@article {2757, title = {The Influence of Computerized Adaptive Testing on Psychometric Theory and Practice}, journal = {Journal of Computerized Adaptive Testing}, volume = {11}, year = {2024}, abstract = {

The major premise of this article is that part of the stimulus for the evolution of psychometric theory since the 1950s was the introduction of the concept of computerized adaptive testing (CAT) or its earlier non-CAT variations. The conceptual underpinnings of CAT that had the most influence on psychometric theory was the shift of emphasis from the test (or test score) as the focus of analysis to the test item (or item score). The change in focus allowed a change in the way that test results are conceived of as measurements. It also resolved the conflict among a number of ideas that were present in the early work on psychometric theory. Some of the conflicting ideas are summarized below to show how work on the development of CAT resolved some of those conflicts.

}, keywords = {computerized adaptive testing, Item Response Theory, paradigm shift, scaling theory, test design}, issn = {2165-6592}, doi = {10.7333/2403-1101001}, url = {https://jcatpub.net/index.php/jcat/issue/view/34/9}, author = {Reckase, Mark D.} } @article {2750, title = {Improving Precision of CAT Measures}, journal = {Journal of Computerized Adaptive Test-ing}, volume = {9}, year = {2022}, month = {10/2022}, pages = {1-7}, keywords = {: dichotomously scored items, option probability theory, scoring methods, subjective probability}, issn = {2165-6592}, doi = {10.7333/2210-0901001}, author = {John J. Barnard} } @article {2735, title = {Item Calibration Methods With Multiple Subscale Multistage Testing}, journal = {Journal of Educational Measurement}, volume = {57}, number = {1}, year = {2020}, pages = {3-28}, abstract = {Abstract Many large-scale educational surveys have moved from linear form design to multistage testing (MST) design. One advantage of MST is that it can provide more accurate latent trait (θ) estimates using fewer items than required by linear tests. However, MST generates incomplete response data by design; hence, questions remain as to how to calibrate items using the incomplete data from MST design. Further complication arises when there are multiple correlated subscales per test, and when items from different subscales need to be calibrated according to their respective score reporting metric. The current calibration-per-subscale method produced biased item parameters, and there is no available method for resolving the challenge. Deriving from the missing data principle, we showed when calibrating all items together the Rubin{\textquoteright}s ignorability assumption is satisfied such that the traditional single-group calibration is sufficient. When calibrating items per subscale, we proposed a simple modification to the current calibration-per-subscale method that helps reinstate the missing-at-random assumption and therefore corrects for the estimation bias that is otherwise existent. Three mainstream calibration methods are discussed in the context of MST, they are the marginal maximum likelihood estimation, the expectation maximization method, and the fixed parameter calibration. An extensive simulation study is conducted and a real data example from NAEP is analyzed to provide convincing empirical evidence.}, keywords = {EM, marginal maximum likelihood, missing data, multistage testing}, doi = {10.1111/jedm.12241}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/jedm.12241}, author = {Wang, Chun and Chen, Ping and Jiang, Shengyu} } @article {2734, title = {Item Selection and Exposure Control Methods for Computerized Adaptive Testing with Multidimensional Ranking Items}, journal = {Journal of Educational Measurement}, volume = {57}, number = {2}, year = {2020}, pages = {343-369}, abstract = {Abstract The use of computerized adaptive testing algorithms for ranking items (e.g., college preferences, career choices) involves two major challenges: unacceptably high computation times (selecting from a large item pool with many dimensions) and biased results (enhanced preferences or intensified examinee responses because of repeated statements across items). To address these issues, we introduce subpool partition strategies for item selection and within-person statement exposure control procedures. Simulations showed that the multinomial method reduces computation time while maintaining measurement precision. Both the freeze and revised Sympson-Hetter online (RSHO) methods controlled the statement exposure rate; RSHO sacrificed some measurement precision but increased pool use. Furthermore, preventing a statement{\textquoteright}s repetition on consecutive items neither hindered the effectiveness of the freeze or RSHO method nor reduced measurement precision.}, doi = {10.1111/jedm.12252}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/jedm.12252}, author = {Chen, Chia-Wen and Wang, Wen-Chung and Chiu, Ming Ming and Ro, Sage} } @article {2741, title = {Imputation Methods to Deal With Missing Responses in Computerized Adaptive Multistage Testing}, journal = {Educational and Psychological Measurement}, volume = {79}, number = {3}, year = {2019}, pages = {495-511}, abstract = {Routing examinees to modules based on their ability level is a very important aspect in computerized adaptive multistage testing. However, the presence of missing responses may complicate estimation of examinee ability, which may result in misrouting of individuals. Therefore, missing responses should be handled carefully. This study investigated multiple missing data methods in computerized adaptive multistage testing, including two imputation techniques, the use of full information maximum likelihood and the use of scoring missing data as incorrect. These methods were examined under the missing completely at random, missing at random, and missing not at random frameworks, as well as other testing conditions. Comparisons were made to baseline conditions where no missing data were present. The results showed that imputation and the full information maximum likelihood methods outperformed incorrect scoring methods in terms of average bias, average root mean square error, and correlation between estimated and true thetas.}, doi = {10.1177/0013164418805532}, url = {https://doi.org/10.1177/0013164418805532}, author = {Dee Duygu Cetin-Berber and Halil Ibrahim Sari and Anne Corinne Huggins-Manley} } @article {2727, title = {An Investigation of Exposure Control Methods With Variable-Length CAT Using the Partial Credit Model}, journal = {Applied Psychological Measurement}, volume = {43}, number = {8}, year = {2019}, pages = {624-638}, abstract = {The purpose of this simulation study was to investigate the effect of several different item exposure control procedures in computerized adaptive testing (CAT) with variable-length stopping rules using the partial credit model. Previous simulation studies on CAT exposure control methods with polytomous items rarely considered variable-length tests. The four exposure control techniques examined were the randomesque with a group of three items, randomesque with a group of six items, progressive-restricted standard error (PR-SE), and no exposure control. The two variable-length stopping rules included were the SE and predicted standard error reduction (PSER), along with three item pools of varied sizes (43, 86, and 172 items). Descriptive statistics on number of nonconvergent cases, measurement precision, testing burden, item overlap, item exposure, and pool utilization were calculated. Results revealed that the PSER stopping rule administered fewer items on average while maintaining measurement precision similar to the SE stopping rule across the different item pool sizes and exposure controls. The PR-SE exposure control procedure surpassed the randomesque methods by further reducing test overlap, maintaining maximum exposure rates at the target rate or lower, and utilizing all items from the pool with a minimal increase in number of items administered and nonconvergent cases.}, doi = {10.1177/0146621618824856}, url = {https://doi.org/10.1177/0146621618824856}, author = {Audrey J. Leroux and J. Kay Waid-Ebbs and Pey-Shan Wen and Drew A. Helmer and David P. Graham and Maureen K. O{\textquoteright}Connor and Kathleen Ray} } @article {2742, title = {Item Selection Criteria With Practical Constraints in Cognitive Diagnostic Computerized Adaptive Testing}, journal = {Educational and Psychological Measurement}, volume = {79}, number = {2}, year = {2019}, pages = {335-357}, abstract = {For item selection in cognitive diagnostic computerized adaptive testing (CD-CAT), ideally, a single item selection index should be created to simultaneously regulate precision, exposure status, and attribute balancing. For this purpose, in this study, we first proposed an attribute-balanced item selection criterion, namely, the standardized weighted deviation global discrimination index (SWDGDI), and subsequently formulated the constrained progressive index (CP\_SWDGDI) by casting the SWDGDI in a progressive algorithm. A simulation study revealed that the SWDGDI method was effective in balancing attribute coverage and the CP\_SWDGDI method was able to simultaneously balance attribute coverage and item pool usage while maintaining acceptable estimation precision. This research also demonstrates the advantage of a relatively low number of attributes in CD-CAT applications.}, doi = {10.1177/0013164418790634}, url = {https://doi.org/10.1177/0013164418790634}, author = {Chuan-Ju Lin and Hua-Hua Chang} } @article {2685, title = {Implementing Three CATs Within Eighteen Months}, journal = {Journal of Computerized Adaptive Testing}, volume = {6}, year = {2018}, month = {09/2018}, pages = {38-55}, doi = {10.7333/1809-060338}, url = {http://iacat.org/jcat/index.php/jcat/article/view/70/33}, author = {Christian Spoden and Andreas Frey and Raphael Bernhardt} } @article {2626, title = {Item Selection Criteria With Practical Constraints in Cognitive Diagnostic Computerized Adaptive Testing}, journal = {Educational and Psychological Measurement}, year = {2018}, pages = {0013164418790634}, abstract = {For item selection in cognitive diagnostic computerized adaptive testing (CD-CAT), ideally, a single item selection index should be created to simultaneously regulate precision, exposure status, and attribute balancing. For this purpose, in this study, we first proposed an attribute-balanced item selection criterion, namely, the standardized weighted deviation global discrimination index (SWDGDI), and subsequently formulated the constrained progressive index (CP\_SWDGDI) by casting the SWDGDI in a progressive algorithm. A simulation study revealed that the SWDGDI method was effective in balancing attribute coverage and the CP\_SWDGDI method was able to simultaneously balance attribute coverage and item pool usage while maintaining acceptable estimation precision. This research also demonstrates the advantage of a relatively low number of attributes in CD-CAT applications.}, doi = {10.1177/0013164418790634}, url = {https://doi.org/10.1177/0013164418790634}, author = {Chuan-Ju Lin and Hua-Hua Chang} } @article {2693, title = {Item Selection Methods in Multidimensional Computerized Adaptive Testing With Polytomously Scored Items}, journal = {Applied Psychological Measurement}, volume = {42}, number = {8}, year = {2018}, pages = {677-694}, abstract = {Multidimensional computerized adaptive testing (MCAT) has been developed over the past decades, and most of them can only deal with dichotomously scored items. However, polytomously scored items have been broadly used in a variety of tests for their advantages of providing more information and testing complicated abilities and skills. The purpose of this study is to discuss the item selection algorithms used in MCAT with polytomously scored items (PMCAT). Several promising item selection algorithms used in MCAT are extended to PMCAT, and two new item selection methods are proposed to improve the existing selection strategies. Two simulation studies are conducted to demonstrate the feasibility of the extended and proposed methods. The simulation results show that most of the extended item selection methods for PMCAT are feasible and the new proposed item selection methods perform well. Combined with the security of the pool, when two dimensions are considered (Study 1), the proposed modified continuous entropy method (MCEM) is the ideal of all in that it gains the lowest item exposure rate and has a relatively high accuracy. As for high dimensions (Study 2), results show that mutual information (MUI) and MCEM keep relatively high estimation accuracy, and the item exposure rates decrease as the correlation increases.}, doi = {10.1177/0146621618762748}, url = {https://doi.org/10.1177/0146621618762748}, author = {Dongbo Tu and Yuting Han and Yan Cai and Xuliang Gao} } @conference {2642, title = {The Implementation of Nationwide High Stakes Computerized (adaptive) Testing in the Netherlands}, booktitle = {IACAT 2017 Conference}, year = {2017}, month = {08/2017}, publisher = {Niigata Seiryo University}, organization = {Niigata Seiryo University}, address = {Niigata, Japan}, abstract = {

In this presentation the challenges of implementation of (adaptive) digital testing in the Facet system in the Netherlands is discussed. In the Netherlands there is a long tradition of implementing adaptive testing in educational settings. Already since the late nineties of the last century adaptive testing was used mostly in low stakes testing. Several CATs were implemented in student monitoring systems for primary education and in the general subjects language and arithmetic in vocational education. The only nationwide implemented high stakes CAT is the WISCAT-pabo: an arithmetic test for students in the first year of primary school teacher colleges. The psychometric advantages of item based adaptive testing are obvious. For example efficiency and high measurement precision. But there are also some disadvantages such as the impossibility of reviewing items during and after the test. During the test the student is not in control of his own test; e.q . he can only navigate forward to the next item. This is one of the reasons other methods of testing, such as multistage-testing, with adaptivity not on the item level but on subtest level, has become more popular to use in high stakes testing.

A main challenge of computerized (adaptive) testing is the implementation of the item bank and the test workflow in a digital system. Since 2014 a nationwide new digital system (Facet) was introduced in the Netherlands, with connections to the digital systems of different parties based on international standards (LTI and QTI). The first nationwide tests in the Facet-system were flexible exams Dutch and arithmetic for vocational (and secondary) education, taken as item response theory-based equated linear multiple forms tests, which are administered during 5 periods in a year. Nowadays there are some implementations of different methods of (multistage) adaptive testing in the same Facet system (DTT en Acet).

In this conference, other presenters of Cito will elaborate on the psychometric characteristics of this other adaptive testing methods. In this contribution, the system architecture and interoperability of the Facet system will be explained. The emphasis is on the implementation and the problems to be solved by using this digital system in all phases of the (adaptive) testing process: item banking, test construction, designing, publication, test taking, analyzing and reporting to the student. An evaluation of the use of the system will be presented.

Session Video

}, keywords = {High stakes CAT, Netherlands, WISCAT}, url = {https://drive.google.com/open?id=1Kn1PvgioUYaOJ5pykq-_XWnwDU15rRsf}, author = {Mia van Boxel and Theo Eggen} } @conference {2672, title = {An Imputation Approach to Handling Incomplete Computerized Tests}, booktitle = {IACAT 2017 Conference}, year = {2017}, month = {08/2017}, publisher = {Niigata Seiryo University}, organization = {Niigata Seiryo University}, address = {Niigata, Japan}, abstract = {

As technology advances, computerized adaptive testing (CAT) is becoming increasingly popular as it allows tests to be tailored to an examinee\’s ability.\  Nevertheless, examinees might devise testing strategies to use CAT to their advantage.\  For instance, if only the items that examinees answer count towards their score, then a higher theta score might be obtained by spending more time on items at the beginning of the test and skipping items at the end if time runs out. This type of gaming can be discouraged if examinees\’ scores are lowered or \“penalized\” based on the amount of non-response.

The goal of this study was to devise a penalty function that would meet two criteria: 1) the greater the omit rate, the greater the penalty, and 2) examinees with the same ability and the same omit rate should receive the same penalty. To create the penalty, theta was calculated based on only the items the examinee responded to ( ).\  Next, the expected number correct score (EXR) was obtained using \ and the test characteristic curve. A penalized expected number correct score (E ) was obtained by multiplying EXR by the proportion of items the examinee responded to. Finally, the penalized theta ( ) was identified using the test characteristic curve. Based on\  \ and the item parameters ( ) of an unanswered item, the likelihood of a correct response, \ , is computed and employed to estimate the imputed score ( ) for the unanswered item.

Two datasets were used to generate tests with completion rates of 50\%, 80\%, and 90\%.\  The first dataset included real data where approximately 4,500 examinees responded to a 21 -item test which provided a baseline/truth. Sampling was done to achieve the three completion rate conditions. The second dataset consisted of simulated item scores for 50,000 simulees under a 1-2-4 multi-stage CAT design where each stage contained seven items. Imputed item scores for unanswered items were computed using a variety of values for G (and therefore T).\  Three other approaches to handling unanswered items were also considered: all correct (i.e., T = 0), all incorrect (i.e., T = 1), and random scoring (i.e., T = 0.5).

The current study investigated the impact on theta estimates resulting from the proposed approach to handling unanswered items in a fixed-length CAT. In real testing situations, when examinees do not finish a test, it is hard to tell whether they tried diligently but ran out of time or whether they attempted to manipulate the scoring engine.\  To handle unfinished tests with penalties, the proposed approach considers examinees\’ abilities and incompletion rates. The results of this study provide direction for psychometric practitioners when considering penalties for omitted responses.

Session Video

}, keywords = {CAT, imputation approach, incomplete computerized test}, url = {https://drive.google.com/open?id=1vznZeO3nsZZK0k6_oyw5c9ZTP8uyGnXh}, author = {Troy Chen and Chi-Yu Huang and Chunyan Liu} } @article {2608, title = {The Information Product Methods: A Unified Approach to Dual-Purpose Computerized Adaptive Testing}, journal = {Applied Psychological MeasurementApplied Psychological Measurement}, volume = {42}, year = {2017}, month = {2018/06/01}, pages = {321 - 324}, abstract = {This article gives a brief summary of major approaches in dual-purpose computerized adaptive testing (CAT) in which the test is tailored interactively to both an examinee?s overall ability level, ?, and attribute mastery level, α. It also proposes an information product approach whose connections to the current methods are revealed. An updated comprehensive empirical study demonstrated that the information product approach not only can offer a unified framework to connect all other approaches but also can mitigate the weighting issue in the dual-information approach.}, isbn = {0146-6216}, url = {https://doi.org/10.1177/0146621617730392}, author = {Zheng, Chanjin and He, Guanrui and Gao, Chunlei} } @conference {2634, title = {Issues in Trait Range Coverage for Patient Reported Outcome Measure CATs - Extending the Ceiling for Above-average Physical Functioning}, booktitle = {IACAT 2017 Conference}, year = {2017}, month = {08/2017}, publisher = {Niigata Seiryo University}, organization = {Niigata Seiryo University}, address = {Niigata, Japan}, abstract = {

The use of a measure which fails to cover the upper range of functioning may produce results which can lead to serious misinterpretation. Scores produced by such a measure may fail to recognize significant improvement, or may not be able to demonstrate functioning commensurate with an important milestone. Accurate measurement of this range is critical for the assessment of physically active adults, e.g., athletes recovering from injury and active military personnel who wish to return to active service. Alternatively, a PF measure with a low ceiling might fail to differentiate patients in rehabilitation who continue to improve, but for whom their score ceilings due to the measurement used.

The assessment of physical function (PF) has greatly benefited from modern psychometric theory and resulting scales, such as the Patient-Reported Outcomes Measurement Information System (PROMIS\®) PF instruments. While PROMIS PF has extended the range of function upwards relative to older \“legacy\” instruments, few PROMIS PF items asses high levels of function. We report here on the development of higher functioning items for the PROMIS PF bank.

An expert panel representing orthopedics, sports/military medicine, and rehabilitation reviewed existing instruments and wrote new items. After internal review, cognitive interviews were conducted with 24 individuals of average and high levels of physical function. The remaining candidate items were administered along with 50 existing PROMIS anchor items to an internet panel screened for low, average, and high levels of physical function (N = 1,600), as well as members of Boston-area gyms (N= 344). The resulting data was subjected to standard psychometric analysis, along with multiple linking methods to place the new items on the existing PF metric. The new items were added to the full PF bank for simulated computerized adaptive testing (CAT).

Item response data was collected on 54 candidate items. Items that exhibited local dependence (LD) or differential item functioning (DIF) related to gender, age, race, education, or PF status. These items were removed from consideration. Of the 50 existing PROMIS PF items, 31 were free of DIF and LD and used as anchors. The parameters for the remaining new candidate items were estimated twice: freelyestimated and linked with coefficients and fixed-anchor calibration. Both methods were comparable and had appropriate fit. The new items were added to the full PF bank for simulated CATs. The resulting CAT was able to extend the ceiling with high precision to a T-score of 68, suggesting accurate measurement for 97\% of the general population.

Extending the range of items by which PF is measured will substantially improve measurement quality, applicability, and efficiency. The bank has incorporated these extension items and is available for use in research and clinics for brief CAT administration (see www.healthmeasures.net). Future research projects should focus on recovery trajectories of the measure for individuals with above average function who are recovering from injury.

Session Video

}, keywords = {CAT, Issues, Patient Reported Outcome}, url = {https://drive.google.com/open?id=1ZC02F-dIyYovEjzpeuRdoXDiXMLFRuKb}, author = {Richard C. Gershon} } @conference {2650, title = {Item Parameter Drifting and Online Calibration}, booktitle = {IACAT 2017 Conference}, year = {2017}, month = {08/2017}, publisher = {Niigata Seiryo University}, organization = {Niigata Seiryo University}, address = {Niigata, Japan}, abstract = {

Item calibration is a part of the most important topics in item response theory (IRT). Since many largescale testing programs have switched from paper and pencil (P\&P) testing mode to computerized adaptive testing (CAT) mode, developing methods for efficiently calibrating new items have become vital. Among many proposed item calibration processes in CAT, online calibration is the most cost-effective. This presentation introduces an online (re)calibration design to detect item parameter drift for computerized adaptive testing (CAT) in both unidimensional and multidimensional environments. Specifically, for online calibration optimal design in unidimensional computerized adaptive testing model, a two-stage design is proposed by implementing a proportional density index algorithm. For a multidimensional computerized adaptive testing model, a four-quadrant online calibration pretest item selection design with proportional density index algorithm is proposed. Comparisons were made between different online calibration item selection strategies. Results showed that under unidimensional computerized adaptive testing, the proposed modified two-stage item selection criterion with the proportional density algorithm outperformed the other existing methods in terms of item parameter calibration and item parameter drift detection, and under multidimensional computerized adaptive testing, the online (re)calibration technique with the proposed four-quadrant item selection design with proportional density index outperformed other methods.

Session Video

}, keywords = {online calibration, Parameter Drift}, author = {Hua-Hua Chang and Rui Guo} } @conference {2646, title = {Item Pool Design and Evaluation}, booktitle = {IACAT 2017 Conference}, year = {2017}, month = {08/2017}, publisher = {Niigata Seiryo University}, organization = {Niigata Seiryo University}, address = {Niigata, Japan}, abstract = {

Early work on CAT tended to use existing sets of items which came from fixed length test forms. These sets of items were selected to meet much different requirements than are needed for a CAT; decision making or covering a content domain. However, there was also some early work that suggested having items equally distributed over the range of proficiency that was of interest or concentrated at a decision point. There was also some work that showed that there was bias in proficiency estimates when an item pool was too easy or too hard. These early findings eventually led to work on item pool design and, more recently, on item pool evaluation. This presentation gives a brief overview of these topics to give some context for the following presentations in this symposium.

Session Video

}, keywords = {CAT, Item Pool Design}, url = {https://drive.google.com/open?id=1ZAsqm1yNZlliqxEHcyyqQ_vOSu20xxZs}, author = {Mark D Reckase and Wei He and Jing-Ru Xu and Xuechun Zhou} } @conference {2662, title = {Item Response Time on Task Effect in CAT}, booktitle = {IACAT 2017 Conference}, year = {2017}, month = {08/2017}, publisher = {Niigata Seiryo University}, organization = {Niigata Seiryo University}, address = {Niigata, Japan}, abstract = {

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

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

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

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

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

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

Session Video

}, keywords = {CAT, Response time, Task effect}, author = {Yang Shi} } @conference {2629, title = {Item Selection Strategies for Developing CAT in Indonesia}, booktitle = {IACAT 2017 Conference}, year = {2017}, month = {08/2017}, publisher = {Niiagata Seiryo University}, organization = {Niiagata Seiryo University}, address = {Niigata Japan}, abstract = {

Recently, development of computerized testing in Indonesia is quiet promising for the future. Many government institutions used the technology for recruitment. Starting from Indonesian Army acknowledged the benefits of computerized adaptive testing (CAT) over conventional test administration, ones of the issues of selection the first item have taken place of attention. Due to CAT\’s basic philosophy, several methods can be used to select the first item such as educational level, ability estimation from item simulation, or other methods. In this case, the question is remains how apply the methods most effective in the context of constrained adaptive testing. This paper reviews such strategies that appeared in the relevant literature. The focus of this paper is on studies that have been conducted in order to evaluate the effectiveness of item selection strategies for dichotomous scoring. In this paper, also discusses the strength and weaknesses of each strategy group using examples from simulation studies. No new research is presented but rather a compendium of models is reviewed in term of learning in the newcomer context, a wide view of first item selection strategies.

}, keywords = {CAT, Indonesia, item selection strategies}, url = {https://www.youtube.com/watch?v=2KuFrRATq9Q}, author = {Istiani Chandra} } @article {2614, title = {Item usage in a multidimensional computerized adaptive test (MCAT) measuring health-related quality of life}, journal = {Quality of Life Research}, volume = {26}, number = {11}, year = {2017}, pages = {2909{\textendash}2918}, issn = {1573-2649}, doi = {10.1007/s11136-017-1624-3}, url = {https://doi.org/10.1007/s11136-017-1624-3}, author = {Paap, Muirne C. S. and Kroeze, Karel A. and Terwee, Caroline B. and van der Palen, Job and Veldkamp, Bernard P.} } @article {2488, title = {On the Issue of Item Selection in Computerized Adaptive Testing With Response Times}, journal = {Journal of Educational Measurement}, volume = {53}, number = {2}, year = {2016}, pages = {212{\textendash}228}, abstract = {Many standardized tests are now administered via computer rather than paper-and-pencil format. The computer-based delivery mode brings with it certain advantages. One advantage is the ability to adapt the difficulty level of the test to the ability level of the test taker in what has been termed computerized adaptive testing (CAT). A second advantage is the ability to record not only the test taker{\textquoteright}s response to each item (i.e., question), but also the amount of time the test taker spends considering and answering each item. Combining these two advantages, various methods were explored for utilizing response time data in selecting appropriate items for an individual test taker.Four strategies for incorporating response time data were evaluated, and the precision of the final test-taker score was assessed by comparing it to a benchmark value that did not take response time information into account. While differences in measurement precision and testing times were expected, results showed that the strategies did not differ much with respect to measurement precision but that there were differences with regard to the total testing time.}, issn = {1745-3984}, doi = {10.1111/jedm.12110}, url = {http://dx.doi.org/10.1111/jedm.12110}, author = {Veldkamp, Bernard P.} } @article {2455, title = {Implementing a CAT: The AMC Experience }, journal = {Journal of Computerized Adaptive Testing}, volume = {3}, year = {2015}, pages = {1-12}, type = {Applications and Implementations}, keywords = {adaptive, Assessment, computer, medical, online, Testing}, issn = {2165-6592}, doi = {10.7333/15100301001}, url = {http://www.iacat.org/jcat/index.php/jcat/article/view/52/25}, author = {Barnard, John J} } @article {2457, title = {Investigation of Response Changes in the GRE Revised General Test}, journal = {Educational and Psychological Measurement}, volume = {75}, number = {6}, year = {2015}, pages = {1002-1020}, abstract = {Research on examinees{\textquoteright} response changes on multiple-choice tests over the past 80 years has yielded some consistent findings, including that most examinees make score gains by changing answers. This study expands the research on response changes by focusing on a high-stakes admissions test{\textemdash}the Verbal Reasoning and Quantitative Reasoning measures of the GRE revised General Test. We analyzed data from 8,538 examinees for Quantitative and 9,140 for Verbal sections who took the GRE revised General Test in 12 countries. The analyses yielded findings consistent with prior research. In addition, as examinees{\textquoteright} ability increases, the benefit of response changing increases. The study yielded significant implications for both test agencies and test takers. Computer adaptive tests often do not allow the test takers to review and revise. Findings from this study confirm the benefit of such features.}, doi = {10.1177/0013164415573988}, url = {http://epm.sagepub.com/content/75/6/1002.abstract}, author = {Liu, Ou Lydia and Bridgeman, Brent and Gu, Lixiong and Xu, Jun and Kong, Nan} } @article {2353, title = {Improving Measurement Precision of Hierarchical Latent Traits Using Adaptive Testing}, journal = {Journal of Educational and Behavioral Statistics}, volume = {39}, number = {6}, year = {2014}, pages = {452-477}, abstract = {

Many latent traits in social sciences display a hierarchical structure, such as intelligence, cognitive ability, or personality. Usually a second-order factor is linearly related to a group of first-order factors (also called domain abilities in cognitive ability measures), and the first-order factors directly govern the actual item responses. Because only a subtest of items is used to measure each domain, the lack of sufficient reliability becomes the primary impediment for generating and reporting domain abilities. In recent years, several item response theory (IRT) models have been proposed to account for hierarchical factor structures, and these models are also shown to alleviate the low reliability issue by using in-test collateral information to improve measurement precision. This article advocates using adaptive item selection together with a higher order IRT model to further increase the reliability of hierarchical latent trait estimation. Two item selection algorithms are proposed\—the constrained D-optimal method and the sequencing domain method. Both are shown to yield improved measurement precision as compared to the unidimensional item selection (by treating each dimension separately). The improvement is more prominent when the test length is short and when the correlation between dimensions is high (e.g., higher than .64). Moreover, two reliability indices for hierarchical latent traits are discussed and their use for quantifying the reliability of hierarchical traits measured by adaptive testing is demonstrated.

}, doi = {10.3102/1076998614559419}, url = {http://jeb.sagepub.com/cgi/content/abstract/39/6/452}, author = {Wang, Chun} } @article {2334, title = {Item Pool Design for an Operational Variable-Length Computerized Adaptive Test}, journal = {Educational and Psychological Measurement}, volume = {74}, number = {3}, year = {2014}, pages = {473-494}, abstract = {

For computerized adaptive tests (CATs) to work well, they must have an item pool with sufficient numbers of good quality items. Many researchers have pointed out that, in developing item pools for CATs, not only is the item pool size important but also the distribution of item parameters and practical considerations such as content distribution and item exposure issues. Yet, there is little research on how to design item pools to have those desirable features. The research reported in this article provided step-by-step hands-on guidance on the item pool design process by applying the bin-and-union method to design item pools for a large-scale licensure CAT employing complex adaptive testing algorithm with variable test length, a decision based on stopping rule, content balancing, and exposure control. The design process involved extensive simulations to identify several alternative item pool designs and evaluate their performance against a series of criteria. The design output included the desired item pool size and item parameter distribution. The results indicate that the mechanism used to identify the desirable item pool features functions well and that two recommended item pool designs would support satisfactory performance of the operational testing program.

}, doi = {10.1177/0013164413509629}, url = {http://epm.sagepub.com/content/74/3/473.abstract}, author = {He, Wei and Reckase, Mark D.} } @article {2326, title = {Item Selection Methods Based on Multiple Objective Approaches for Classifying Respondents Into Multiple Levels}, journal = {Applied Psychological Measurement}, volume = {38}, number = {3}, year = {2014}, pages = {187-200}, abstract = {

Computerized classification tests classify examinees into two or more levels while maximizing accuracy and minimizing test length. The majority of currently available item selection methods maximize information at one point on the ability scale, but in a test with multiple cutting points selection methods could take all these points simultaneously into account. If for each cutting point one objective is specified, the objectives can be combined into one optimization function using multiple objective approaches. Simulation studies were used to compare the efficiency and accuracy of eight selection methods in a test based on the sequential probability ratio test. Small differences were found in accuracy and efficiency between different methods depending on the item pool and settings of the classification method. The size of the indifference region had little influence on accuracy but considerable influence on efficiency. Content and exposure control had little influence on accuracy and efficiency.

}, doi = {10.1177/0146621613509723}, url = {http://apm.sagepub.com/content/38/3/187.abstract}, author = {van Groen, Maaike M. and Eggen, Theo J. H. M. and Veldkamp, Bernard P.} } @article {2266, title = {The Influence of Item Calibration Error on Variable-Length Computerized Adaptive Testing}, journal = {Applied Psychological Measurement}, volume = {37}, number = {1}, year = {2013}, pages = {24-40}, abstract = {

Variable-length computerized adaptive testing (VL-CAT) allows both items and test length to be \“tailored\” to examinees, thereby achieving the measurement goal (e.g., scoring precision or classification) with as few items as possible. Several popular test termination rules depend on the standard error of the ability estimate, which in turn depends on the item parameter values. However, items are chosen on the basis of their parameter estimates, and capitalization on chance may occur. In this article, the authors investigated the effects of capitalization on chance on test length and classification accuracy in several VL-CAT simulations. The results confirm that capitalization on chance occurs in VL-CAT and has complex effects on test length, ability estimation, and classification accuracy. These results have important implications for the design and implementation of VL-CATs.

}, doi = {10.1177/0146621612461727}, url = {http://apm.sagepub.com/content/37/1/24.abstract}, author = {Patton, Jeffrey M. and Ying Cheng, and Yuan, Ke-Hai and Diao, Qi} } @article {2296, title = {Integrating Test-Form Formatting Into Automated Test Assembly}, journal = {Applied Psychological Measurement}, volume = {37}, number = {5}, year = {2013}, pages = {361-374}, abstract = {

Automated test assembly uses the methodology of mixed integer programming to select an optimal set of items from an item bank. Automated test-form generation uses the same methodology to optimally order the items and format the test form. From an optimization point of view, production of fully formatted test forms directly from the item pool using a simultaneous optimization model is more attractive than any of the current, more time-consuming two-stage processes. The goal of this study was to provide such simultaneous models both for computer-delivered and paper forms, as well as explore their performances relative to two-stage optimization. Empirical examples are presented to show that it is possible to automatically produce fully formatted optimal test forms directly from item pools up to some 2,000 items on a regular PC in realistic times.

}, doi = {10.1177/0146621613476157}, url = {http://apm.sagepub.com/content/37/5/361.abstract}, author = {Diao, Qi and van der Linden, Wim J.} } @article {2288, title = {Item Ordering in Stochastically Curtailed Health Questionnaires With an Observable Outcome}, journal = {Journal of Computerized Adaptive Testing}, volume = {1}, year = {2013}, pages = {38-66}, doi = {10.7333/1304-0103038}, author = {Finkelman, M. D. and Kim, W. and He, Y. and Lai, A.M.} } @article {2297, title = {Item Pocket Method to Allow Response Review and Change in Computerized Adaptive Testing}, journal = {Applied Psychological Measurement}, volume = {37}, number = {4}, year = {2013}, pages = {259-275}, abstract = {

Most computerized adaptive testing (CAT) programs do not allow test takers to review and change their responses because it could seriously deteriorate the efficiency of measurement and make tests vulnerable to manipulative test-taking strategies. Several modified testing methods have been developed that provide restricted review options while limiting the trade-off in CAT efficiency. The extent to which these methods provided test takers with options to review test items, however, still was quite limited. This study proposes the item pocket (IP) method, a new testing approach that allows test takers greater flexibility in changing their responses by eliminating restrictions that prevent them from moving across test sections to review their answers. A series of simulations were conducted to evaluate the robustness of the IP method against various manipulative test-taking strategies. Findings and implications of the study suggest that the IP method may be an effective solution for many CAT programs when the IP size and test time limit are properly set.

}, doi = {10.1177/0146621612473638}, url = {http://apm.sagepub.com/content/37/4/259.abstract}, author = {Han, Kyung T.} } @article {2044, title = {Improving personality facet scores with multidimensional computerized adaptive testing: An illustration with the NEO PI-R}, journal = {Assessment}, year = {2012}, doi = {10.1177/1073191112437756}, author = {Makransky, G. and Mortensen, E. L. and Glas, C. A. W.} } @article {2277, title = {Investigating the Effect of Item Position in Computer-Based Tests}, journal = {Journal of Educational Measurement}, volume = {49}, number = {4}, year = {2012}, pages = {362{\textendash}379}, abstract = {

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

}, issn = {1745-3984}, doi = {10.1111/j.1745-3984.2012.00181.x}, url = {http://dx.doi.org/10.1111/j.1745-3984.2012.00181.x}, author = {Li, Feiming and Cohen, Allan and Shen, Linjun} } @article {2113, title = {Item Overexposure in Computerized Classification Tests Using Sequential Item Selection}, journal = {Practical Assessment, Research \& Evaluation}, volume = {17}, year = {2012}, abstract = {

Computerized classification tests (CCTs) often use sequential item selection which administers items according to maximizing psychometric information at a cut point demarcating passing and failing scores. This paper illustrates why this method of item selection leads to the overexposure of a significant number of items, and the performances of three different methods for controlling maximum item exposure rates in CCTs are compared. Specifically, the Sympson-Hetter, restricted, and item eligibility methods are examined in two studies realistically simulating different types of CCTs and are evaluated based upon criteria including classification accuracy, the number of items exceeding the desired maximum exposure rate, and test overlap. The pros and cons of each method are discussed from a practical perspective.

}, author = {Huebner, A.} } @article {2279, title = {Item Selection and Ability Estimation Procedures for a Mixed-Format Adaptive Test}, journal = {Applied Measurement in Education}, volume = {25}, number = {4}, year = {2012}, pages = {305-326}, doi = {10.1080/08957347.2012.714686}, url = {http://www.tandfonline.com/doi/abs/10.1080/08957347.2012.714686}, author = {Ho, Tsung-Han and Dodd, Barbara G.} } @conference {2082, title = {Impact of Item Drift on Candidate Ability Estimation}, booktitle = {Annual Conference of the International Association for Computerized Adaptive Testing}, year = {2011}, month = {10/2011}, abstract = {

For large operational pools, candidate ability estimates appear robust to item drift, especially under conditions that may represent \‘normal\’ amounts of drift. Even with \‘extreme\’ conditions of drift (e.g., 20\% of items drifting 1.00 logits), decision consistency was still high.

}, keywords = {item drift}, author = {Sarah Hagge and Ada Woo and Phil Dickison} } @booklet {313, title = {Item banks for measuring emotional distress from the Patient-Reported Outcomes Measurement Information System (PROMIS{\textregistered}): depression, anxiety, and anger}, journal = {Assessment}, year = {2011}, chapter = {June 21, 2011}, isbn = {1073-1911}, author = {Pilkonis, P. A. and Choi, S. W. and Reise, S. P. and Stover, A. M. and Riley, W. T. and Cella, D.} } @article {2188, title = {Item Selection Criteria With Practical Constraints for Computerized Classification Testing}, journal = {Educational and Psychological Measurement}, volume = {71}, number = {1}, year = {2011}, pages = {20-36}, abstract = {

This study compares four item selection criteria for a two-category computerized classification testing: (1) Fisher information (FI), (2) Kullback\—Leibler information (KLI), (3) weighted log-odds ratio (WLOR), and (4) mutual information (MI), with respect to the efficiency and accuracy of classification decision using the sequential probability ratio test as well as the extent of item usage. The comparability of the four item selection criteria are examined primarily under three types of item selection conditions: (1) using only the four item selection algorithms, (2) using the four item selection algorithms and content balancing control, and (3) using the four item selection algorithms, content balancing control, and item exposure control. The comparability of the four item selection criteria is also evaluated in two types of proficiency distribution and three levels of indifference region width. The results show that the differences of the four item selection criteria are washed out as more realistic constraints are imposed. Moreover, within two-category classification testing, the use of MI does not necessarily generate greater efficiency than FI, WLOR, and KLI, although MI might seem attractive for its general form of formula in item selection.

}, doi = {10.1177/0013164410387336}, url = {http://epm.sagepub.com/content/71/1/20.abstract}, author = {Lin, Chuan-Ju} } @conference {2106, title = {Item Selection Methods based on Multiple Objective Approaches for Classification of Respondents into Multiple Levels}, booktitle = {Annual Conference of the International Association for Computerized Adaptive Testing}, year = {2011}, month = {10/2011}, abstract = {

Is it possible to develop new item selection methods which take advantage of the fact that we want to classify into multiple categories? New methods: Taking multiple points on the ability scale into account; Based on multiple objective approaches.

Conclusions

}, keywords = {adaptive classification test, CAT, item selection, sequential classification test}, author = {Maaike van Groen and Theo Eggen and Bernard Veldkamp} } @inbook {2056, title = {Implementing the Graduate Management Admission Test Computerized Adaptive Test}, booktitle = {Elements of Adaptive Testing}, year = {2010}, pages = {151-166}, chapter = {8}, doi = {10.1007/978-0-387-85461-8}, author = {Rudner, L. M.} } @article {2187, title = {Improving Cognitive Diagnostic Computerized Adaptive Testing by Balancing Attribute Coverage: The Modified Maximum Global Discrimination Index Method}, journal = {Educational and Psychological Measurement}, volume = {70}, number = {6}, year = {2010}, pages = {902-913}, abstract = {

This article proposes a new item selection method, namely, the modified maximum global discrimination index (MMGDI) method, for cognitive diagnostic computerized adaptive testing (CD-CAT). The new method captures two aspects of the appeal of an item: (a) the amount of contribution it can make toward adequate coverage of every attribute and (b) the amount of contribution it can make toward recovering the latent cognitive profile. A simulation study shows that the new method ensures adequate coverage of every attribute, which improves the validity of the test scores, and defensibility of the proposed uses of the test. Furthermore, compared with the original global discrimination index method, the MMGDI method improves the recovery rate of each attribute and of the entire cognitive profile, especially the latter. Therefore, the new method improves both the validity and reliability of the test scores from a CD-CAT program.

}, doi = {10.1177/0013164410366693}, url = {http://epm.sagepub.com/content/70/6/902.abstract}, author = {Ying Cheng,} } @inbook {2059, title = {Innovative Items for Computerized Testing}, booktitle = {Elements of Adaptive Testing}, year = {2010}, pages = {215-230}, chapter = {11}, doi = {10.1007/978-0-387-85461-8}, author = {Parshall, C. G. and Harmes, J. C. and Davey, T. and Pashley, P. J.} } @inbook {2065, title = {The Investigation of Differential Item Functioning in Adaptive Tests}, booktitle = {Elements of Adaptive Testing}, year = {2010}, pages = {331-352}, chapter = {17}, doi = {10.1007/978-0-387-85461-8}, author = {Zwick, R.} } @inbook {2062, title = {Item Parameter Estimation and Item Fit Analysis}, booktitle = {Elements of Adaptive Testing}, year = {2010}, pages = {269-288}, chapter = {14}, doi = {10.1007/978-0-387-85461-8}, author = {Glas, C. A. W.} } @inbook {2049, title = {Item Selection and Ability Estimation in Adaptive Testing}, booktitle = {Elements of Adaptive Testing}, year = {2010}, pages = {3-30}, publisher = {Springer}, organization = {Springer}, chapter = {1}, address = {New York}, doi = {10.1007/978-0-387-85461-8}, author = {van der Linden, W. J. and Pashley, P. J.} } @article {2071, title = {Item Selection and Hypothesis Testing for the Adaptive Measurement of Change}, journal = {Applied Psychological Measurement}, volume = {34}, year = {2010}, pages = {238-254}, abstract = {

Assessing individual change is an important topic in both psychological and educational measurement. An adaptive measurement of change (AMC) method had previously been shown to exhibit greater efficiency in detecting change than conventional nonadaptive methods. However, little work had been done to compare different procedures within the AMC framework. This study introduced a new item selection criterion and two new test statistics for detecting change with AMC that were specifically designed for the paradigm of hypothesis testing. In two simulation sets, the new methods for detecting significant change improved on existing procedures by demonstrating better adherence to Type I error rates and substantially better power for detecting relatively small change.\ 

}, keywords = {change, computerized adaptive testing, individual change, Kullback{\textendash}Leibler information, likelihood ratio, measuring change}, doi = {10.1177/0146621609344844}, author = {Finkelman, M. D. and Weiss, D. J. and Kim-Kang, G.} } @article {330, title = {Item response theory and clinical measurement}, journal = {Annual Review of Clinical Psychology}, volume = {5}, year = {2009}, note = {Reise, Steven PWaller, Niels GU01 AR 52177/AR/NIAMS NIH HHS/United StatesResearch Support, N.I.H., ExtramuralReviewUnited StatesAnnual review of clinical psychologyAnnu Rev Clin Psychol. 2009;5:27-48.}, pages = {27-48}, edition = {2008/11/04}, abstract = {In this review, we examine studies that use item response theory (IRT) to explore the psychometric properties of clinical measures. Next, we consider how IRT has been used in clinical research for: scale linking, computerized adaptive testing, and differential item functioning analysis. Finally, we consider the scale properties of IRT trait scores. We conclude that there are notable differences between cognitive and clinical measures that have relevance for IRT modeling. Future research should be directed toward a better understanding of the metric of the latent trait and the psychological processes that lead to individual differences in item response behaviors.}, keywords = {*Psychological Theory, Humans, Mental Disorders/diagnosis/psychology, Psychological Tests, Psychometrics, Quality of Life, Questionnaires}, isbn = {1548-5951 (Electronic)}, author = {Reise, S. P. and Waller, N. G.} } @inbook {1766, title = {Item selection and hypothesis testing for the adaptive measurement of change}, year = {2009}, note = {{PDF File, 228 KB}}, address = {D. J. Weiss (Ed.), Proceedings of the 2009 GMAC Conference on Computerized Adaptive Testing.}, author = {Finkelman, M. and Weiss, D. J. and Kim-Kang, G.} } @article {2184, title = {Item Selection in Computerized Classification Testing}, journal = {Educational and Psychological Measurement}, volume = {69}, number = {5}, year = {2009}, pages = {778-793}, abstract = {

Several alternatives for item selection algorithms based on item response theory in computerized classification testing (CCT) have been suggested, with no conclusive evidence on the substantial superiority of a single method. It is argued that the lack of sizable effect is because some of the methods actually assess items very similarly through different calculations and will usually select the same item. Consideration of methods that assess information across a wider range is often unnecessary under realistic conditions, although it might be advantageous to utilize them only early in a test. In addition, the efficiency of item selection approaches depend on the termination criteria that are used, which is demonstrated through didactic example and Monte Carlo simulation. Item selection at the cut score, which seems conceptually appropriate for CCT, is not always the most efficient option. A broad framework for item selection in CCT is presented that incorporates these points.

}, doi = {10.1177/0013164408324460}, url = {http://epm.sagepub.com/content/69/5/778.abstract}, author = {Thompson, Nathan A.} } @article {388, title = {Item selection in computerized classification testing}, journal = {Educational and Psychological Measurement}, volume = {69}, number = {5}, year = {2009}, pages = {778-793}, abstract = {Several alternatives for item selection algorithms based on item response theory in computerized classification testing (CCT) have been suggested, with no conclusive evidence on the substantial superiority of a single method. It is argued that the lack of sizable effect is because some of the methods actually assess items very similarly through different calculations and will usually select the same item. Consideration of methods that assess information across a wider range is often unnecessary under realistic conditions, although it might be advantageous to utilize them only early in a test. In addition, the efficiency of item selection approaches depend on the termination criteria that are used, which is demonstrated through didactic example and Monte Carlo simulation. Item selection at the cut score, which seems conceptually appropriate for CCT, is not always the most efficient option. A broad framework for item selection in CCT is presented that incorporates these points. }, isbn = {0013-1644}, author = {Thompson, N. A.} } @article {453, title = {Item selection rules in computerized adaptive testing: Accuracy and security}, journal = {Methodology}, volume = {5}, year = {2009}, note = {(PDF file, 445 KB) }, pages = {7-17}, author = {Barrada, J and Olea, J. and Ponsoda, V. and Abad, F. J.} } @inbook {1893, title = {Item selection with biased-coin up-and-down designs}, year = {2009}, note = {{PDF file, 748 KB}}, address = {D. J. Weiss (Ed.), Proceedings of the 2009 GMAC Conference on Computerized Adaptive Testing.}, author = {Sheng, Y. and Sheng, Z.} } @article {2156, title = {I{\textquoteright}ve Fallen and I Can{\textquoteright}t Get Up: Can High-Ability Students Recover From Early Mistakes in CAT?}, journal = {Applied Psychological Measurement}, volume = {33}, number = {2}, year = {2009}, pages = {83-101}, abstract = {

A difficult result to interpret in Computerized Adaptive Tests (CATs) occurs when an ability estimate initially drops and then ascends continuously until the test ends, suggesting that the true ability may be higher than implied by the final estimate. This study explains why this asymmetry occurs and shows that early mistakes by high-ability students can lead to considerable underestimation, even in tests with 45 items. The opposite response pattern, where low-ability students start with lucky guesses, leads to much less bias. The authors show that using Barton and Lord\&$\#$39;s four-parameter model (4PM) and a less informative prior can lower bias and root mean square error (RMSE) for high-ability students with a poor start, as the CAT algorithm ascends more quickly after initial underperformance. Results also show that the 4PM slightly outperforms a CAT in which less discriminating items are initially used. The practical implications and relevance for psychological measurement more generally are discussed.

}, doi = {10.1177/0146621608324023}, url = {http://apm.sagepub.com/content/33/2/83.abstract}, author = {Rulison, Kelly L. and Loken, Eric} } @article {691, title = {I{\textquoteright}ve fallen and I can{\textquoteright}t get up: can high-ability students recover from early mistakes in CAT?}, journal = {Applied Psychological Measurement}, volume = {33(2)}, year = {2009}, pages = {83-101}, author = {Rulison, K., and Loken, E.} } @article {2155, title = {I{\textquoteright}ve Fallen and I Can{\textquoteright}t Get Up: Can High-Ability Students Recover From Early Mistakes in CAT?}, journal = {Applied Psychological Measurement}, volume = {33}, number = {2}, year = {2009}, pages = {83-101}, abstract = {

A difficult result to interpret in Computerized Adaptive Tests (CATs) occurs when an ability estimate initially drops and then ascends continuously until the test ends, suggesting that the true ability may be higher than implied by the final estimate. This study explains why this asymmetry occurs and shows that early mistakes by high-ability students can lead to considerable underestimation, even in tests with 45 items. The opposite response pattern, where low-ability students start with lucky guesses, leads to much less bias. The authors show that using Barton and Lord\&$\#$39;s four-parameter model (4PM) and a less informative prior can lower bias and root mean square error (RMSE) for high-ability students with a poor start, as the CAT algorithm ascends more quickly after initial underperformance. Results also show that the 4PM slightly outperforms a CAT in which less discriminating items are initially used. The practical implications and relevance for psychological measurement more generally are discussed.

}, doi = {10.1177/0146621608324023}, url = {http://apm.sagepub.com/content/33/2/83.abstract}, author = {Rulison, Kelly L. and Loken, Eric} } @article {225, title = {ICAT: An adaptive testing procedure for the identification of idiosyncratic knowledge patterns}, journal = {Zeitschrift f{\"u}r Psychologie}, volume = {216}, number = {1}, year = {2008}, pages = {40-48}, abstract = {

Traditional adaptive tests provide an efficient method for estimating student achievements levels, by adjusting the characteristicsof the test questions to match the performance of each student. These traditional adaptive tests are not designed to identify diosyncraticknowledge patterns. As students move through their education, they learn content in any number of different ways related to their learning style and cognitive development. This may result in a student having different achievement levels from one content area to another within a domain of content. This study investigates whether such idiosyncratic knowledge patterns exist. It discusses the differences between idiosyncratic knowledge patterns and multidimensionality. Finally, it proposes an adaptive testing procedure that can be used to identify a student\’s areas of strength and weakness more efficiently than current adaptive testing approaches. The findings of the study indicate that a fairly large number of students may have test results that are influenced by their idiosyncratic knowledge patterns. The findings suggest that these patterns persist across time for a large number of students, and that the differences in student performance between content areas within a subject domain are large enough to allow them to be useful in instruction. Given the existence of idiosyncratic patterns of knowledge, the proposed testing procedure may enable us to provide more useful information to teachers. It should also allow us to differentiate between idiosyncratic patterns or knowledge, and important mutidimensionality in the testing data.

}, keywords = {computerized adaptive testing}, author = {Kingsbury, G. G. and Houser, R.L.} } @article {594, title = {ICAT: An adaptive testing procedure for the identification of idiosyncratic knowledge patterns}, journal = {Zeitschrift f{\"u}r Psychologie / Journal of Psychology}, volume = {216(1)}, year = {2008}, pages = {40{\textendash}48}, author = {Kingsbury, G. G. and Houser, R.L.} } @article {2034, title = {Impact of altering randomization intervals on precision of measurement and item exposure}, journal = {Journal of Applied Measurement}, volume = {9}, year = {2008}, pages = {160-167}, abstract = {

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

}, author = {Muckle, T. J. and Bergstrom, B. A. and Becker, K. and Stahl, J. A.} } @article {2234, title = {Implementing Sympson-Hetter Item-Exposure Control in a Shadow-Test Approach to Constrained Adaptive Testing}, journal = {International Journal of Testing}, volume = {8}, number = {3}, year = {2008}, pages = {272-289}, doi = {10.1080/15305050802262233}, url = {http://www.tandfonline.com/doi/abs/10.1080/15305050802262233}, author = {Veldkamp, Bernard P. and van der Linden, Wim J.} } @article {454, title = {Incorporating randomness in the Fisher information for improving item-exposure control in CATs}, journal = {British Journal of Mathematical and Statistical Psychology}, volume = {61}, year = {2008}, pages = {493-513}, author = {Barrada, J and Olea, J. and Ponsoda, V. and Abad, F. J.} } @article {117, title = {An initial application of computerized adaptive testing (CAT) for measuring disability in patients with low back pain}, journal = {BMC Musculoskelet Disorders}, volume = {9}, number = {1}, year = {2008}, note = {Journal articleBMC musculoskeletal disordersBMC Musculoskelet Disord. 2008 Dec 18;9(1):166.}, month = {Dec 18}, pages = {166}, edition = {2008/12/20}, abstract = {ABSTRACT: BACKGROUND: Recent approaches to outcome measurement involving Computerized Adaptive Testing (CAT) offer an approach for measuring disability in low back pain (LBP) in a way that can reduce the burden upon patient and professional. The aim of this study was to explore the potential of CAT in LBP for measuring disability as defined in the International Classification of Functioning, Disability and Health (ICF) which includes impairments, activity limitation, and participation restriction. METHODS: 266 patients with low back pain answered questions from a range of widely used questionnaires. An exploratory factor analysis (EFA) was used to identify disability dimensions which were then subjected to Rasch analysis. Reliability was tested by internal consistency and person separation index (PSI). Discriminant validity of disability levels were evaluated by Spearman correlation coefficient (r), intraclass correlation coefficient [ICC(2,1)] and the Bland-Altman approach. A CAT was developed for each dimension, and the results checked against simulated and real applications from a further 133 patients. RESULTS: Factor analytic techniques identified two dimensions named "body functions" and "activity-participation". After deletion of some items for failure to fit the Rasch model, the remaining items were mostly free of Differential Item Functioning (DIF) for age and gender. Reliability exceeded 0.90 for both dimensions. The disability levels generated using all items and those obtained from the real CAT application were highly correlated (i.e. >0.97 for both dimensions). On average, 19 and 14 items were needed to estimate the precise disability levels using the initial CAT for the first and second dimension. However, a marginal increase in the standard error of the estimate across successive iterations substantially reduced the number of items required to make an estimate. CONCLUSIONS: Using a combination approach of EFA and Rasch analysis this study has shown that it is possible to calibrate items onto a single metric in a way that can be used to provide the basis of a CAT application. Thus there is an opportunity to obtain a wide variety of information to evaluate the biopsychosocial model in its more complex forms, without necessarily increasing the burden of information collection for patients.}, isbn = {1471-2474 (Electronic)}, author = {Elhan, A. H. and Oztuna, D. and Kutlay, S. and Kucukdeveci, A. A. and Tennant, A.} } @article {2120, title = {Investigating item exposure control on the fly in computerized adaptive testing}, journal = {Psychological Testing}, volume = {55}, year = {2008}, pages = {1-32}, author = {Wu, M.-L. and Chen, S-Y.} } @article {584, title = {Item exposure control in a-stratified computerized adaptive testing}, journal = {Psychological Testing}, volume = {55}, year = {2008}, pages = {793-811}, author = {Jhu, Y.-J., and Chen, S-Y.} } @inbook {1810, title = {ICAT: An adaptive testing procedure to allow the identification of idiosyncratic knowledge patterns}, year = {2007}, note = {{PDF file, 161 KB}}, address = {D. J. Weiss (Ed.). Proceedings of the 2007 GMAC Conference on Computerized Adaptive Testing.}, author = {Kingsbury, G. G. and Houser, R.L.} } @inbook {1878, title = {Implementing the Graduate Management Admission Test{\textregistered} computerized adaptive test}, year = {2007}, note = {{PDF file, 135 KB}}, address = {D. J. Weiss (Ed.), Proceedings of the 2007 GMAC Conference on Computerized Adaptive Testing.}, author = {Rudner, L. M.} } @article {52, title = {Improving patient reported outcomes using item response theory and computerized adaptive testing}, journal = {Journal of Rheumatology}, volume = {34}, number = {6}, year = {2007}, note = {Chakravarty, Eliza FBjorner, Jakob BFries, James FAr052158/ar/niamsConsensus Development ConferenceResearch Support, N.I.H., ExtramuralCanadaThe Journal of rheumatologyJ Rheumatol. 2007 Jun;34(6):1426-31.}, month = {Jun}, pages = {1426-31}, edition = {2007/06/07}, abstract = {OBJECTIVE: Patient reported outcomes (PRO) are considered central outcome measures for both clinical trials and observational studies in rheumatology. More sophisticated statistical models, including item response theory (IRT) and computerized adaptive testing (CAT), will enable critical evaluation and reconstruction of currently utilized PRO instruments to improve measurement precision while reducing item burden on the individual patient. METHODS: We developed a domain hierarchy encompassing the latent trait of physical function/disability from the more general to most specific. Items collected from 165 English-language instruments were evaluated by a structured process including trained raters, modified Delphi expert consensus, and then patient evaluation. Each item in the refined data bank will undergo extensive analysis using IRT to evaluate response functions and measurement precision. CAT will allow for real-time questionnaires of potentially smaller numbers of questions tailored directly to each individual{\textquoteright}s level of physical function. RESULTS: Physical function/disability domain comprises 4 subdomains: upper extremity, trunk, lower extremity, and complex activities. Expert and patient review led to consensus favoring use of present-tense "capability" questions using a 4- or 5-item Likert response construct over past-tense "performance"items. Floor and ceiling effects, attribution of disability, and standardization of response categories were also addressed. CONCLUSION: By applying statistical techniques of IRT through use of CAT, existing PRO instruments may be improved to reduce questionnaire burden on the individual patients while increasing measurement precision that may ultimately lead to reduced sample size requirements for costly clinical trials.}, keywords = {*Rheumatic Diseases/physiopathology/psychology, Clinical Trials, Data Interpretation, Statistical, Disability Evaluation, Health Surveys, Humans, International Cooperation, Outcome Assessment (Health Care)/*methods, Patient Participation/*methods, Research Design/*trends, Software}, isbn = {0315-162X (Print)}, author = {Chakravarty, E. F. and Bjorner, J. B. and Fries, J.F.} } @article {363, title = {The initial development of an item bank to assess and screen for psychological distress in cancer patients}, journal = {Psycho-Oncology}, volume = {16}, number = {8}, year = {2007}, note = {10.1002/pon.1117Journal; Peer Reviewed Journal; Journal Article}, pages = {724-732}, abstract = {Psychological distress is a common problem among cancer patients. Despite the large number of instruments that have been developed to assess distress, their utility remains disappointing. This study aimed to use Rasch models to develop an item-bank which would provide the basis for better means of assessing psychological distress in cancer patients. An item bank was developed from eight psychological distress questionnaires using Rasch analysis to link common items. Items from the questionnaires were added iteratively with common items as anchor points and misfitting items (infit mean square > 1.3) removed, and unidimensionality assessed. A total of 4914 patients completed the questionnaires providing an initial pool of 83 items. Twenty items were removed resulting in a final pool of 63 items. Good fit was demonstrated and no additional factor structure was evident from the residuals. However, there was little overlap between item locations and person measures, since items mainly targeted higher levels of distress. The Rasch analysis allowed items to be pooled and generated a unidimensional instrument for measuring psychological distress in cancer patients. Additional items are required to more accurately assess patients across the whole continuum of psychological distress. (PsycINFO Database Record (c) 2007 APA ) (journal abstract)}, keywords = {3293 Cancer, cancer patients, Distress, initial development, Item Response Theory, Models, Neoplasms, Patients, Psychological, psychological distress, Rasch, Stress}, isbn = {1057-9249}, author = {Smith, A. B. and Rush, R. and Velikova, G. and Wall, L. and Wright, E. P. and Stark, D. and Selby, P. and Sharpe, M.} } @inbook {1914, title = {Investigating CAT designs to achieve comparability with a paper test}, year = {2007}, note = {{PDF file, 141 KB}}, address = {In D. J. Weiss (Ed.). Proceedings of the 2007 GMAC Conference on Computerized Adaptive Testing.}, author = {Thompson, T. and Way, W. D.} } @article {86, title = {IRT health outcomes data analysis project: an overview and summary}, journal = {Quality of Life Research}, volume = {16}, number = {Suppl. 1}, year = {2007}, note = {Cook, Karon FTeal, Cayla RBjorner, Jakob BCella, DavidChang, Chih-HungCrane, Paul KGibbons, Laura EHays, Ron DMcHorney, Colleen AOcepek-Welikson, KatjaRaczek, Anastasia ETeresi, Jeanne AReeve, Bryce B1U01AR52171-01/AR/United States NIAMSR01 (CA60068)/CA/United States NCIY1-PC-3028-01/PC/United States NCIResearch Support, N.I.H., ExtramuralNetherlandsQuality of life research : an international journal of quality of life aspects of treatment, care and rehabilitationQual Life Res. 2007;16 Suppl 1:121-32. Epub 2007 Mar 10.}, pages = {121-132}, edition = {2007/03/14}, abstract = {BACKGROUND: In June 2004, the National Cancer Institute and the Drug Information Association co-sponsored the conference, "Improving the Measurement of Health Outcomes through the Applications of Item Response Theory (IRT) Modeling: Exploration of Item Banks and Computer-Adaptive Assessment." A component of the conference was presentation of a psychometric and content analysis of a secondary dataset. OBJECTIVES: A thorough psychometric and content analysis was conducted of two primary domains within a cancer health-related quality of life (HRQOL) dataset. RESEARCH DESIGN: HRQOL scales were evaluated using factor analysis for categorical data, IRT modeling, and differential item functioning analyses. In addition, computerized adaptive administration of HRQOL item banks was simulated, and various IRT models were applied and compared. SUBJECTS: The original data were collected as part of the NCI-funded Quality of Life Evaluation in Oncology (Q-Score) Project. A total of 1,714 patients with cancer or HIV/AIDS were recruited from 5 clinical sites. MEASURES: Items from 4 HRQOL instruments were evaluated: Cancer Rehabilitation Evaluation System-Short Form, European Organization for Research and Treatment of Cancer Quality of Life Questionnaire, Functional Assessment of Cancer Therapy and Medical Outcomes Study Short-Form Health Survey. RESULTS AND CONCLUSIONS: Four lessons learned from the project are discussed: the importance of good developmental item banks, the ambiguity of model fit results, the limits of our knowledge regarding the practical implications of model misfit, and the importance in the measurement of HRQOL of construct definition. With respect to these lessons, areas for future research are suggested. The feasibility of developing item banks for broad definitions of health is discussed.}, keywords = {*Data Interpretation, Statistical, *Health Status, *Quality of Life, *Questionnaires, *Software, Female, HIV Infections/psychology, Humans, Male, Neoplasms/psychology, Outcome Assessment (Health Care)/*methods, Psychometrics, Stress, Psychological}, isbn = {0962-9343 (Print)}, author = {Cook, K. F. and Teal, C. R. and Bjorner, J. B. and Cella, D. and Chang, C-H. and Crane, P. K. and Gibbons, L. E. and Hays, R. D. and McHorney, C. A. and Ocepek-Welikson, K. and Raczek, A. E. and Teresi, J. A. and Reeve, B. B.} } @conference {1202, title = {Item selection in computerized classification testing}, booktitle = {Paper presented at the Conference on High Stakes Testing}, year = {2007}, note = {{PDF file, 87KB}}, address = {University of Nebraska}, author = {Thompson, N. A.} } @article {2214, title = {An Introduction to Multistage Testing}, journal = {Applied Measurement in Education}, volume = {19}, number = {3}, year = {2006}, pages = {185-187}, doi = {10.1207/s15324818ame1903_1}, url = {http://www.tandfonline.com/doi/abs/10.1207/s15324818ame1903_1}, author = {Alan D Mead} } @article {162, title = {Item banks and their potential applications to health status assessment in diverse populations}, journal = {Medical Care}, volume = {44}, number = {11 Suppl 3}, year = {2006}, note = {0025-7079 (Print)Journal ArticleResearch Support, N.I.H., ExtramuralResearch Support, Non-U.S. Gov{\textquoteright}t}, month = {Nov}, pages = {S189-S197}, abstract = {In the context of an ethnically diverse, aging society, attention is increasingly turning to health-related quality of life measurement to evaluate healthcare and treatment options for chronic diseases. When evaluating and treating symptoms and concerns such as fatigue, pain, or physical function, reliable and accurate assessment is a priority. Modern psychometric methods have enabled us to move from long, static tests that provide inefficient and often inaccurate assessment of individual patients, to computerized adaptive tests (CATs) that can precisely measure individuals on health domains of interest. These modern methods, collectively referred to as item response theory (IRT), can produce calibrated "item banks" from larger pools of questions. From these banks, CATs can be conducted on individuals to produce their scores on selected domains. Item banks allow for comparison of patients across different question sets because the patient{\textquoteright}s score is expressed on a common scale. Other advantages of using item banks include flexibility in terms of the degree of precision desired; interval measurement properties under most circumstances; realistic capability for accurate individual assessment over time (using CAT); and measurement equivalence across different patient populations. This work summarizes the process used in the creation and evaluation of item banks and reviews their potential contributions and limitations regarding outcome assessment and patient care, particularly when they are applied across people of different cultural backgrounds.}, author = {Hahn, E. A. and Cella, D. and Bode, R. K. and Gershon, R. C. and Lai, J. S.} } @article {314, title = {[Item Selection Strategies of Computerized Adaptive Testing based on Graded Response Model.]}, journal = {Acta Psychologica Sinica}, volume = {38}, number = {3}, year = {2006}, pages = {461-467}, publisher = {Science Press: China}, abstract = {Item selection strategy (ISS) is an important component of Computerized Adaptive Testing (CAT). Its performance directly affects the security, efficiency and precision of the test. Thus, ISS becomes one of the central issues in CATs based on the Graded Response Model (GRM). It is well known that the goal of IIS is to administer the next unused item remaining in the item bank that best fits the examinees current ability estimate. In dichotomous IRT models, every item has only one difficulty parameter and the item whose difficulty matches the examinee{\textquoteright}s current ability estimate is considered to be the best fitting item. However, in GRM, each item has more than two ordered categories and has no single value to represent the item difficulty. Consequently, some researchers have used to employ the average or the median difficulty value across categories as the difficulty estimate for the item. Using the average value and the median value in effect introduced two corresponding ISSs. In this study, we used computer simulation compare four ISSs based on GRM. We also discussed the effect of "shadow pool" on the uniformity of pool usage as well as the influence of different item parameter distributions and different ability estimation methods on the evaluation criteria of CAT. In the simulation process, Monte Carlo method was adopted to simulate the entire CAT process; 1,000 examinees drawn from standard normal distribution and four 1,000-sized item pools of different item parameter distributions were also simulated. The assumption of the simulation is that a polytomous item is comprised of six ordered categories. In addition, ability estimates were derived using two methods. They were expected a posteriori Bayesian (EAP) and maximum likelihood estimation (MLE). In MLE, the Newton-Raphson iteration method and the Fisher Score iteration method were employed, respectively, to solve the likelihood equation. Moreover, the CAT process was simulated with each examinee 30 times to eliminate random error. The IISs were evaluated by four indices usually used in CAT from four aspects--the accuracy of ability estimation, the stability of IIS, the usage of item pool, and the test efficiency. Simulation results showed adequate evaluation of the ISS that matched the estimate of an examinee{\textquoteright}s current trait level with the difficulty values across categories. Setting "shadow pool" in ISS was able to improve the uniformity of pool utilization. Finally, different distributions of the item parameter and different ability estimation methods affected the evaluation indices of CAT. (PsycINFO Database Record (c) 2007 APA, all rights reserved)}, keywords = {computerized adaptive testing, item selection strategy}, isbn = {0439-755X (Print)}, author = {Ping, Chen and Shuliang, Ding and Haijing, Lin and Jie, Zhou} } @conference {1285, title = {Identifying practical indices for enhancing item pool security}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education (NCME)}, year = {2005}, address = {Montreal, Canada}, author = {Yi, Q. and Zhang, J. and Chang, Hua-Hua} } @inbook {1772, title = {An implemented theoretical framework for a common European foreign language adaptive assessment}, year = {2005}, address = {Proceedings ICODL 2005, 3rd ternational Conference on Open and Distance Learning {\textquoteright}Applications of Pedagogy and Technology{\textquoteright},339-350,Greek Open University, Patra, Greece}, author = {Giouroglou, H. and Economides, A. A.} } @booklet {1534, title = {Implementing content constraints in alpha-stratified adaptive testing using a shadow test approach}, year = {2005}, address = {Law School Admission Council, Computerized Testing Report 01-09}, author = {van der Linden, W. J. and Chang, Hua-Hua} } @article {253, title = {Increasing the homogeneity of CAT{\textquoteright}s item-exposure rates by minimizing or maximizing varied target functions while assembling shadow tests}, journal = {Journal of Educational Measurement}, volume = {42}, number = {3}, year = {2005}, pages = {245-269}, publisher = {Blackwell Publishing: United Kingdom}, abstract = {A computerized adaptive testing (CAT) algorithm that has the potential to increase the homogeneity of CATs item-exposure rates without significantly sacrificing the precision of ability estimates was proposed and assessed in the shadow-test (van der Linden \& Reese, 1998) CAT context. This CAT algorithm was formed by a combination of maximizing or minimizing varied target functions while assembling shadow tests. There were four target functions to be separately used in the first, second, third, and fourth quarter test of CAT. The elements to be used in the four functions were associated with (a) a random number assigned to each item, (b) the absolute difference between an examinee{\textquoteright}s current ability estimate and an item difficulty, (c) the absolute difference between an examinee{\textquoteright}s current ability estimate and an optimum item difficulty, and (d) item information. The results indicated that this combined CAT fully utilized all the items in the pool, reduced the maximum exposure rates, and achieved more homogeneous exposure rates. Moreover, its precision in recovering ability estimates was similar to that of the maximum item-information method. The combined CAT method resulted in the best overall results compared with the other individual CAT item-selection methods. The findings from the combined CAT are encouraging. Future uses are discussed. (PsycINFO Database Record (c) 2007 APA, all rights reserved)}, keywords = {algorithm, computerized adaptive testing, item exposure rate, shadow test, varied target function}, isbn = {0022-0655 (Print)}, author = {Li, Y. H. and Schafer, W. D.} } @article {208, title = {Infeasibility in automated test assembly models: A comparison study of different methods}, journal = {Journal of Educational Measurement}, volume = {42}, number = {3}, year = {2005}, pages = {223-243}, abstract = {Several techniques exist to automatically put together a test meeting a number of specifications. In an item bank, the items are stored with their characteristics. A test is constructed by selecting a set of items that fulfills the specifications set by the test assembler. Test assembly problems are often formulated in terms of a model consisting of restrictions and an objective to be maximized or minimized. A problem arises when it is impossible to construct a test from the item pool that meets all specifications, that is, when the model is not feasible. Several methods exist to handle these infeasibility problems. In this article, test assembly models resulting from two practical testing programs were reconstructed to be infeasible. These models were analyzed using methods that forced a solution (Goal Programming, Multiple-Goal Programming, Greedy Heuristic), that analyzed the causes (Relaxed and Ordered Deletion Algorithm (RODA), Integer Randomized Deletion Algorithm (IRDA), Set Covering (SC), and Item Sampling), or that analyzed the causes and used this information to force a solution (Irreducible Infeasible Set-Solver). Specialized methods such as the IRDA and the Irreducible Infeasible Set-Solver performed best. Recommendations about the use of different methods are given. (PsycINFO Database Record (c) 2005 APA ) (journal abstract)}, keywords = {Algorithms, Item Content (Test), Models, Test Construction}, author = {Huitzing, H. A. and Veldkamp, B. P. and Verschoor, A. J.} } @article {236, title = {An item bank was created to improve the measurement of cancer-related fatigue}, journal = {Journal of Clinical Epidemiology}, volume = {58}, number = {2}, year = {2005}, note = {Lai, Jin-SheiCella, DavidDineen, KellyBode, RitaVon Roenn, JamieGershon, Richard CShevrin, DanielEnglandJ Clin Epidemiol. 2005 Feb;58(2):190-7.}, month = {Feb}, pages = {190-7}, type = {Multicenter Study}, edition = {2005/02/01}, abstract = {OBJECTIVE: Cancer-related fatigue (CRF) is one of the most common unrelieved symptoms experienced by patients. CRF is underrecognized and undertreated due to a lack of clinically sensitive instruments that integrate easily into clinics. Modern computerized adaptive testing (CAT) can overcome these obstacles by enabling precise assessment of fatigue without requiring the administration of a large number of questions. A working item bank is essential for development of a CAT platform. The present report describes the building of an operational item bank for use in clinical settings with the ultimate goal of improving CRF identification and treatment. STUDY DESIGN AND SETTING: The sample included 301 cancer patients. Psychometric properties of items were examined by using Rasch analysis, an Item Response Theory (IRT) model. RESULTS AND CONCLUSION: The final bank includes 72 items. These 72 unidimensional items explained 57.5\% of the variance, based on factor analysis results. Excellent internal consistency (alpha=0.99) and acceptable item-total correlation were found (range: 0.51-0.85). The 72 items covered a reasonable range of the fatigue continuum. No significant ceiling effects, floor effects, or gaps were found. A sample short form was created for demonstration purposes. The resulting bank is amenable to the development of a CAT platform.}, keywords = {Adult, Aged, Aged, 80 and over, Factor Analysis, Statistical, Fatigue/*etiology/psychology, Female, Humans, Male, Middle Aged, Neoplasms/*complications/psychology, Psychometrics, Questionnaires}, isbn = {0895-4356 (Print)0895-4356 (Linking)}, author = {Lai, J-S. and Cella, D. and Dineen, K. and Bode, R. and Von Roenn, J. and Gershon, R. C. and Shevrin, D.} } @article {218, title = {[Item characteristic curve equating under graded response models in IRT]}, journal = {Acta Psychologica Sinica}, volume = {37}, number = {6}, year = {2005}, pages = {832-838}, publisher = {Science Press: China}, abstract = {In one of the largest qualificatory tests--economist test, to guarantee the comparability among different years, construct item bank and prepare for computerized adaptive testing, item characteristic curve equating and anchor test equating design under graded models in IRT are used, which have realized the item and ability parameter equating of test data in five years and succeeded in establishing an item bank. Based on it, cut scores of different years are compared by equating and provide demonstrational gist to constitute the eligibility standard of economist test. }, keywords = {graded response models, item characteristic curve, Item Response Theory}, isbn = {0439-755X (Print)}, author = {Jun, Z. and Dongming, O. and Shuyuan, X. and Haiqi, D. and Shuqing, Q.} } @article {2131, title = {Item response theory in computer adaptive testing: implications for outcomes measurement in rehabilitation}, journal = {Rehabil Psychol}, volume = {50}, year = {2005}, pages = {71-78}, author = {Ware, J. E and Gandek, B. and Sinclair, S. J. and Bjorner, J. B.} } @article {240, title = {An item response theory-based pain item bank can enhance measurement precision}, journal = {Journal of Pain and Symptom Management}, volume = {30}, number = {3}, year = {2005}, note = {0885-3924Journal Article}, pages = {278-88}, abstract = {Cancer-related pain is often under-recognized and undertreated. This is partly due to the lack of appropriate assessments, which need to be comprehensive and precise yet easily integrated into clinics. Computerized adaptive testing (CAT) can enable precise-yet-brief assessments by only selecting the most informative items from a calibrated item bank. The purpose of this study was to create such a bank. The sample included 400 cancer patients who were asked to complete 61 pain-related items. Data were analyzed using factor analysis and the Rasch model. The final bank consisted of 43 items which satisfied the measurement requirement of factor analysis and the Rasch model, demonstrated high internal consistency and reasonable item-total correlations, and discriminated patients with differing degrees of pain. We conclude that this bank demonstrates good psychometric properties, is sensitive to pain reported by patients, and can be used as the foundation for a CAT pain-testing platform for use in clinical practice.}, keywords = {computerized adaptive testing}, author = {Lai, J-S. and Dineen, K. and Reeve, B. B. and Von Roenn, J. and Shervin, D. and McGuire, M. and Bode, R. K. and Paice, J. and Cella, D.} } @article {2171, title = {Impact of Test Design, Item Quality, and Item Bank Size on the Psychometric Properties of Computer-Based Credentialing Examinations}, journal = {Educational and Psychological Measurement}, volume = {64}, number = {1}, year = {2004}, pages = {5-21}, abstract = {

Computer-based testing by credentialing agencies has become common; however, selecting a test design is difficult because several good ones are available\—parallel forms, computer adaptive (CAT), and multistage (MST). In this study, three computerbased test designs under some common examination conditions were investigated. Item bank size and item quality had a practically significant impact on decision consistency and accuracy. Even in nearly ideal situations, the choice of test design was not a factor in the results. Two conclusions follow from the findings: (a) More time and resources should be committed to expanding the size and quality of item banks, and (b) designs that individualize an exam administration such as MST and CAT may not be helpful when the primary purpose of the examination is to make pass-fail decisions and conditions are present for using parallel forms with a target information function that can be centered on the passing score.

}, doi = {10.1177/0013164403258393}, url = {http://epm.sagepub.com/content/64/1/5.abstract}, author = {Xing, Dehui and Hambleton, Ronald K.} } @article {2136, title = {Implementation and Measurement Efficiency of Multidimensional Computerized Adaptive Testing}, journal = {Applied Psychological Measurement}, volume = {28}, number = {5}, year = {2004}, pages = {295-316}, abstract = {

Multidimensional adaptive testing (MAT) procedures are proposed for the measurement of several latent traits by a single examination. Bayesian latent trait estimation and adaptive item selection are derived. Simulations were conducted to compare the measurement efficiency of MAT with those of unidimensional adaptive testing and random administration. The results showed that the higher the correlation between latent traits, the more latent traits there were, and the more scoring levels there were in the items, the more efficient MAT was than the other two procedures. For tests containing multidimensional items, only MAT is applicable, whereas unidimensional adaptive testing is not. Issues in implementing MAT are discussed.

}, doi = {10.1177/0146621604265938}, url = {http://apm.sagepub.com/content/28/5/295.abstract}, author = {Wang, Wen-Chung and Chen, Po-Hsi} } @conference {1290, title = {Investigating the effects of selected multi-stage test design alternatives on credentialing outcomes}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {2004}, note = {{PDF file, 129 KB}}, address = {San Diego CA}, author = {Zenisky, A. L. and Hambleton, R. K.} } @booklet {1414, title = {An investigation of two combination procedures of SPRT for three-category decisions in computerized classification test}, year = {2004}, note = {{PDF file, 649 KB}}, address = {Paper presented at the annual meeting of the American Educational Research Association, San Diego CA}, author = {Jiao, H. and Wang, S and Lau, A} } @proceedings {214, title = {An investigation of two combination procedures of SPRT for three-category classification decisions in computerized classification test}, journal = {annual meeting of the American Educational Research Association}, year = {2004}, note = {annual meeting of the American Educational Research Association, San Antonio}, month = {04/2004}, address = {San Antonio, Texas}, keywords = {computerized adaptive testing, Computerized classification testing, sequential probability ratio testing}, author = {Jiao, H. and Wang, S and Lau, CA} } @conference {906, title = {Item parameter recovery with adaptive tests}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {2004}, note = {$\#$DO04-01 {PDF file, 379 KB}}, address = {San Diego CA}, author = {Do, B.-R. and Chuah, S. C. and F Drasgow} } @conference {1216, title = {Implementing an alternative to Sympson-Hetter item-exposure control in constrained adaptive testing}, booktitle = {Paper presented at the Annual meeting of the National Council on Measurement in Education}, year = {2003}, address = {Chicago IL}, author = {Veldkamp, B. P. and van der Linden, W. J.} } @article {745, title = {Implementing content constraints in alpha-stratified adaptive testing using a shadow test approach}, journal = {Applied Psychological Measurement}, volume = {27}, year = {2003}, pages = {107-120}, author = {van der Linden, W. J. and Chang, Hua-Hua} } @conference {1283, title = {Implementing the a-stratified method with b blocking in computerized adaptive testing with the generalized partial credit model}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {2003}, note = {$\#$YI03-01 {PDF file, 496 KB}}, address = {Chicago IL}, author = {Yi, Q. and Wang, T. and Wang, S} } @article {2169, title = {Incorporation Of Content Balancing Requirements In Stratification Designs For Computerized Adaptive Testing}, journal = {Educational and Psychological Measurement}, volume = {63}, number = {2}, year = {2003}, pages = {257-270}, abstract = {

In computerized adaptive testing, the multistage a-stratified design advocates a new philosophy on pool management and item selection in which, contradictory to common practice, less discriminating items are used first. The method is effective in reducing item-overlap rate and enhancing pool utilization. This stratification method has been extended in different ways to deal with the practical issues of content constraints and the positive correlation between item difficulty and discrimination. Nevertheless, these modified designs on their own do not automatically satisfy content requirements. In this study, three stratification designs were examined in conjunction with three well developed content balancing methods. The performance of each of these nine combinational methods was evaluated in terms of their item security, measurement efficiency, and pool utilization. Results showed substantial differences in item-overlap rate and pool utilization among different methods. An optimal combination of stratification design and content balancing method is recommended.

}, doi = {10.1177/0013164403251326}, url = {http://epm.sagepub.com/content/63/2/257.abstract}, author = {Leung, Chi-Keung and Chang, Hua-Hua and Hau, Kit-Tai} } @article {250, title = {Incorporation of Content Balancing Requirements in Stratification Designs for Computerized Adaptive Testing}, journal = {Educational and Psychological Measurement}, volume = {63}, number = {2}, year = {2003}, pages = {257-70}, abstract = {Studied three stratification designs for computerized adaptive testing in conjunction with three well-developed content balancing methods. Simulation study results show substantial differences in item overlap rate and pool utilization among different methods. Recommends an optimal combination of stratification design and content balancing method. (SLD)}, keywords = {computerized adaptive testing}, author = {Leung, C-K.. and Chang, Hua-Hua and Hau, K-T.} } @conference {1013, title = {Increasing the homogeneity of CAT{\textquoteright}s item-exposure rates by minimizing or maximizing varied target functions while assembling shadow tests}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {2003}, note = {(PDF file, 418 K}, address = {Chicago IL}, author = {Li, Y. H. and Schafer, W. D.} } @conference {1256, title = {Information theoretic approaches to item selection}, booktitle = {Paper presented at the 13th international meeting of the Psychometric Society}, year = {2003}, address = {Sardinia, Italy}, author = {Weissman, A.} } @conference {1073, title = {Issues in maintaining scale consistency for the CAT-ASVAB}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {2003}, address = {Chicago IL}, author = {Nicewander, W. A.} } @article {238, title = {Item banking to improve, shorten and computerized self-reported fatigue: an illustration of steps to create a core item bank from the FACIT-Fatigue Scale}, journal = {Quality of Life Research}, volume = {12}, number = {5}, year = {2003}, note = {0962-9343Journal Article}, month = {Aug}, pages = {485-501}, abstract = {Fatigue is a common symptom among cancer patients and the general population. Due to its subjective nature, fatigue has been difficult to effectively and efficiently assess. Modern computerized adaptive testing (CAT) can enable precise assessment of fatigue using a small number of items from a fatigue item bank. CAT enables brief assessment by selecting questions from an item bank that provide the maximum amount of information given a person{\textquoteright}s previous responses. This article illustrates steps to prepare such an item bank, using 13 items from the Functional Assessment of Chronic Illness Therapy Fatigue Subscale (FACIT-F) as the basis. Samples included 1022 cancer patients and 1010 people from the general population. An Item Response Theory (IRT)-based rating scale model, a polytomous extension of the Rasch dichotomous model was utilized. Nine items demonstrating acceptable psychometric properties were selected and positioned on the fatigue continuum. The fatigue levels measured by these nine items along with their response categories covered 66.8\% of the general population and 82.6\% of the cancer patients. Although the operational CAT algorithms to handle polytomously scored items are still in progress, we illustrated how CAT may work by using nine core items to measure level of fatigue. Using this illustration, a fatigue measure comparable to its full-length 13-item scale administration was obtained using four items. The resulting item bank can serve as a core to which will be added a psychometrically sound and operational item bank covering the entire fatigue continuum.}, keywords = {*Health Status Indicators, *Questionnaires, Adult, Fatigue/*diagnosis/etiology, Female, Humans, Male, Middle Aged, Neoplasms/complications, Psychometrics, Research Support, Non-U.S. Gov{\textquoteright}t, Research Support, U.S. Gov{\textquoteright}t, P.H.S., Sickness Impact Profile}, author = {Lai, J-S. and Crane, P. K. and Cella, D. and Chang, C-H. and Bode, R. K. and Heinemann, A. W.} } @article {94, title = {Item exposure constraints for testlets in the verbal reasoning section of the MCAT}, journal = {Applied Psychological Measurement}, volume = {27}, number = {5}, year = {2003}, pages = {335-356}, abstract = {The current study examined item exposure control procedures for testlet scored reading passages in the Verbal Reasoning section of the Medical College Admission Test with four computerized adaptive testing (CAT) systems using the partial credit model. The first system used a traditional CAT using maximum information item selection. The second used random item selection to provide a baseline for optimal exposure rates. The third used a variation of Lunz and Stahl{\textquoteright}s randomization procedure. The fourth used Luecht and Nungester{\textquoteright}s computerized adaptive sequential testing (CAST) system. A series of simulated fixed-length CATs was run to determine the optimal item length selection procedure. Results indicated that both the randomization procedure and CAST performed well in terms of exposure control and measurement precision, with the CAST system providing the best overall solution when all variables were taken into consideration. (PsycINFO Database Record (c) 2005 APA ) (journal abstract)}, keywords = {Adaptive Testing, Computer Assisted Testing, Entrance Examinations, Item Response Theory, Random Sampling, Reasoning, Verbal Ability computerized adaptive testing}, author = {Davis, L. L. and Dodd, B. G.} } @conference {1111, title = {Item pool design for computerized adaptive tests}, booktitle = {Paper presented at the Annual meeting of the National Council on Measurement in Education}, year = {2003}, note = {{PDF file, 135 KB}}, address = {Chicago IL}, author = {Reckase, M. D.} } @inbook {1927, title = {Item selection in polytomous CAT}, year = {2003}, note = {$\#$VE03207 {PDF file, 79 KB}}, address = {H. Yanai, A. Okada, K. Shigemasu, Y Kano, and J. J. Meulman (eds.), New developments in psychometrics (pp. 207-214). Tokyo, Japan: Springer-Verlag.}, author = {Veldkamp, B. P.} } @inbook {414, title = {Item selection in polytomous CAT}, booktitle = {New developments in psychometrics}, year = {2003}, pages = {207{\textendash}214}, publisher = {Psychometric Society, Springer}, organization = {Psychometric Society, Springer}, address = {Tokyo, Japan}, keywords = {computerized adaptive testing}, author = {Veldkamp, B. P.}, editor = {A. Okada and K. Shigenasu and Y. Kano and J. Meulman} } @conference {875, title = {Identify the lower bounds for item sharing and item pooling in computerized adaptive testing}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {2002}, address = {New Orleans LA}, author = {Chang, Hua-Hua and Zhang, J.} } @conference {939, title = {Impact of item quality and item bank size on the psychometric quality of computer-based credentialing exams}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {2002}, address = {New Orleans LA}, author = {Hambleton, R. K.} } @conference {940, title = {Impact of selected factors on the psychometric quality of credentialing examinations administered with a sequential testlet design}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {2002}, address = {New Orleans LA}, author = {Hambleton, R. K. and Jodoin, M. and Zenisky, A. L.} } @conference {1274, title = {Impact of test design, item quality and item bank size on the psychometric properties of computer-based credentialing exams}, booktitle = {Paper presented at the meeting of National Council on Measurement in Education}, year = {2002}, note = {PDF file, 500 K}, address = {New Orleans}, author = {Xing, D. and Hambleton, R. K.} } @article {161, title = {The implications of the use of non-optimal items in a Computer Adaptive Testing (CAT) environment}, journal = {Dissertation Abstracts International: Section B: the Sciences \& Engineering}, volume = {63}, number = {3-B}, year = {2002}, pages = {1606}, abstract = {This study describes the effects of manipulating item difficulty in a computer adaptive testing (CAT) environment. There are many potential benefits when using CATS as compared to traditional tests. These include increased security, shorter tests, and more precise measurement. According to IRT, the theory underlying CAT, as the computer continually recalculates ability, items that match that current estimate of ability are administered. Such items provide maximum information about examinees during the test. Herein, however, lies a potential problem. These optimal CAT items result in an examinee having only a 50\% chance of a correct response. Some examinees may consider such items unduly challenging. Further, when test anxiety is a factor, it is possible that test scores may be negatively affected. This research was undertaken to determine the effects of administering easier CAT items on ability estimation and test length using computer simulations. Also considered was the administration of different numbers of initial items prior to the start of the adaptive portion of the test, using three different levels of measurement precision. Results indicate that regardless of the number of initial items administered, the level of precision employed, or the modifications made to item difficulty, the approximation of estimated ability to true ability is good in all cases. Additionally, the standard deviations of the ability estimates closely approximate the theoretical levels of precision used as stopping rules for the simulated CATs. Since optimal CAT items are not used, each item administered provides less information about examinees than optimal CAT items. This results in longer tests. Fortunately, using easier items that provide up to a 66.4\% chance of a correct response results in tests that only modestly increase in length, across levels of precision. For larger standard errors, even easier items (up to a 73.5\% chance of a correct response) result in only negligible to modest increases in test length. Examinees who find optimal CAT items difficult or examinees with test anxiety may find CATs that implement easier items enhance the already existing benefits of CAT. (PsycINFO Database Record (c) 2003 APA, all rights reserved).}, keywords = {computerized adaptive testing}, author = {Grodenchik, D. J.} } @conference {1277, title = {Incorporating the Sympson-Hetter exposure control method into the a-stratified method with content blocking}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {2002}, note = {PDF file, 387 K}, address = {New Orleans, LA}, author = {Yi, Q.} } @article {12, title = {Information technology and literacy assessment}, journal = {Reading and Writing Quarterly}, volume = {18}, number = {4}, year = {2002}, pages = {369-373}, abstract = {This column discusses information technology and literacy assessment in the past and present. The author also describes computer-based assessments today including the following topics: computer-scored testing, computer-administered formal assessment, Internet formal assessment, computerized adaptive tests, placement tests, informal assessment, electronic portfolios, information management, and Internet information dissemination. A model of the major present-day applications of information technologies in reading and literacy assessment is also included. (PsycINFO Database Record (c) 2005 APA )}, keywords = {Computer Applications, Computer Assisted Testing, Information, Internet, Literacy, Models, Systems, Technology}, author = {Balajthy, E.} } @inbook {1866, title = {Innovative item types for computerized testing}, year = {2002}, address = {In W. J. van der Linden and C. A. W. Glas (Eds.), Computerized adaptive testing: Theory and practice. Norwell MA: Kluwer (in press).}, author = {Parshall, C. G. and Davey, T. and Pashley, P.} } @conference {1160, title = {An investigation of procedures for estimating error indexes in proficiency estimation in CAT}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {2002}, address = {New Orleans LA}, author = {Shyu, C.-Y. and Fan, M. and Thompson, T, and Hsu, Y.} } @article {354, title = {An item response model for characterizing test compromise}, journal = {Journal of Educational and Behavioral Statistics}, volume = {27}, number = {2}, year = {2002}, note = {References .American Educational Research Assn, US}, pages = {163-179}, abstract = {This article presents an item response model for characterizing test-compromise that enables the estimation of item-preview and score-gain distributions observed in on-demand high-stakes testing programs. Model parameters and posterior distributions are estimated by Markov Chain Monte Carlo (MCMC) procedures. Results of a simulation study suggest that when at least some of the items taken by a small sample of test takers are known to be secure (uncompromised), the procedure can provide useful summaries of test-compromise and its impact on test scores. The article includes discussions of operational use of the proposed procedure, possible model violations and extensions, and application to computerized adaptive testing. }, keywords = {computerized adaptive testing}, author = {Segall, D. O.} } @article {248, title = {Item selection in computerized adaptive testing: Improving the a-stratified design with the Sympson-Hetter algorithm}, journal = {Applied Psychological Measurement}, volume = {26}, number = {4}, year = {2002}, pages = {376-392}, isbn = {0146-6216}, author = {Leung, C. K. and Chang, Hua-Hua and Hau, K. T.} } @article {612, title = {Item selection in computerized adaptive testing: Improving the a-stratified design with the Sympson-Hetter algorithm}, journal = {Applied Psychological Measurement}, volume = {26}, year = {2002}, pages = {376-392}, author = {Leung, C-K.. and Chang, Hua-Hua and Hau, K-T.} } @conference {1021, title = {Impact of item location effects on ability estimation in CAT}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {2001}, note = {$\#$LI01-01}, address = {Seattle WA}, author = {Liu, M. and Zhu, R. and Guo, F.} } @conference {1284, title = {Impact of scoring options for not reached items in CAT}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {2001}, note = {PDF file, 232 K}, address = {Seattle WA}, author = {Yi, Q. and Widiatmo, H. and Ban, J-C. and Harris, D. J.} } @booklet {1582, title = {Impact of several computer-based testing variables on the psychometric properties of credentialing examinations (Laboratory of Psychometric and Evaluative Research Report No 393)}, year = {2001}, address = {Amherst, MA: University of Massachusetts, School of Education.}, author = {Xing, D. and Hambleton, R. K.} } @conference {1273, title = {Impact of several computer-based testing variables on the psychometric properties of credentialing examinations}, booktitle = {Paper presented at the Annual Meeting of the National Council on Measurement in Education}, year = {2001}, address = {Seattle WA}, author = {Xing, D. and Hambleton, R. K.} } @booklet {1547, title = {Implementing constrained CAT with shadow tests for large item pools}, year = {2001}, address = {Submitted for publication}, author = {Veldkamp, B. P.} } @booklet {1345, title = {Implementing content constraints in a-stratified adaptive testing using a shadow test approach (Research Report 01-001)}, year = {2001}, address = {University of Twente, Department of Educational Measurement and Data Analysis}, author = {Chang, Hua-Hua and van der Linden, W. J.} } @conference {1235, title = {The influence of item characteristics and administration position on CAT Scores}, booktitle = {Paper presented at the 33rd annual meeting of the Northeastern Educational Research Association}, year = {2001}, address = {Hudson Valley, NY, October 26, 2001}, author = {Wang, L. and Gawlick, L.} } @conference {1001, title = {Integrating stratification and information approaches for multiple constrained CAT}, booktitle = {Paper presented at the Annual Meeting of the National Council on Measurement in Education}, year = {2001}, note = {{PDF file, 322 KB}}, address = {Seattle WA}, author = {Leung, C.-I. and Chang, Hua-Hua and Hau, K-T.} } @conference {1159, title = {An investigation of procedures for estimating error indexes in proficiency estimation in a realistic second-order equitable CAT environment}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {2001}, address = {Seattle WA}, author = {Shyu, C.-Y. and Fan, M. and Thompson, T, and Hsu.} } @conference {957, title = {An investigation of the impact of items that exhibit mild DIF on ability estimation in CAT}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {2001}, address = {Seattle WA}, author = {Jennings, J. A. and Dodd, B. G. and Fitzpatrick, S.} } @booklet {1604, title = {Item and passage selection algorithm simulations for a computerized adaptive version of the verbal section of the Medical College Admission Test (MCAT)}, year = {2001}, address = {MCAT Monograph Series}, author = {Smith, R. W. and Plake, B. S. and De Ayala, R. J.,} } @conference {1112, title = {Item pool design for computerized adaptive tests}, booktitle = {Invited small group session at the 6th Conference of the European Association of Psychological Assessment}, year = {2001}, address = {Aachen, Germany}, author = {Reckase, M. D.} } @inbook {385, title = {Item response theory applied to combinations of multiple-choice and constructed-response items--approximation methods for scale scores}, booktitle = {Test scoring}, year = {2001}, note = {Using Smart Source ParsingTest scoring. (pp. 293-341). Mahwah, NJ : Lawrence Erlbaum Associates, Publishers. xii, 422 pp}, pages = {289-315}, publisher = {Lawrence Erlbaum Associates}, organization = {Lawrence Erlbaum Associates}, chapter = {8}, address = {Mahwah, N.J. USA}, abstract = {(From the chapter) The authors develop approximate methods that replace the scoring tables with weighted linear combinations of the component scores. Topics discussed include: a linear approximation for the extension to combinations of scores; the generalization of two or more scores; potential applications of linear approximations to item response theory in computerized adaptive tests; and evaluation of the pattern-of-summed-scores, and Gaussian approximation, estimates of proficiency. (PsycINFO Database Record (c) 2005 APA )}, keywords = {Adaptive Testing, Item Response Theory, Method), Multiple Choice (Testing, Scoring (Testing), Statistical Estimation, Statistical Weighting, Test Items, Test Scores}, author = {Thissen, D. and Nelson, L. A. and Swygert, K. A.} } @article {188, title = {Item selection in computerized adaptive testing: Should more discriminating items be used first?}, journal = {Journal of Educational Measurement}, volume = {38}, number = {3}, year = {2001}, pages = {249-266}, abstract = {During computerized adaptive testing (CAT), items are selected continuously according to the test-taker{\textquoteright}s estimated ability. Test security has become a problem because high-discrimination items are more likely to be selected and become overexposed. So, there seems to be a tradeoff between high efficiency in ability estimations and balanced usage of items. This series of four studies addressed the dilemma by focusing on the notion of whether more or less discriminating items should be used first in CAT. The first study demonstrated that the common maximum information method with J. B. Sympson and R. D. Hetter (1985) control resulted in the use of more discriminating items first. The remaining studies showed that using items in the reverse order, as described in H. Chang and Z. Yings (1999) stratified method had potential advantages: (a) a more balanced item usage and (b) a relatively stable resultant item pool structure with easy and inexpensive management. This stratified method may have ability-estimation efficiency better than or close to that of other methods. It is argued that the judicious selection of items, as in the stratified method, is a more active control of item exposure. (PsycINFO Database Record (c) 2005 APA )}, keywords = {ability, Adaptive Testing, Computer Assisted Testing, Estimation, Statistical, Test Items computerized adaptive testing}, author = {Hau, Kit-Tai and Chang, Hua-Hua} } @article {302, title = {The impact of receiving the same items on consecutive computer adaptive test administrations}, journal = {Journal of Applied Measurement}, volume = {1}, number = {2}, year = {2000}, note = {Richard M Smith, US}, pages = {131-151}, abstract = {Addresses item exposure in a Computerized Adaptive Test (CAT) when the item selection algorithm is permitted to present examinees with questions that they have already been asked in a previous test administration. The data were from a national certification exam in medical technology. The responses of 178 repeat examinees were compared. The results indicate that the combined use of an adaptive algorithm to select items and latent trait theory to estimate person ability provides substantial protection from score contamination. The implications for constraints that prohibit examinees from seeing an item twice are discussed. (PsycINFO Database Record (c) 2002 APA, all rights reserved).}, author = {O{\textquoteright}Neill, T. and Lunz, M. E. and Thiede, K.} } @conference {1028, title = {Implementing the computer-adaptive sequential testing (CAST) framework to mass produce high quality computer-adaptive and mastery tests}, booktitle = {Symposium paper presented at the Annual Meeting of the National Council on Measurement in Education}, year = {2000}, address = {New Orleans, LA}, author = {Luecht, RM} } @article {409, title = {An integer programming approach to item bank design}, journal = {Applied Psychological Measurement}, volume = {24}, number = {2}, year = {2000}, pages = {139-150}, abstract = {An integer programming approach to item bank design is presented that can be used to calculate an optimal blueprint for an item bank, in order to support an existing testing program. The results are optimal in that they minimize the effort involved in producing the items as revealed by current item writing patterns. Also presented is an adaptation of the models, which can be used as a set of monitoring tools in item bank management. The approach is demonstrated empirically for an item bank that was designed for the Law School Admission Test. }, keywords = {Aptitude Measures, Item Analysis (Test), Item Response Theory, Test Construction, Test Items}, author = {van der Linden, W. J. and Veldkamp, B. P. and Reese, L. M.} } @booklet {1622, title = {An investigation of approaches to computerizing the GRE subject tests (GRE Board Professional Report No 93-08P; Educational Testing Service Research Report 00-4)}, year = {2000}, note = {$\#$ST00-01}, address = {Princeton NJ: Educational Testing Service.}, author = {Stocking, M. L. and Smith, R. and Swanson, L.} } @inbook {1774, title = {Item calibration and parameter drift}, year = {2000}, address = {W. J. van der linden and C. A. W. Glas (Eds.). Computerized adaptive testing: Theory and practice (pp.183-199). Norwell MA: Kluwer Academic.}, author = {Glas, C. A. W.} } @article {657, title = {Item exposure control in computer-adaptive testing: The use of freezing to augment stratification}, journal = {Florida Journal of Educational Research}, volume = {40}, year = {2000}, pages = {28-52}, author = {Parshall, C. and Harmes, J. C. and Kromrey, J. D.} } @inbook {1768, title = {Item pools}, year = {2000}, address = {Wainer, H. (2000). Computerized adaptive testing: a primer. Mahwah, NJ: Erlbaum.}, author = {Flaugher, R.} } @article {191, title = {Item response theory and health outcomes measurement in the 21st century}, journal = {Medical Care}, volume = {38}, number = {9 Suppl II}, year = {2000}, note = {204349670025-7079Journal Article}, pages = {II28-II42}, abstract = {Item response theory (IRT) has a number of potential advantages over classical test theory in assessing self-reported health outcomes. IRT models yield invariant item and latent trait estimates (within a linear transformation), standard errors conditional on trait level, and trait estimates anchored to item content. IRT also facilitates evaluation of differential item functioning, inclusion of items with different response formats in the same scale, and assessment of person fit and is ideally suited for implementing computer adaptive testing. Finally, IRT methods can be helpful in developing better health outcome measures and in assessing change over time. These issues are reviewed, along with a discussion of some of the methodological and practical challenges in applying IRT methods.}, keywords = {*Models, Statistical, Activities of Daily Living, Data Interpretation, Statistical, Health Services Research/*methods, Health Surveys, Human, Mathematical Computing, Outcome Assessment (Health Care)/*methods, Research Design, Support, Non-U.S. Gov{\textquoteright}t, Support, U.S. Gov{\textquoteright}t, P.H.S., United States}, author = {Hays, R. D. and Morales, L. S. and Reise, S. P.} } @article {145, title = {Item selection algorithms in computerized adaptive testing}, journal = {Psicothema}, volume = {12}, number = {Suppl 2}, year = {2000}, note = {Spanish .Algoritmo mixto minima entropia-maxima informacion para la seleccion de items en un test adaptativo informatizado..Universidad de Oviedo, Spain}, pages = {12-14}, abstract = {Studied the efficacy of 3 different item selection algorithms in computerized adaptive testing. Ss were 395 university students (aged 20-25 yrs) in Spain. Ss were asked to submit answers via computer to 28 items of a personality questionnaire using item selection algorithms based on maximum item information, entropy, or mixed item-entropy algorithms. The results were evaluated according to ability of Ss to use item selection algorithms and number of questions. Initial results indicate that mixed criteria algorithms were more efficient than information or entropy algorithms for up to 15 questionnaire items, but that differences in efficiency decreased with increasing item number. Implications for developing computer adaptive testing methods are discussed. (PsycINFO Database Record (c) 2002 APA, all rights reserved).}, author = {Garcia, David A. and Santa Cruz, C. and Dorronsoro, J. R. and Rubio Franco, V. J.} } @inbook {404, title = {Item selection and ability estimation in adaptive testing}, booktitle = {Computerized adaptive testing: Theory and practice}, year = {2000}, pages = {1{\textendash}25}, publisher = {Kluwer Academic Publishers}, organization = {Kluwer Academic Publishers}, address = {Dordrecht, The Netherlands}, author = {van der Linden, W. J. and Pashley, P. J.} } @conference {1020, title = {Impact of flawed items on ability estimation in CAT}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1999}, note = {$\#$LI99-01}, address = {Montreal, Canada}, author = {Liu, M. and Steffen, M.} } @conference {1075, title = {Implications from information functions and standard errors for determining preferred normed scales for CAT and P and P ASVAB}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1999}, address = {Montreal, Canada}, author = {Nicewander, W. A. and Thomasson, G. L.} } @article {327, title = {Incorporating content constraints into a multi-stage adaptive testlet design.}, number = {BBB16784}, year = {1999}, institution = {Law School Admission Council}, address = {Princeton, NJ. USA}, abstract = {Most large-scale testing programs facing computerized adaptive testing (CAT) must face the challenge of maintaining extensive content requirements, but content constraints in computerized adaptive testing (CAT) can compromise the precision and efficiency that could be achieved by a pure maximum information adaptive testing algorithm. This simulation study first evaluated whether realistic content constraints could be met by carefully assembling testlets and appropriately selecting testlets for each test taker that, when combined, would meet the content requirements of the test and would be adapted to the test takers ability level. The second focus of the study was to compare the precision of the content-balanced testlet design with that achieved by the current paper-and-pencil version of the test through data simulation. The results reveal that constraints to control for item exposure, testlet overlap, and efficient pool utilization need to be incorporated into the testlet assembly algorithm. More refinement of the statistical constraints for testlet assembly is also necessary. However, even for this preliminary attempt at assembling content-balanced testlets, the two-stage computerized test simulated with these testlets performed quite well. (Contains 5 figures, 5 tables, and 12 references.) (Author/SLD)}, isbn = {Series}, author = {Reese, L. M. and Schnipke, D. L. and Luebke, S. W.} } @book {110, title = {Innovations in computerized assessment}, year = {1999}, note = {EDRS Availability: None. Lawrence Erlbaum Associates, Inc., Publishers, 10 Industrial Avenue, Mahwah, New Jersey 07430-2262 (paperback: ISBN-0-8058-2877-X, $29.95; clothbound: ISBN-0-8058-2876-1, $59.95). Tel: 800-926-6579 (Toll Free).}, publisher = {Lawrence Erlbaum Associates, Inc.}, organization = {Lawrence Erlbaum Associates, Inc.}, address = {Mahwah, N.J.}, abstract = {Chapters in this book present the challenges and dilemmas faced by researchers as they created new computerized assessments, focusing on issues addressed in developing, scoring, and administering the assessments. Chapters are: (1) "Beyond Bells and Whistles; An Introduction to Computerized Assessment" (Julie B. Olson-Buchanan and Fritz Drasgow); (2) "The Development of a Computerized Selection System for Computer Programmers in a Financial Services Company" (Michael J. Zickar, Randall C. Overton, L. Rogers Taylor, and Harvey J. Harms); (3) "Development of the Computerized Adaptive Testing Version of the Armed Services Vocational Aptitude Battery" (Daniel O. Segall and Kathleen E. Moreno); (4) "CAT for Certification and Licensure" (Betty A. Bergstrom and Mary E. Lunz); (5) "Developing Computerized Adaptive Tests for School Children" (G. Gage Kingsbury and Ronald L. Houser); (6) "Development and Introduction of a Computer Adaptive Graduate Record Examinations General Test" (Craig N. Mills); (7) "Computer Assessment Using Visual Stimuli: A Test of Dermatological Skin Disorders" (Terry A. Ackerman, John Evans, Kwang-Seon Park, Claudia Tamassia, and Ronna Turner); (8) "Creating Computerized Adaptive Tests of Music Aptitude: Problems, Solutions, and Future Directions" (Walter P. Vispoel); (9) "Development of an Interactive Video Assessment: Trials and Tribulations" (Fritz Drasgow, Julie B. Olson-Buchanan, and Philip J. Moberg); (10) "Computerized Assessment of Skill for a Highly Technical Job" (Mary Ann Hanson, Walter C. Borman, Henry J. Mogilka, Carol Manning, and Jerry W. Hedge); (11) "Easing the Implementation of Behavioral Testing through Computerization" (Wayne A. Burroughs, Janet Murray, S. Scott Wesley, Debra R. Medina, Stacy L. Penn, Steven R. Gordon, and Michael Catello); and (12) "Blood, Sweat, and Tears: Some Final Comments on Computerized Assessment." (Fritz Drasgow and Julie B. Olson-Buchanan). Each chapter contains references. (Contains 17 tables and 21 figures.) (SLD)}, keywords = {computerized adaptive testing}, author = {F Drasgow and Olson-Buchanan, J. B.} } @inbook {1775, title = {Item calibration and parameter drift}, year = {1999}, address = {W. J. van der Linden and C. A. W. Glas (Eds.), Computer adaptive testing: Theory and practice. Norwell MA: Kluwer.}, author = {Glas, C. A. W. and Veerkamp, W. J. J.} } @conference {1083, title = {Item exposure in adaptive tests: An empirical investigation of control strategies}, booktitle = {Paper presented at the annual meeting of the Psychometric Society}, year = {1999}, address = {Lawrence KS}, author = {Parshall, C. and Hogarty, K. and Kromrey, J.} } @booklet {1410, title = {Item nonresponse: Occurrence, causes and imputation of missing answers to test items}, year = {1999}, address = {(M and T Series No 32). Leiden: DSWO Press}, author = {Huisman, J. M. E.} } @article {536, title = {Item selection in adaptive testing with the sequential probability ratio test}, journal = {Applied Psychological Measurement}, volume = {23}, year = {1999}, note = {[Reprinted as Chapter 6 in $\#$EG04-01]}, pages = {249-261}, author = {Theo Eggen} } @conference {997, title = {Item selection in computerized adaptive testing: improving the a-stratified design with the Sympson-Hetter algorithm}, booktitle = {Paper presented at the Annual Meeting of the American Educational Research Association}, year = {1999}, address = {Montreal, CA}, author = {Leung, C-K.. and Chang, Hua-Hua and Hau, K-T.} } @conference {1282, title = {The impact of nonmodel-fitting responses in a realistic CAT environment}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1998}, address = {San Diego CA}, author = {Yi, Q, and Nering, M.} } @conference {1019, title = {The impact of scoring flawed items on ability estimation in CAT}, booktitle = {Paper presented at the annual meeting of the Psychometric Society}, year = {1998}, address = {Urbana, IL}, author = {Liu, M. and Steffen, M.} } @inbook {1848, title = {Innovations in computer-based ability testing: Promise, problems and perils}, year = {1998}, address = {In Hakel, M.D. (Ed.) Beyond multiple choice: Alternatives to traditional testing for selection. Hillsdale, NJ: Lawrence Erlbaum Associates.}, author = {J. R. McBride} } @booklet {344, title = {Item banking}, journal = {Practical Assessment, Research and Evaluation}, volume = {6}, number = {4}, year = {1998}, note = {Using Smart Source Parsing}, abstract = {Discusses the advantages and disadvantages of using item banks while providing useful information to those who are considering implementing an item banking project in their school district. The primary advantage of item banking is in test development. Also describes start-up activities in implementing item banking. (SLD)}, author = {Rudner, L. M.} } @conference {1080, title = {Item development and pretesting in a computer-based testing environment}, booktitle = {Paper presented at the Educational Testing Service Sponsored Colloquium on Computer-Based Testing: Building the Foundation for Future Assessments}, year = {1998}, address = {Philadelphia}, author = {Parshall, C. G.} } @booklet {1367, title = {Item selection in adaptive testing with the sequential probability ratio test (Measurement and Research Department Report, 98-1)}, year = {1998}, note = {[see APM paper, 1999; also reprinted as Chapter 6 in $\#$EG04-01.]}, address = {Arnhem, The Netherlands: Cito.}, author = {Theo Eggen} } @conference {946, title = {Item selection in computerized adaptive testing: Should more discriminating items be used first? Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA}, year = {1998}, author = {Hau, K. T. and Chang, Hua-Hua} } @article {567, title = {Item selection in computerized adaptive testing: Should more discriminating items be used first?}, journal = {Journal of Educational Measurement}, volume = {38}, year = {1998}, pages = {249-266}, author = {Hau, K. T. and Chang, Hua-Hua} } @conference {1114, title = {Identifying similar item content clusters on multiple test forms}, booktitle = {Paper presented at the Psychometric Society meeting}, year = {1997}, address = {Gatlinburg, TN, June}, author = {Reckase, M. D. and Thompson, T.D. and Nering, M.} } @conference {1220, title = {Improving the quality of music aptitude tests through adaptive administration of items}, booktitle = {Paper presented at Multidisciplinary Perspectives on Musicality: The Seashore Symposium}, year = {1997}, address = {University of Iowa, Iowa City IA}, author = {Vispoel, W. P.} } @booklet {1504, title = {Incorporating content constraints into a multi-stage adaptive testlet design: LSAC report}, year = {1997}, address = {Newtown, PA: Law School Admission Council}, author = {Reese, L. M. and Schnipke, D. L. and Luebke, S. W.} } @conference {1167, title = {Incorporating decision consistency into Bayesian sequential testing}, booktitle = {Paper presented at the annual meeting of National Council on Measurement in Education}, year = {1997}, address = {Chicago}, author = {Smith, R. and Lewis, C.} } @article {667, title = {An investigation of self-adapted testing in a Spanish high school population}, journal = {Educational and Psychological Measurement}, volume = {57}, year = {1997}, pages = {210-221}, author = {Ponsoda, V. and Wise, S. L. and Olea, J. and Revuelta, J.} } @inbook {196, title = {Item exposure control in CAT-ASVAB}, booktitle = {Computerized adaptive testing: From inquiry to operation}, year = {1997}, pages = {141-144}, publisher = {American Psychological Association}, organization = {American Psychological Association}, address = {Washington D.C., USA}, abstract = {Describes the method used to control item exposure in computerized adaptive testing-Armed Services Vocational Aptitude Battery (CAT-ASVAB). The method described was developed specifically to ensure that CAT-ASVAB items were expose no more often than the items in the printers ASVAB{\textquoteright}s alternate forms, ensuring that CAT ASVAB is nor more vulnerable than printed ASVAB forms to comprise from item exposure. (PsycINFO Database Record (c) 2010 APA, all rights reserved)}, author = {Hetter, R. D. and Sympson, J. B.}, editor = {J. R. McBride} } @inbook {1891, title = {Item pool development and evaluation}, year = {1997}, address = {W. A. Sands, B. K. Waters, and J. R. McBride (Eds.), Computerized adaptive testing: From inquiry to operation (pp. 117-130). Washington DC: American Psychological Association.}, author = {Segall, D. O. and Moreno, K. E. and Hetter, D. H.} } @conference {969, title = {Item pool development and maintenance}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1997}, address = {Chicago IL}, author = {Kingsbury, G. G.} } @conference {968, title = {Item review and adaptive testing}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1996}, address = {New York}, author = {Kingsbury, G. G.} } @inbook {1948, title = {Improving individual differences measurement with item response theory and computerized adaptive testing}, year = {1995}, address = {D. Lubinski and R. V. Dawis (Eds.), Assessing individual differences in human behavior: New concepts, methods, and findings (pp. 49-79). Palo Alto CA: Davies-Black Publishing.}, author = {Weiss, D. J.} } @inbook {1823, title = {Individualized testing in the classroom}, year = {1995}, address = {Anderson, L.W. (Ed.), International Encyclopedia of Teaching and Teacher Education. Oxford, New York, Tokyo: Elsevier Science 295-299.}, author = {Linacre, J. M.} } @conference {966, title = {The influence of examinee test-taking behavior motivation in computerized adaptive testing}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1995}, note = {(ERIC No. ED392839)}, address = {San Francisco CA}, author = {Kim, J. and McLean, J. E.} } @booklet {1595, title = {The introduction and comparability of the computer-adaptive GRE General Test (GRE Board Professional Report 88-08ap; Educational Testing Service Research Report 95-20)}, year = {1995}, address = {Princeton NJ: Educational Testing Service}, author = {Schaeffer, G. A. and Steffen, M. Golub-Smith, M. L. and Mills, C. N. and Durso, R.} } @conference {945, title = {An investigation of item calibration procedures for a computerized licensure examination}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1995}, address = {San Francisco, CA}, author = {Haynie, K.A. and Way, W. D.} } @article {229, title = {An investigation of procedures for computerized adaptive testing using the successive intervals Rasch model}, journal = {Educational and Psychological Measurement}, volume = {55}, number = {6}, year = {1995}, pages = {976-990.}, author = {Koch, W. R. and Dodd, B. G.} } @book {1653, title = {Item equivalence from paper-and-pencil to computer adaptive testing}, year = {1995}, note = {$\#$CH95-01}, address = {Unpublished doctoral dissertation, University of Chicago}, author = {Chae, S.} } @conference {1069, title = {Item exposure rates for unconstrained and content-balanced computerized adaptive tests}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {1995}, address = {San Francisco CA}, author = {Morrison, C. and Subhiyah, R,, and Nungester, R.} } @conference {1262, title = {Item review and answer changing in computerized adaptive tests}, booktitle = {Paper presented at the Third European Conference on Psychological Assessment}, year = {1995}, address = {Trier, Germany}, author = {Wise, S. L.} } @article {575, title = {Item times in computerized testing: A new differential information}, journal = {European Journal of Psychological Assessment}, volume = {11 (Suppl. 1)}, year = {1995}, pages = {108-109}, author = {Hornke, L. F.} } @article {750, title = {The incomplete equivalence of the paper-and-pencil and computerized versions of the General Aptitude Test Battery}, journal = {Journal of Applied Psychology}, volume = {79}, year = {1994}, pages = {852-859}, author = {Van de Vijver, F. J. R., and Harsveld, M.} } @article {765, title = {Individual differences and test administration procedures: A comparison of fixed-item, computerized adaptive, and self-adapted testing}, journal = {Applied Measurement in Education}, volume = {7}, year = {1994}, pages = {53-79}, author = {Vispoel, W. P. and Rocklin, T. R. and Wang, T.} } @conference {1185, title = {Item calibration considerations: A comparison of item calibrations on written and computerized adaptive examinations}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {1994}, address = {New Orleans LA}, author = {Stone, G. E. and Lunz, M. E.} } @conference {1228, title = {Individual differences and test administration procedures: A comparison of fixed-item, adaptive, and self-adapted testing}, booktitle = {Paper presented at the annual meeting of the AEARA}, year = {1993}, address = {Atlanta GA}, author = {Vispoel, W. P. and Rocklin, T. R.} } @conference {965, title = {Individual differences in computerized adaptive testing}, booktitle = {Paper presented at the annual meeting of the Mid-South Educational Research Association}, year = {1993}, address = {New Orleans LA}, author = {Kim, J.} } @booklet {1594, title = {Introduction of a computer adaptive GRE General test (Research Report 93-57)}, year = {1993}, address = {Princeton NJ: Educational Testing Service}, author = {Schaeffer, G. A. and Steffen, M. and Golub-Smith, M. L.} } @conference {1269, title = {An investigation of restricted self-adapted testing}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education}, year = {1993}, address = {Atlanta GA}, author = {Wise, S. L. and Kingsbury, G. G. and Houser, R.L.} } @booklet {1403, title = {Item Calibration: Medium-of-administration effect on computerized adaptive scores (TR-93-9)}, year = {1993}, address = {Navy Personnel Research and Development Center}, author = {Hetter, R. D. and Bloxom, B. M. and Segall, D. O.} } @article {756, title = {Improving the measurement of tonal memory with computerized adaptive tests}, journal = {Psychomusicology}, volume = {11}, year = {1992}, pages = {73-89}, author = {Vispoel, W. P.} } @conference {1236, title = {Incorporating post-administration item response revision into a CAT}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {1992}, address = {San Francisco}, author = {Wang, M. and Wingersky, M.} } @article {526, title = {The influence of dimensionality on CAT ability estimation}, journal = {Educational and Psychological Measurement}, volume = {52}, year = {1992}, pages = {513-528}, author = {De Ayala, R. J.,} } @article {626, title = {Item selection using an average growth approximation of target information functions}, journal = {Applied Psychological Measurement}, volume = {16}, year = {1992}, pages = {41-51}, author = {Luecht, RM and Hirsch, T. M.} } @conference {926, title = {Individual differences in computer adaptive testing: Anxiety, computer literacy, and satisfaction}, booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education.}, year = {1991}, author = {Gershon, R. C. and Bergstrom, B.} } @article {62, title = {Inter-subtest branching in computerized adaptive testing}, journal = {Dissertation Abstracts International}, volume = {52}, number = {1-A}, year = {1991}, pages = {140-141}, keywords = {computerized adaptive testing}, author = {Chang, S-H.} } @conference {1130, title = {Illustration of computerized adaptive testing with the MMPI-2}, booktitle = {Paper presented at the 98th Annual Meeting of the American Psychological Association}, year = {1990}, address = {Boston MA}, author = {Roper, B. L. and Ben-Porath, Y. S. and Butcher, J. N.} } @inbook {1934, title = {Important issues in CAT}, year = {1990}, address = {H. Wainer et al., Computerized adaptive testing: A primer. Hillsdale NJ: Erlbaum.}, author = {Wainer, H.,} } @inbook {1935, title = {Introduction and history}, year = {1990}, address = {In H. Wainer (Ed.), Computerized adaptive testing: A Primer (pp. 1 - 21). Hillsdale NJ: Erlbaum.}, author = {Wainer, H.,} } @inbook {1939, title = {Item response theory, item calibration, and proficiency estimation}, year = {1990}, address = {H. Wainer (Ed.), Computerized adaptive testing: A primer (pp. 65-102). Hillsdale NJ: Erlbaum.}, author = {Wainer, H., and Mislevy, R. J.} } @conference {1125, title = {Individual differences in item selection in self adaptive testing}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {1989}, address = {San Francisco CA}, author = {Rocklin, T.} } @booklet {1503, title = {The interpretation and application of multidimensional item response theory models; and computerized testing in the instructional environment: Final Report (Research Report ONR 89-2)}, year = {1989}, note = {$\#$RE89-02}, address = {Iowa City IA: The American College Testing Program}, author = {Reckase, M. D.} } @conference {859, title = {Investigating the validity of a computerized adaptive test for different examinee groups}, booktitle = {Paper presented at the annual meeting of the American Educational Research Association}, year = {1989}, address = {San Francisco CA}, author = {Buhr, D. C. and Legg, S. M.} } @article {228, title = {An investigation of procedures for computerized adaptive testing using partial credit scoring}, journal = {Applied Measurement in Education}, volume = {2}, number = {4}, year = {1989}, pages = {335-357}, author = {Koch, W. R. and Dodd, B. G.} } @booklet {1515, title = {Item-presentation controls for computerized adaptive testing: Content-balancing versus min-CAT (Research Report 89-1)}, year = {1989}, address = {Baltimore MD: Johns Hopkins University, Department of Psychology, Psychometric Laboratory}, author = {Thomas, T. J. and Green, B. F.} } @article {821, title = {Introduction to item response theory and computerized adaptive testing as applied in licensure and certification testing}, journal = {National Clearinghouse of Examination Information Newsletter}, volume = {6}, year = {1988}, pages = {11-17}, author = {A Zara} } @article {486, title = {Item pool maintenance in the presence of item parameter drift}, journal = {Journal of Educational Measurement}, volume = {25}, year = {1988}, pages = {275-285}, author = {Bock, B. D., and Muraki, E. and Pfeiffenberger, W.} } @inbook {1928, title = {Improving the measurement of musical ability through adaptive testing}, year = {1987}, address = {G. Hayes (Ed.), Proceedings of the 29th International ADCIS Conference (pp. 221-228). Bellingham WA: ADCIS.}, author = {Vispoel, W. P.} } @article {2134, title = {Item clusters and computerized adaptive testing: A case for testlets}, journal = {Journal of Educational Measurement}, volume = {24}, year = {1987}, pages = {185-201}, author = {Wainer, H., and Kiely, G. L.} } @article {608, title = {Implications for altering the context in which test items appear: A historical perspective on an immediate concern}, journal = {Review of Educational Research}, volume = {55}, year = {1985}, pages = {387-413}, author = {Leary, L. F. and Dorans, N. J.} } @inbook {1947, title = {Introduction}, year = {1985}, address = {In D. J. Weiss (Ed.), New horizons in testing: Latent trait test theory and computerized adaptive testing (pp. 1-8). New York: Academic Press.}, author = {Weiss, D. J.} } @article {644, title = {Issues in item banking}, journal = {Journal of Educational Measurement}, volume = {1}, year = {1984}, pages = {315-330}, author = {Millman, J. and Arter, J.A.} } @article {2015, title = {Item Location Effects and Their Implications for IRT Equating and Adaptive Testing}, journal = {Applied Psychological Measurement}, volume = {8}, year = {1984}, pages = {147-154}, author = {Kingston, N. M. and Dorans, N. J.} } @booklet {1576, title = {Influence of fallible item parameters on test information during adaptive testing (Tech Rep 83-15).}, year = {1983}, note = {$\#$WE83-15}, address = {San Diego CA: Navy Personnel Research and Development Center.}, author = {Wetzel, C. D. and J. R. McBride} } @article {774, title = {On item response theory and computerized adaptive testing: The coming technical revolution in testing}, journal = {Journal of College Admissions}, volume = {28}, year = {1983}, pages = {9-16}, author = {Wainer, H.,} } @article {2012, title = {Improving Measurement Quality and Efficiency with Adaptive Testing}, journal = {Applied Psychological Measurement}, volume = {6}, year = {1982}, pages = {473-492}, author = {Weiss, D. J.} } @inbook {1903, title = {Item Calibrations for Computerized Adaptive Testing (CAT) Experimental Item Pools Adaptive Testing}, year = {1982}, note = {PDF file, 105 K}, address = {D. J. Weiss (Ed.). Proceedings of the 1982 Computerized Adaptive Testing Conference (pp. 290-294). Minneapolis MN: University of Minnesota, Department of Psychology, Psychometric Methods Program.}, author = {Sympson, J. B. and Hartmann, l.} } @article {2009, title = {Implied Orders Tailored Testing: Simulation with the Stanford-Binet}, journal = {Applied Psychological Measurement}, volume = {4}, year = {1980}, pages = {157-163}, author = {Cudeck, R. and McCormick, D. J. and N. Cliff} } @article {521, title = {Implied orders tailored testing: Simulation with the Stanford-Binet}, journal = {Applied Psychological Measurement}, volume = {4}, year = {1980}, pages = {157-163}, author = {Cudeck, R. and McCormick, D. and Cliff, N. A.} } @inbook {1767, title = {Individualized testing on the basis of the Rasch model}, year = {1980}, address = {In J. Th. Van der Kamp, W. F. Langerak, and D. N. M. de Gruijter (Eds.). Psychometrics for educational debates. New York: Wiley.}, author = {Fischer, G. H. and Pendl, P.} } @booklet {1354, title = {Implied orders as a basis for tailored testing (Technical Report No. 6)}, year = {1978}, note = {$\#$CL78-06}, address = {Los Angeles CA: University of Southern California, Department of Psychology.}, author = {Cliff, N. A. and Cudeck, R. and McCormick, D.} } @inbook {1976, title = {Implementation of a Model Adaptive Testing System at an Armed Forces Entrance and Examination Station}, 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 = {Ree, M. J.} } @inbook {1972, title = {Implementation of Tailored Testing at the Civil Service Commission}, 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 = {McKillip, R. H.} } @booklet {1326, title = {An information comparison of conventional and adaptive tests in the measurement of classroom achievement (Research Report 77-7)}, year = {1977}, address = {Minneapolis: Department of Psychology, Psychometric Methods Program}, author = {Bejar, I. I. and Weiss, D. J. and Gialluca, K. A.} } @book {1656, title = {Incomplete orders and computerized testing}, year = {1976}, note = {{PDF file, 373 KB}}, address = {In C. K. Clark (Ed.), Proceedings of the First Conference on Computerized Adaptive Testing (pp. 18-23). Washington DC: U.S. Government Printing Office.}, author = {Cliff, N. A.} } @inbook {1883, title = {Item parameterization procedures for the future}, year = {1976}, note = {{PDF file, 331 KB}}, address = {C. K. Clark (Ed.), Proceedings of the First Conference on Computerized Adaptive Testing (pp. 107-112.). Washington DC: U.S. Government Printing Office.}, author = {Schmidt, F. L. and Urry, V. W.} } @inbook {1826, title = {Individualized testing and item characteristic curve theory}, year = {1974}, address = {D. H. Krantz, R. C. Atkinson, R. D. Luce, and P. Suppes (Eds.), Contemporary developments in mathematical psychology (Vol. II). San Francisco: Freeman.}, author = {Lord, F. M.,} } @article {674, title = {An interactive computer program for tailored testing based on the one-parameter logistic model}, journal = {Behavior Research Methods and Instrumentation}, volume = {6}, year = {1974}, pages = {208-212}, author = {Reckase, M. D.} } @booklet {1379, title = {Implementation of a Bayesian system for decision analysis in a program of individually prescribed instruction (Research Report No 60)}, year = {1973}, note = {$\#$FE73-01}, address = {Iowa City IA: American College Testing Program}, author = {Ferguson, R. L. and Novick, M. R.} } @conference {1103, title = {An interactive computer program for tailored testing based on the one-parameter logistic model}, booktitle = {Paper presented at the National Conference on the Us of On-Line Computers in Psychology}, year = {1973}, address = {St. Louis MO}, author = {Reckase, M. D.} } @article {538, title = {Individual intelligence testing without the examiner: reliability of an automated method}, journal = {Journal of Consulting and Clinical Psychology}, volume = {38}, year = {1972}, pages = {9-14}, author = {Elwood, D. L. and Griffin, H.R.} } @booklet {1447, title = {Individualized testing and item characteristic curve theory (RB-72-50)}, year = {1972}, address = {Princeton NJ: Educational Testing Service}, author = {Lord, F. M.,} } @booklet {1519, title = {Individualized testing by Bayesian estimation}, year = {1971}, address = {Seattle: University of Washington, Bureau of Testing Project 0171-177}, author = {Urry, V. W.} } @inbook {1793, title = {Individually tailored testing: Discussion}, year = {1970}, note = {$\#$HO70198}, address = {W. H. Holtzman, (Ed.), Computer-assisted instruction, testing, and guidance (pp.198-200). New York: Harper and Row.}, author = {Holtzman, W. H.} } @conference {1254, title = {Individualized assessment of differential abilities}, booktitle = {Paper presented at the 77th annual meeting of the American Psychological Association.}, year = {1969}, author = {Weiss, D. J.} } @inbook {1790, title = {An investigation of computer-based science testing}, year = {1969}, address = {R. C. Atkinson and H. A. Wilson (Eds.), Computer-assisted instruction: A book of readings. New York: Academic Press.}, author = {Hansen, D. N.} } @booklet {1395, title = {An investigation of computer-based science testing}, year = {1968}, note = {$\#$HA68-01 (See published version.)}, address = {Tallahassee FL: Florida State University}, author = {Hansen, D. N. and Schwarz, G.} } @booklet {1399, title = {An investigation of computer-based science testing}, year = {1968}, address = {Tallahassee: Institute of Human Learning, Florida State University}, author = {Hansen, D. N. and Schwarz, G.} }