betty A.} } @article {104, title = {Computerized adaptive testing with polytomous items}, journal = {Applied Psychological Measurement}, volume = {19}, year = {1995}, pages = {5{\textendash}22.}, abstract = {Discusses polytomous item response theory models and the research that has been conducted to investigate a variety of possible operational procedures (item bank, item selection, trait estimation, stopping rule) for polytomous model-based computerized adaptive testing (PCAT). Studies are reviewed that compared PCAT systems based on competing item response theory models that are appropriate for the same measurement objective, as well as applications of PCAT in marketing and educational psychology. Directions for future research using PCAT are suggested.}, author = {Dodd, B. G. and De Ayala, R. J., and Koch, W. R.} } @article {2031, title = {Computerized Adaptive Testing With Polytomous Items}, journal = {Applied Psychological Measurement}, volume = {19}, year = {1995}, pages = {5-22}, author = {Dodd, B. G. and De Ayala, R. J. and Koch. W.R.,} } @inbook {1920, title = {Computerized testing for licensure}, year = {1995}, address = {J. Impara (ed.), Licensure testing: Purposes, procedures, and Practices (pp. 291-320). Lincoln NE: Buros Institute of Mental Measurements.}, author = {Vale, C. D.} } @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.} } @book {1670, title = {CAT software system [computer program}, year = {1994}, address = {Chicago IL: Computer Adaptive Technologies}, author = {Gershon, R. C.} } @booklet {1600, title = {CAT-GATB simulation studies}, year = {1994}, address = {San Diego CA: Navy Personnel Research and Development Center}, author = {Segall, D. O.} } @conference {1270, title = {Comparing computerized adaptive and self-adapted tests: The influence of examinee achievement locus of control}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1994}, address = {New Orleans LA}, author = {Wise, S. L. and Roos, L. L. and Plake, B. S.} } @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 {629, title = {Computer adaptive testing}, journal = {International journal of Educational Research}, volume = {6}, year = {1994}, pages = {623-634}, author = {Lunz, M. E. and Bergstrom, Betty A. and Gershon, R. C.} } @article {493, title = {Computer adaptive testing: A shift in the evaluation paradigm}, journal = {Educational Technology Systems}, volume = {22 (3)}, year = {1994}, pages = {213-224}, author = {Carlson, R.} } @article {527, title = {Computer adaptive testing: Assessment of the future}, journal = {Curriculum/Technology Quarterly}, volume = {4 (2)}, year = {1994}, pages = {1-3}, author = {Diones, R. and Everson, H.} } @conference {846, title = {Computerized adaptive testing exploring examinee response time using hierarchical linear modeling}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {1994}, note = {ERIC No. ED 400 286).}, address = {New Orleans LA}, author = {Bergstrom, B. and Gershon, R. C.} } @article {480, title = {Computerized adaptive testing for licensure and certification}, journal = {CLEAR Exam Review}, volume = {Winter 1994}, year = {1994}, pages = {25-27}, author = {Bergstrom, Betty A. and Gershon, R. C.} } @article {705, title = {Computerized adaptive testing: Revolutionizing academic assessment}, journal = {Community College Journal}, volume = {65 (1)}, year = {1994}, pages = {32-35}, author = {Smittle, P.} } @booklet {1365, title = {Computerized mastery testing using fuzzy set decision theory (Research Report 94-37)}, year = {1994}, address = {Princeton NJ: Educational Testing Service}, author = {Du, Y. and Lewis, C. and Pashley, P. J.} } @booklet {1489, title = {Computerized Testing (Research Report 94-22).}, year = {1994}, address = {Princeton NJ: Educational Testing Service}, author = {Oltman, P. K.} } @article {763, title = {Computerized-adaptive and self-adapted music-listening tests: Features and motivational benefits}, journal = {Applied Measurement in Education}, volume = {7}, year = {1994}, pages = {25-51}, author = {Vispoel, W. P., and Coffman, D. D.} } @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.} } @article {339, title = {Comparability and validity of computerized adaptive testing with the MMPI-2}, journal = {Dissertation Abstracts International}, volume = {53}, number = {7-B}, year = {1993}, pages = {3791}, keywords = {computerized adaptive testing}, author = {Roper, B. L.} } @book {1665, title = {A comparison of computer adaptive test administration methods}, year = {1993}, address = {Unpublished doctoral dissertation, University of Chicago}, author = {Dolan, S.} } @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 {47, title = {Computer adaptive testing: A comparison of four item selection strategies when used with the golden section search strategy for estimating ability}, journal = {Dissertation Abstracts International}, volume = {54}, number = {5-A}, year = {1993}, pages = {1772}, keywords = {computerized adaptive testing}, author = {Carlson, R. 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.} } @article {757, title = {Computerized adaptive and fixed-item versions of the ITED Vocabulary test}, journal = {Educational and Psychological Measurement}, volume = {53}, year = {1993}, pages = {779-788}, author = {Vispoel, W. 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.} } @article {804, title = {Computerized adaptive testing in instructional settings}, journal = {Educational Technology Research and Development}, volume = {41(3)}, year = {1993}, pages = {47-62}, author = {Welch, R. E., and Frick, T.} } @book {1724, title = {Computerized adaptive testing strategies: Golden section search, dichotomous search, and Z-score strategies (Doctoral dissertation, Iowa State University, 1990)}, year = {1993}, address = {Dissertation Abstracts International, 54-03B, 1720}, author = {Xiao, B.} } @article {178, title = {Computerized adaptive testing: the future is upon us}, journal = {Nurs Health Care}, volume = {14}, number = {7}, year = {1993}, note = {Halkitis, P NLeahy, J MUnited statesNursing \& health care : official publication of the National League for NursingNurs Health Care. 1993 Sep;14(7):378-85.}, month = {Sep}, pages = {378-85}, edition = {1993/09/01}, keywords = {*Computer-Assisted Instruction, *Education, Nursing, *Educational Measurement, *Reaction Time, Humans, Pharmacology/education, Psychometrics}, isbn = {0276-5284 (Print)}, author = {Halkitis, P. N. and Leahy, J. M.} } @article {106, title = {Computerized adaptive testing using the partial credit model: Effects of item pool characteristics and different stopping rules}, journal = {Educational and Psychological Measurement}, volume = {53}, number = {1}, year = {1993}, pages = {61-77.}, abstract = {Simulated datasets were used to research the effects of the systematic variation of three major variables on the performance of computerized adaptive testing (CAT) procedures for the partial credit model. The three variables studied were the stopping rule for terminating the CATs, item pool size, and the distribution of the difficulty of the items in the pool. Results indicated that the standard error stopping rule performed better across the variety of CAT conditions than the minimum information stopping rule. In addition it was found that item pools that consisted of as few as 30 items were adequate for CAT provided that the item pool was of medium difficulty. The implications of these findings for implementing CAT systems based on the partial credit model are discussed. }, author = {Dodd, B. G. and Koch, W. R. and De Ayala, R. J.,} } @article {533, title = {Computerized mastery testing using fuzzy set decision theory}, journal = {Applied Measurement in Education}, volume = {6}, year = {1993}, note = {(Also Educational Testing Service Research Report 94-37)}, pages = {181-193}, author = {Du, Y. and Lewis, C. and Pashley, P. J.} } @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.} } @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.} } @conference {1288, title = {A comparison of computerized adaptive and paper-and-pencil versions of the national registered nurse licensure examination}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {1992}, address = {San Francisco CA}, author = {A Zara} } @conference {845, title = {Comparison of item targeting strategies for pass/fail adaptive tests}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {1992}, note = {(ERIC NO. ED 400 287).}, address = {San Francisco CA}, author = {Bergstrom, B. and Gershon, R. C.} } @book {1701, title = {A comparison of methods for adaptive estimation of a multidimensional trait}, year = {1992}, address = {Unpublished doctoral dissertation, Columbia University}, author = {Tam, S. S.} } @article {810, title = {A comparison of self-adapted and computerized adaptive achievement tests}, journal = {Journal of Educational Measurement}, volume = {29}, year = {1992}, pages = {329-339}, author = {Wise, S. L. and Plake, S. S and Johnson, P. L. and Roos, S. L.} } @article {529, title = {A comparison of the partial credit and graded response models in computerized adaptive testing}, journal = {Applied Measurement in Education}, volume = {5}, year = {1992}, pages = {17-34}, author = {De Ayala, R. J. and Dodd, B. G. and Koch, W. R.} } @article {778, title = {A comparison of the performance of simulated hierarchical and linear testlets}, journal = {Journal of Educational Measurement}, volume = {29}, year = {1992}, pages = {243-251}, author = {Wainer, H., and Kaplan, B. and Lewis, C.} } @book {1647, title = {Computer adaptive versus paper-and-pencil tests}, year = {1992}, address = {Unpublished doctoral dissertation, University of Chicago}, author = {Bergstrom, B.} } @article {487, title = {Computer-based adaptive testing in music research and instruction}, journal = {Psychomusicology}, volume = {10}, year = {1992}, pages = {49-63}, author = {Bowers, D. R.} } @booklet {1374, title = {Computerized adaptive assessment of cognitive abilities among disabled adults}, year = {1992}, address = {ERIC Document No ED301274}, author = {Engdahl, B.} } @article {141, title = {Computerized adaptive mastery tests as expert systems}, journal = {Journal of Educational Computing Research}, volume = {8}, number = {2}, year = {1992}, pages = {187-213.}, author = {Frick, T. W.} } @article {550, title = {Computerized adaptive mastery tests as expert systems}, journal = {Journal of Educational Computing Research}, volume = {8(2)}, year = {1992}, pages = {187-213}, author = {Frick, T. W.} } @article {126, title = {Computerized adaptive testing for NCLEX-PN}, journal = {Journal of Practical Nursing}, volume = {42}, number = {2}, year = {1992}, note = {Fields, F AUnited statesThe Journal of practical nursingJ Pract Nurs. 1992 Jun;42(2):8-10.}, month = {Jun}, pages = {8-10}, edition = {1992/06/01}, keywords = {*Licensure, *Programmed Instruction, Educational Measurement/*methods, Humans, Nursing, Practical/*education}, isbn = {0022-3867 (Print)}, author = {Fields, F. A.} } @article {118, title = {Computerized adaptive testing: Its potential substantive contribution to psychological research and assessment}, journal = {Current Directions in Psychological Science}, volume = {1}, number = {4}, year = {1992}, pages = {129-133}, author = {Embretson, S. E.} } @article {762, title = {Computerized adaptive testing of music-related skills}, journal = {Bulletin of the Council for Research in Music Education}, volume = {112}, year = {1992}, pages = {29-49}, author = {Vispoel, W. P., and Coffman, D. D.} } @article {610, title = {Computerized adaptive testing with different groups}, journal = {Educational Measurement: Issues and Practice}, volume = {11 (2)}, year = {1992}, pages = {23-27}, author = {Legg, S. M., and Buhr, D. C.} } @conference {842, title = {Computerized adaptive testing with the MMPI-2: Reliability, validity, and comparability to paper and pencil administration}, booktitle = {Paper presented at the 27th Annual Symposium on Recent Developments in the MMPI/MMPI-2}, year = {1992}, address = {Minneapolis MN}, author = {Ben-Porath, Y. S. and Roper, B. L.} } @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 {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 {478, title = {Confidence in pass/fail decisions for computer adaptive and paper and pencil examinations}, journal = {Evaluation and The Health Professions}, volume = {15(4)}, year = {1992}, pages = {435-464}, author = {Bergstrom, Betty A.} } @article {24, title = {Confidence in pass/fail decisions for computer adaptive and paper and pencil examinations}, journal = {Evaluation and the Health Professions}, volume = {15}, number = {4}, year = {1992}, note = {Sage Publications, US}, pages = {453-464}, abstract = {Compared the level of confidence in pass/fail decisions obtained with computer adaptive tests (CADTs) and pencil-and-paper tests (PPTs). 600 medical technology students took a variable-length CADT and 2 fixed-length PPTs. The CADT was stopped when the examinee ability estimate was either 1.3 times the standard error of measurement above or below the pass/fail point or when a maximum test length was reached. Results show that greater confidence in the accuracy of the pass/fail decisions was obtained for more examinees when the CADT implemented a 90\% confidence stopping rule than with PPTs of comparable test length. (PsycINFO Database Record (c) 2002 APA, all rights reserved).}, author = {Bergstrom, Betty A. and Lunz, M. E.} } @article {475, title = {Confidence in pass/fail decisions for computer adaptive and paper and pencil examinations}, journal = {Evaluation and the Health Professions}, volume = {15}, year = {1992}, pages = {435-464}, author = {Bergstrom, Betty A.} } @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 {340, title = {Comparability of computerized adaptive and conventional testing with the MMPI-2}, journal = {Journal of Personality Assessment}, volume = {57}, number = {2}, year = {1991}, note = {Roper, B LBen-Porath, Y SButcher, J NUnited StatesJournal of personality assessmentJ Pers Assess. 1991 Oct;57(2):278-90.}, month = {Oct}, pages = {278-290}, edition = {1991/01/01}, abstract = {A computerized adaptive version and the standard version of the Minnesota Multiphasic Personality Inventory-2 (MMPI-2) were administered 1 week apart to a sample of 155 college students to assess the comparability of the two versions. The countdown method was used to adaptively administer Scales L, F, the I0 clinical scales, and the 15 new content scales. Profiles across administration modalities show a high degree of similarity, providing evidence for the comparability of computerized adaptive and conventional testing with the MMPI-2. Substantial item savings were found with the adaptive version. Future directions in the study of adaptive testing with the MMPI-2 are discussed.}, isbn = {0022-3891 (Print)}, author = {Roper, B. L. and Ben-Porath, Y. S. and Butcher, J. N.} } @article {628, title = {Comparability of decisions for computer adaptive and written examinations}, journal = {Journal of Allied Health}, volume = {20}, year = {1991}, pages = {15-23}, author = {Lunz, M. E. and Bergstrom, Betty A.} } @article {235, title = {A comparison of paper-and-pencil, computer-administered, computerized feedback, and computerized adaptive testing methods for classroom achievement testing}, journal = {Dissertation Abstracts International}, volume = {52}, number = {5-A}, year = {1991}, pages = {1719}, keywords = {computerized adaptive testing}, author = {Kuan, Tsung Hao} } @article {593, title = {A comparison of procedures for content-sensitive item selection}, journal = {Applied Measurement in Education}, year = {1991}, author = {Kingsbury, G. G.} } @article {596, title = {A comparison of procedures for content-sensitive item selection in computerized adaptive tests}, journal = {Applied Measurement in Education}, volume = {4}, year = {1991}, pages = {241-261}, author = {Kingsbury, G. G. and A Zara} } @booklet {1329, title = {Comparisons of computer adaptive and pencil and paper tests}, year = {1991}, note = {Unpublished manuscript.}, address = {Chicago IL: American Society of Clinical Pathologists}, author = {Bergstrom, Betty A. and Lunz, M. E.} } @inbook {1788, title = {Computerized adaptive testing: Theory, applications, and standards}, year = {1991}, address = {R. K. Hambleton and J. N. Zaal (Eds.), Advances in educational and psychological testing: Theory and Applications (pp. 341-366). Boston: Kluwer.}, author = {Hambleton, R. K. and Zaal, J. N. and Pieters, J. P. M.} } @conference {848, title = {Confidence in pass/fail decisions for computer adaptive and paper and pencil examinations}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {1991}, address = {Chicago IL}, author = {Bergstrom, B. B and Lunz, M. E.} } @booklet {1431, title = {Construction and validation of the SON-R 5-17, the Snijders-Oomen non-verbal intelligence test}, year = {1991}, address = {Groningen: Wolters-Noordhoff}, author = {Laros, J. A. and Tellegen, P. J.} } @article {585, title = {Correlates of examinee item choice behavior in self-adapted testing}, journal = {Mid-Western Educational Researcher}, volume = {4}, year = {1991}, pages = {25-28}, author = {Johnson, J. L. and Roos, L. L. and Wise, S. L. and Plake, B. S.} } @booklet {1492, title = {A comparison of Rasch and three-parameter logistic models in computerized adaptive testing}, year = {1990}, address = {Unpublished manuscript}, author = {Parker, S.B. and J. R. McBride} } @article {1380, title = {A comparison of three decision models for adapting the length of computer-based mastery tests}, journal = {Journal of Educational Computing Research}, volume = {6}, year = {1990}, pages = {479-513}, author = {Frick, T. W.} } @article {689, title = {Computer testing: Pragmatic issues and research needs}, journal = {Educational Measurement: Issues and Practice}, volume = {9 (2)}, year = {1990}, note = {Sum 1990.}, pages = {19-20}, author = {Rudner, L. M.} } @article {598, title = {Computerized adaptive measurement of attitudes}, journal = {Measurement and Evaluation in Counseling and Development}, volume = {23}, year = {1990}, pages = {20-30}, author = {Koch, W. R. and Dodd, B. G. and Fitzpatrick, S. J.} } @conference {1219, title = {Computerized adaptive music tests: A new solution to three old problems}, booktitle = {Paper presented at the biannual meeting of the Music Educators National Conference}, year = {1990}, address = {Washington DC}, author = {Vispoel, W. P.} } @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.} } @article {435, title = {The construction of customized two-staged tests}, volume = {27}, year = {1990}, pages = {241-253}, author = {Adema, J. J.} } @inbook {1930, title = {Creating adaptive tests of musical ability with limited-size item pools}, year = {1990}, address = {D. Dalton (Ed.), ADCIS 32nd International Conference Proceedings (pp. 105-112). Columbus OH: Association for the Development of Computer-Based Instructional Systems.}, author = {Vispoel, W. T. and Twing, J. S} } @book {1669, title = {CAT administrator [Computer program]}, year = {1989}, address = {Chicago: Micro Connections}, author = {Gershon, R. C.} } @conference {1048, title = {Commercial applications of computerized adaptive testing}, booktitle = {C.E. Davis Chair, Computerized Adaptive Testing{\textendash}Military and Commercial Developments Ten Years Later: Symposium conducted at the Annual Conference of the Military Testing Association (524-529)}, year = {1989}, address = {San~Antonio, TX}, author = {J. R. McBride} } @booklet {1381, title = {A comparison of an expert systems approach to computerized adaptive testing and an IRT model}, year = {1989}, address = {Unpublished manuscript (submitted to American Educational Research Journal)}, author = {Frick, T. W.} } @article {524, title = {A comparison of the nominal response model and the three-parameter logistic model in computerized adaptive testing}, journal = {Educational and Psychological Measurement}, volume = {49}, year = {1989}, pages = {789-805}, author = {De Ayala, R. J.,} } @conference {948, title = {A comparison of three adaptive testing strategies using MicroCAT}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {1989}, note = {$\#$HO89-01 Tables and figures only.)}, address = {San Francisco}, author = {Ho, R. and Hsu, T. C.} } @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} } @conference {1047, title = {A computerized adaptive mathematics screening test}, booktitle = {Paper presented at the Annual Meeting of the California Educational Research Association}, year = {1989}, note = {ERIC Document Reproduction Service No. ED 316 554)}, address = {Burlingame, CA}, author = {J. R. McBride} } @book {1714, title = {Computerized adaptive personality assessment}, year = {1989}, address = {Unpublished master{\textquoteright}s thesis, Harvard University, Cambridge MA}, author = {Waller, N. G.} } @booklet {1391, title = {Computerized adaptive tests}, year = {1989}, address = {ERIC Clearinghouse on Tests, Measurement, and Evaluation, no. 107}, author = {Grist, S. and Rudner, L. M. and Wise} } @booklet {1577, title = {A consideration for variable length adaptive tests (Research Report 89-40)}, year = {1989}, address = {Princeton NJ: Educational Testing Service}, author = {Wingersky, M. S.} } @article {789, title = {The College Board computerized placement tests: An application of computerized adaptive testing}, journal = {Machine-Mediated Learning}, volume = {2}, year = {1988}, pages = {271-282}, author = {W. C. Ward} } @conference {973, title = {A comparison of achievement level estimates from computerized adaptive testing and paper-and-pencil testing}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {1988}, note = {{PDF file, 43 KB}}, address = {New Orleans LA}, author = {Kingsbury, G. G. and Houser, R.L.} } @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 {909, title = {Computerized adaptive attitude measurement: A comparison of the graded response and rating scale models}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {1988}, address = {New Orleans}, author = {Dodd, B. G. and Koch, W. R. and De Ayala, R. J.,} } @article {97, title = {Computerized adaptive testing: A comparison of the nominal response model and the three parameter model}, journal = {Dissertation Abstracts International}, volume = {48}, number = {10-B}, year = {1988}, pages = {3148}, keywords = {computerized adaptive testing}, author = {De Ayala, R. J.,} } @article {591, title = {Computerized adaptive testing: A four-year-old pilot study shows that CAT can work}, journal = {Technological Horizons in Education}, volume = {16 (4)}, year = {1988}, pages = {73-76}, author = {Kingsbury, G. G. and et. al.} } @conference {1109, title = {Computerized adaptive testing: a good idea waiting for the right technology}, booktitle = {Paper presented at the meeting of the American Educational Research Association}, year = {1988}, address = {New Orleans, April 1988}, author = {Reckase, M. D.} } @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.} } @booklet {1435, title = {Computerized adaptive testing: The state of the art in assessment at three community colleges}, year = {1988}, note = {(25431 Cabot Road, Suite 203, Laguna Hills CA 92653)}, address = {Laguna Hills CA: Author}, author = {League-for-Innovation-in-the-Community-College} } @book {1666, title = {Computerized adaptive testing: The state of the art in assessment at three community colleges}, year = {1988}, address = {Laguna Hills CA: League for Innovation in the Community College}, author = {Doucette, D.} } @conference {1046, title = {A computerized adaptive version of the Differential Aptitude Tests}, booktitle = {Paper presented at the meeting of the American Psychological Association}, year = {1988}, address = {Atlanta GA}, author = {J. R. McBride} } @article {615, title = {Computerized mastery testing}, journal = {Machine-Mediated Learning}, volume = {2}, year = {1988}, pages = {283-286}, author = {Lewis, C. and Sheehan, K.} } @inbook {1782, title = {Construct validity of computer-based tests}, year = {1988}, address = {H. Wainer and H. Braun (Eds.), Test validity (pp. 77-103). Hillsdale NJ: Erlbaum.}, author = {Green, B. F.} } @article {560, title = {Critical problems in computer-based psychological measurement, , ,}, journal = {Applied Measurement in Education}, volume = {1}, year = {1988}, pages = {223-231}, author = {Green, B. F.} } @article {779, title = {CATS, testlets, and test construction: A rationale for putting test developers back into CAT}, journal = {Journal of Educational Measurement}, volume = {32}, year = {1987}, note = {(volume number appears to incorrect)}, pages = {185-202}, author = {Wainer, H., and Kiely, G. L.} } @booklet {1441, title = {A computer program for adaptive testing by microcomputer (MESA Memorandum No 40)}, year = {1987}, address = {Chicago: University of Chicago. (ERIC ED 280 895.)}, author = {Linacre, J. M.} } @booklet {1432, title = {Computerized adaptive language testing: A Spanish placement exam}, year = {1987}, note = {(ERIC No. FL016939)}, address = {In Language Testing Research Selected Papers from the Colloquium, Monterey CA}, author = {Larson, J. W.} } @conference {899, title = {Computerized adaptive testing: A comparison of the nominal response model and the three-parameter logistic model}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1987}, address = {Washington DC}, author = {De Ayala, R. J., and Koch, W. R.} } @inbook {1952, title = {Computerized adaptive testing for measuring abilities and other psychological variables}, year = {1987}, address = {J. N. Butcher (Ed.), Computerized personality measurement: A practitioners guide (pp. 325-343). New York: Basic Books.}, author = {Weiss, D. J. and Vale, C. D.} } @conference {1044, title = {Computerized adaptive testing made practical: The Computerized Adaptive Edition of the Differential Aptitude Tests}, booktitle = {Presented at the U.S. Department of Labor National Test Development Conference}, year = {1987}, address = {San Francisco, CA}, author = {J. R. McBride} } @conference {907, title = {Computerized adaptive testing with the rating scale model}, booktitle = {Paper presented at the Fourth International Objective Measurement Workshop}, year = {1987}, address = {Chicago}, author = {Dodd, B. G.} } @article {490, title = {Computerized psychological testing: Overview and critique}, journal = {Professional Psychology: Research and Practice}, volume = {1}, year = {1987}, pages = {42-51}, author = {Burke, M. J, and Normand, J and Raju, N. M.} } @booklet {1555, title = {CATs, testlets, and test construction: A rationale for putting test developers back into CAT (Technical Report 86-71)}, year = {1986}, note = {$\#$WA86-71}, address = {Princeton NJ: Educational Testing Service, Program Statistics Research}, author = {Wainer, H., and Kiely, G. L.} } @inbook {1906, title = {A cognitive error diagnostic adaptive testing system}, year = {1986}, address = {the 28th ADCIS International Conference Proceedings. Washington DC: ADCIS.}, author = {Tatsuoka, K. K.} } @booklet {1561, title = {College Board computerized placement tests: Validation of an adaptive test of basic skills (Research Report 86-29)}, year = {1986}, address = {Princeton NJ: Educational Testing Service.}, author = {W. C. Ward and Kline, R. G. and Flaugher, J.} } @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 {1056, title = {Computerized adaptive achievement testing: A prototype}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1986}, address = {San Francisco CA}, author = {J. R. McBride and Moe, K. C.} } @conference {1043, title = {A computerized adaptive edition of the Differential Aptitude Tests}, booktitle = {Presented at the National Assessment Conference of the Education Commission of the States}, year = {1986}, address = {Boulder, CO}, author = {J. R. McBride} } @conference {1042, title = {A computerized adaptive edition of the Differential Aptitude Tests}, booktitle = {Paper presented at the meeting of the American Psychological Association}, year = {1986}, note = {ERIC No. ED 285 918)}, address = {Washington DC}, author = {J. R. McBride} } @inbook {1807, title = {Computerized adaptive testing: A pilot project}, year = {1986}, address = {W. C. Ryan (ed.), Proceedings: NECC 86, National Educational Computing Conference (pp.172-176). Eugene OR: University of Oregon, International Council on Computers in Education.}, author = {Kingsbury, G. G.} } @article {814, title = {Computerized testing technology}, journal = {Advances in Reading/Language Research}, volume = {4}, year = {1986}, pages = {71-78}, author = {Wolfe, J. H.} } @conference {982, title = {Computerized adaptive attitude measurement}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {1985}, address = {Chicago}, author = {Koch, W. R. and Dodd, B. G.} } @article {636, title = {Computerized adaptive testing}, journal = {Educational Leadership}, volume = {43}, year = {1985}, pages = {25-28}, author = {J. R. McBride} } @conference {1050, title = {Computerized adaptive testing: An overview and an example}, booktitle = {Presented at the Assessment Conference of the Education Commission of the States}, year = {1985}, address = {Boulder, CO}, author = {J. R. McBride} } @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 {43, title = {Current developments and future directions in computerized personality assessment}, journal = {Journal of Consulting and Clinical Psychology}, volume = {53}, number = {6}, year = {1985}, note = {Miscellaneous Article}, pages = {803-815}, abstract = {Although computer applications in personality assessment have burgeoned rapidly in recent years, the majority of these uses capitalize on the computer{\textquoteright}s speed, accuracy, and memory capacity rather than its potential for the development of new, flexible assessment strategies. A review of current examples of computer usage in personality assessment reveals wide acceptance of automated clerical tasks such as test scoring and even test administration. The computer is also assuming tasks previously reserved for expert clinicians, such as writing narrative interpretive reports from test results. All of these functions represent automation of established assessment devices and interpretive strategies. The possibility also exists of harnessing some of the computer{\textquoteright}s unique adaptive capabilities to alter standard devices and even develop new ones. Three proposed strategies for developing computerized adaptive personality tests are described, with the conclusion that the computer{\textquoteright}s potential in this area justifies a call for further research efforts., (C) 1985 by the American Psychological Association}, author = {Butcher, J. N. and Keller, L. S. and Bacon, S. F.} } @book {1648, title = {A comparison of the maximum likelihood strategy and stradaptive test on a micro-computer}, year = {1984}, note = {$\#$BI84-01}, address = {Unpublished M.S. thesis, University of Wisconsin, Madison.}, author = {Bill, B. C.} } @article {708, title = {Computerized adaptive testing in the Maryland Public Schools}, journal = {MicroCAT News}, volume = {1}, year = {1984}, pages = {1}, author = {Stevenson, J.} } @article {649, title = {Computerized diagnostic testing}, journal = {Journal of Educational Measurement}, volume = {21}, year = {1984}, pages = {391-397}, author = {MCArthur , D.L. and Choppin, B. H.} } @inbook {226, title = {A comparison of IRT-based adaptive mastery testing and a sequential mastery testing procedure.}, booktitle = {New horizons in testing: Latent trait test theory and computerized adaptive testing}, year = {1983}, pages = {258-283}, publisher = {Academic Press.}, organization = {Academic Press.}, address = {New York, NY. USA}, author = {Kingsbury, G. G. and Weiss, D. J.} } @inbook {1812, title = {A comparison of IRT-based adaptive mastery testing and a sequential mastery testing procedure}, year = {1983}, address = {D. J. Weiss (Ed.), New horizons in testing: Latent trait test theory and computerized adaptive testing (pp. 257-283). New York: Academic Press.}, author = {Kingsbury, G. G. and Weiss, D. J.} } @inbook {1950, title = {A comparison of IRT-based adaptive mastery testing and a sequential mastery testing procedure}, year = {1983}, address = {D. J. Weiss (Ed.), New horizons in testing: Latent trait theory and computerized adaptive testing (pp. 1-8). New York: Academic Press.}, author = {Kingsbury, G.G. and Weiss, D. J.} } @article {2209, title = {Comparison of live and simulated adaptive tests}, number = {AFHRL-TP-82-35}, year = {1982}, month = {December 1982}, institution = {Air Force Systems Command}, address = {Brooks Air Force Base, Texas}, author = {HUnter, D. R.} } @booklet {1465, title = {Computerized adaptive testing project: Objectives and requirements (Tech Note 82-22)}, year = {1982}, note = {$\#$McB82-22}, address = {San Diego CA: Navy Personnel Research and Development Center. (AD A118 447)}, author = {J. R. McBride} } @booklet {1355, title = {Computerized adaptive testing system design: Preliminary design considerations (Tech. Report 82-52)}, year = {1982}, address = {San Diego CA: Navy Personnel Research and Development Center. (AD A118 495)}, author = {Croll, P. R.} } @booklet {1466, title = {Computerized Adaptive Testing system development and project management.}, year = {1982}, address = {Minutes of the ASVAB (Armed Services Vocational Aptitude Battery) Steering Committee. Washington, DC: Office of the Assistant Secretary of Defense (Manpower, Reserve Affairs and Logistics), Accession Policy Directorate.}, author = {J. R. McBride} } @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 {1957, title = {Computerized testing in the German Federal Armed Forces (FAF): Empirical approaches}, year = {1982}, note = {PDF file, 384 K}, address = {D. J. Weiss (Ed.), Proceedings of the 1982 Item Response Theory and Computerized Adaptive Testing Conference (pp.353-359). Minneapolis: University of Minnesota, Department of Psychology, Psychometric Methods Program.}, author = {Wildgrube, W.} } @article {2227, title = {A comparison of a Bayesian and a maximum likelihood tailored testing procedure}, year = {1981}, institution = {University of Missouri, Department of Educational Psychology, Tailored Testing Research Laboratory}, type = {Technical report}, address = {Columbia MO}, author = {McKinley, R. L., and Reckase, M. D.} } @conference {1131, title = {A comparison of a maximum likelihood and a Bayesian estimation procedure for tailored testing}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1981}, note = {$\#$RO81-01}, address = {Los Angeles CA}, author = {Rosso, M. A. and Reckase, M. D.} } @booklet {1484, title = {A comparison of two methods of interactive testing Final report.}, year = {1981}, address = {National Institute of Education Grant 79-1045}, author = {Nicewander, W. A. and Chang, H. S. and Doody, E. N.} } @mastersthesis {2221, title = {A comparative evaluation of two Bayesian adaptive ability estimation procedures with a conventional test strategy}, volume = {Ph.D.}, year = {1980}, school = {Catholic University of America}, address = {Washington DC}, author = {Gorman, S.} } @book {1671, title = {A comparative evaluation of two Bayesian adaptive ability estimation procedures}, year = {1980}, address = {Unpublished doctoral dissertation, the Catholic University of America}, author = {Gorman, S.} } @booklet {1421, title = {A comparison of adaptive, sequential, and conventional testing strategies for mastery decisions (Research Report 80-4)}, year = {1980}, note = {{PDF file, 1.905 MB}}, address = {Minneapolis, Department of Psychology, Psychometric Methods Program, Computerized Adaptive Testing Laboratory}, author = {Kingsbury, G. G. and Weiss, D. J.} } @inbook {1811, title = {A comparison of ICC-based adaptive mastery testing and the Waldian probability ratio method}, year = {1980}, note = {51 MB}}, address = {D. J. Weiss (Ed.). Proceedings of the 1979 Computerized Adaptive Testing Conference (pp. 120-139). Minneapolis MN: University of Minnesota, Department of Psychology, Psychometric Methods Program, Computerized Adaptive Testing Laboratory}, author = {Kingsbury, G. G. and Weiss, D. J.} } @inbook {1777, title = {A comparison of the accuracy of Bayesian adaptive and static tests using a correction for regression}, year = {1980}, note = {{PDF file, 735 KB}}, address = {D. J. Weiss (Ed.), Proceedings of the 1979 Computerized Adaptive Testing Conference (pp. 35-50). Minneapolis MN: University of Minnesota, Department of Psychology, Computerized Adaptive Testing Laboratory.}, author = {Gorman, S.} } @article {613, title = {Computer applications in audiology and rehabilitation of the hearing impaired}, journal = {Journal of Communication Disorders}, volume = {13}, year = {1980}, pages = {471-481}, author = {Levitt, H.} } @article {639, title = {Computer applications to ability testing}, journal = {Association for Educational Data Systems Journal}, volume = {13}, year = {1980}, pages = {193-203}, author = {McKinley, R. L., and Reckase, M. D.} } @booklet {1417, title = {Computerized instructional adaptive testing model: Formulation and validation (AFHRL-TR-79-33, Final Report)}, year = {1980}, address = {Brooks Air Force Base TX: Air Force Human Resources Laboratory", Also Catalog of Selected Documents in Psychology, February 1981, 11, 20 (Ms. No, 2217) }, author = {Kalisch, S. J.} } @inbook {1956, title = {Computerized testing in the German Federal Armed Forces (FAF)}, year = {1980}, note = {{PDF file, 595 KB}}, address = {D. J. Weiss (Ed.), Proceedings of the 1979 Item Response Theory and Computerized Adaptive Testing Conference (pp. 68-77). Minneapolis: University of Minnesota, Department of Psychology, Psychometric Methods Program, Computerized Adaptive Testing Laborator}, author = {Wildgrube, W.} } @booklet {1516, title = {Criterion-related validity of adaptive testing strategies (Research Report 80-3)}, year = {1980}, note = {$\#$TH80-03 {PDF file, 2.708 MB}}, address = {Minneapolis: University of Minnesota, Department of Psychology, Psychometric Methods Program, Computerized Adaptive Testing Laboratory}, author = {Thompson, J. G. and Weiss, D. J.} } @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.} } @booklet {1464, title = {Computerized adaptive testing: The state of the art (ARI Technical Report 423)}, year = {1979}, address = {Alexandria, VA: U.S. Army Research Institute for the Behavioral and Social Sciences.}, author = {J. R. McBride} } @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.} } @book {1682, title = {A comparison of Bayesian and maximum likelihood scoring in a simulated stradaptive test}, year = {1978}, address = {Unpublished Masters thesis, St. Mary{\textquoteright}s University of Texas, San Antonio TX}, author = {Maurelli, V. A.} } @booklet {1493, title = {A comparison of the fairness of adaptive and conventional testing strategies (Research Report 78-1)}, year = {1978}, address = {Minneapolis: University of Minnesota, Department of Psychology, Psychometric Methods Program}, author = {Pine, S. M. and Weiss, D. J.} } @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 {601, title = {Computerized adaptive testing: Principles and directions}, journal = {Computers and Education}, volume = {2 (4)}, year = {1978}, pages = {319-329}, author = {Kreitzberg, C. B.} } @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.} } @booklet {1324, title = {A construct validation of adaptive achievement testing (Research Report 78-4)}, year = {1978}, address = {Minneapolis MN: University of Minnesota, Department of Psychology, Psychometric Methods Program, Computerized Adaptive Testing Laboratory}, author = {Bejar, I. I. and Weiss, D. J.} } @booklet {1327, title = {Calibration of an item pool for the adaptive measurement of achievement (Research Report 77-5)}, year = {1977}, address = {Minneapolis: Department of Psychology, Psychometric Methods Program}, author = {Bejar, I. I. and Weiss, D. J. and Kingsbury, G. G.} } @inbook {1734, title = {A comparison of conventional and adaptive achievement 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 = {Bejar, I. I.} } @book {1651, title = {A comparison of the classification of students by two methods of administration of a mathematics placement test}, year = {1977}, address = {Unpublished doctoral dissertation, Syracuse University, 1977}, author = {Brooks, S.} } @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 {1979, title = {Computerized Adaptive Testing and Personnel Accessioning System Design}, 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 = {Underwood, M. A.} } @inbook {1843, title = {Computerized Adaptive Testing research and development}, year = {1977}, address = {H. Taylor, Proceedings of the Second Training and Personnel Technology Conference. Washington, DC: Office of the Director of Defense Research and Engineering.}, author = {J. R. McBride} } @inbook {1969, title = {Computerized Adaptive Testing with a Military Population}, year = {1977}, address = {D. J. Weiss (Ed.), Proceedings of the 1977 Computerized Adaptive Testing Conference. Minneapolls MN: University of Minnesota, Department of Psychology, Psychometric Methods Program}, author = {Gorman, S.} } @inbook {1855, title = {Computer-assisted testing: An orderly transition from theory to practice}, year = {1976}, note = {{PDF file, 191 KB}}, address = {C. K. Clark (Ed.), Proceedings of the First Conference on Computerized Adaptive Testing (pp. 95-96). Washington DC: U.S. Government Printing Office.}, author = {McKillip, R. H. and Urry, V. W.} } @booklet {1521, title = {Computer-assisted testing with live examinees: A rendezvous with reality (TN 75-3)}, year = {1976}, address = {Washington DC: U. S. Civil Service Commission, Personnel Research and Development Center}, author = {Urry, V. W.} } @article {514, title = {Complete orders from incomplete data: Interactive ordering and tailored testing}, journal = {Psychological Bulletin}, volume = {82}, year = {1975}, pages = {259-302}, author = {Cliff, N. A.} } @article {799, title = {Computerized adaptive ability measurement}, journal = {Naval Research Reviews}, volume = {28}, year = {1975}, pages = {1-18}, author = {Weiss, D. J.} } @inbook {1945, title = {Computerized adaptive trait measurement: Problems and prospects (Research Report 75-5)}, year = {1975}, address = {Minneapolis: University of Minnesota, Department of Psychology, Psychometric Methods Program.}, author = {Weiss, D. J.} } @book {1677, title = {The comparison of two tailored testing models and the effects of the models variables on actual loss}, year = {1974}, address = {Unpublished doctoral dissertation, Florida State University}, author = {Kalisch, S. J.} } @booklet {1361, title = {A computer software system for adaptive ability measurement (Research Report 74-1)}, year = {1974}, address = {Minneapolis MN: University of Minnesota, Department of Psychology, Computerized Adaptive Testing Laboratory}, author = {De Witt, J. J. and Weiss, D. J.} } @booklet {1520, title = {Computer-assisted testing: The calibration and evaluation of the verbal ability bank (Technical Study 74-3)}, year = {1974}, address = {Washington DC: U. S. Civil Service Commission, Personnel Research and Development Center}, author = {Urry, V. W.} } @booklet {1396, title = {Computer-based adaptive testing models for the Air Force technical training environment: Phase I: Development of a computerized measurement system for Air Force technical Training}, year = {1974}, address = {JSAS Catalogue of Selected Documents in Psychology, 5, 1-86 (MS No. 882). AFHRL Technical Report 74-48.}, author = {Hansen, D. N. and Johnson, B. F. and Fagan, R. L. and Tan, P. and Dick, W.} } @inbook {1803, title = {Computer-based psychological testing}, year = {1973}, address = {A. Elithorn and D. Jones (Eds.), Artificial and human thinking (pp. 83-93). San Francisco CA: Jossey-Bass.}, author = {Jones, D. and Weinman, J.} } @article {795, title = {A comparison of computer-simulated conventional and branching tests}, journal = {Educational and Psychological Measurement}, volume = {31}, year = {1971}, pages = {125-136}, author = {Waters, C. J. and Bayroff, A. G.} } @booklet {1342, title = {A comparison of four methods of selecting items for computer-assisted testing (Technical Bulletin STB 72-5)}, year = {1971}, address = {San Diego: Naval Personnel and Training Research Laboratory}, author = {Bryson, R.} } @booklet {1377, title = {Computer assistance for individualizing measurement}, year = {1971}, address = {Pittsburgh PA: University of Pittsburgh R and D Center}, author = {Ferguson, R. L.} } @book {1723, title = {Computerized adaptive sequential testing}, year = {1971}, address = {Unpublished doctoral dissertation, University of Chicago}, author = {Wood, R. L.} } @inbook {1778, title = {Comments on tailored testing}, year = {1970}, address = {W. H. Holtzman, (Ed.), Computer-assisted instruction, testing, and guidance (pp. 184-197). New York: Harper and Row.}, author = {Green, B. F.} } @booklet {1376, title = {Computer assistance for individualizing measurement}, year = {1970}, address = {Pittsburgh PA: University of Pittsburgh, Learning Research and Development Center}, author = {Ferguson, R. L.} } @article {543, title = {Computer assistance for individualizing measurement}, journal = {Computers and Automation}, volume = {March 1970}, year = {1970}, pages = {19}, author = {Ferguson, R. L.} } @booklet {1375, title = {Computer-assisted criterion-referenced measurement (Working Paper No 49)}, year = {1969}, address = {Pittsburgh PA: University of Pittsburgh, Learning and Research Development Center. (ERIC No. ED 037 089)}, author = {Ferguson, R. L.} } @book {1674, title = {Computer-assisted testing (Eds.)}, year = {1968}, address = {Princeton NJ: Educational Testing Service}, author = {Harman, H. H. and Helm, C. E. and Loye, D. E.} } @booklet {1320, title = {Construction of an experimental sequential item test (Research Memorandum 60-1)}, year = {1960}, address = {Washington DC: Personnel Research Branch, Department of the Army}, author = {Bayroff, A. G. and Thomas, J. J and Anderson, A. A.} } @article {577, title = {A clinical study of consecutive and adaptive testing with the revised Stanford-Binet}, journal = {Journal of Consulting Psychology}, volume = {11}, year = {1947}, pages = {93-103}, author = {Hutt, M. L.} }