00576nas a2200109 4500008004200000245016600042210006900208100002400277700002000301700001900321856012600340 In Press d 00aMeasurement efficiency for fixed-precision multidimensional computerized adaptive tests: Comparing health measurement and educational testing using example banks0 aMeasurement efficiency for fixedprecision multidimensional compu1 aPaap, Muirne, C. S.1 aBorn, Sebastian1 aBraeken, Johan uhttp://www.iacat.org/measurement-efficiency-fixed-precision-multidimensional-computerized-adaptive-tests-comparing-health00670nas a2200193 4500008004500000022001400045245007100059210006700130490000700197653002100204653002900225653002500254653003900279653001600318100001400334700002200348700002400370856008200394 2023 Engldsh  a2165-659200aAn Extended Taxonomy of Variants of Computerized Adaptive Testing0 aExtended Taxonomy of Variants of Computerized Adaptive Testing0 v1010aAdaptive Testing10aevidence-centered design10aItem Response Theory10aknowledge-based model construction10amissingness1 aLevy, Roy1 aBehrens, John, T.1 aMislevy, Robert, J. uhttp://www.iacat.org/extended-taxonomy-variants-computerized-adaptive-testing00537nas a2200181 4500008004500000022001400045245004000059210004000099260001200139300000800151490000600159653003300165653003000198653002000228653002700248100002200275856005800297 2022 Engldsh  a2165-659200aImproving Precision of CAT Measures0 aImproving Precision of CAT Measures c10/2022 a1-70 v910a: dichotomously scored items10aoption probability theory10ascoring methods10asubjective probability1 aBarnard, John, J. uhttp://www.iacat.org/improving-precision-cat-measures01445nas a2200157 4500008003900000245010600039210006900145300001200214490000700226520090200233100002301135700002501158700002601183700001501209856006301224 2019 d00aEfficiency of Targeted Multistage Calibration Designs Under Practical Constraints: A Simulation Study0 aEfficiency of Targeted Multistage Calibration Designs Under Prac a121-1460 v563 aAbstract Calibration of an item bank for computer adaptive testing requires substantial resources. In this study, we investigated whether the efficiency of calibration under the Rasch model could be enhanced by improving the match between item difficulty and student ability. We introduced targeted multistage calibration designs, a design type that considers ability-related background variables and performance for assigning students to suitable items. Furthermore, we investigated whether uncertainty about item difficulty could impair the assembling of efficient designs. The results indicated that targeted multistage calibration designs were more efficient than ordinary targeted designs under optimal conditions. Limited knowledge about item difficulty reduced the efficiency of one of the two investigated targeted multistage calibration designs, whereas targeted designs were more robust.1 aBerger, Stéphanie1 aVerschoor, Angela, J1 aEggen, Theo, J. H. M.1 aMoser, Urs uhttps://onlinelibrary.wiley.com/doi/abs/10.1111/jedm.1220301729nas a2200145 4500008003900000245016600039210006900205300001000274490000700284520118400291100002401475700002001499700001901519856004501538 2019 d00aMeasurement Efficiency for Fixed-Precision Multidimensional Computerized Adaptive Tests: Comparing Health Measurement and Educational Testing Using Example Banks0 aMeasurement Efficiency for FixedPrecision Multidimensional Compu a68-830 v433 aIt is currently not entirely clear to what degree the research on multidimensional computerized adaptive testing (CAT) conducted in the field of educational testing can be generalized to fields such as health assessment, where CAT design factors differ considerably from those typically used in educational testing. In this study, the impact of a number of important design factors on CAT performance is systematically evaluated, using realistic example item banks for two main scenarios: health assessment (polytomous items, small to medium item bank sizes, high discrimination parameters) and educational testing (dichotomous items, large item banks, small- to medium-sized discrimination parameters). Measurement efficiency is evaluated for both between-item multidimensional CATs and separate unidimensional CATs for each latent dimension. In this study, we focus on fixed-precision (variable-length) CATs because it is both feasible and desirable in health settings, but so far most research regarding CAT has focused on fixed-length testing. This study shows that the benefits associated with fixed-precision multidimensional CAT hold under a wide variety of circumstances.1 aPaap, Muirne, C. S.1 aBorn, Sebastian1 aBraeken, Johan uhttps://doi.org/10.1177/014662161876571900419nas a2200133 4500008004500000245005400045210005400099300001000153490000600163100001800169700001700187700001700204856006400221 2018 Engldsh 00aAdaptive Item Selection Under Matroid Constraints0 aAdaptive Item Selection Under Matroid Constraints a15-360 v61 aBengs, Daniel1 aBrefeld, Ulf1 aKröhne, Ulf uhttp://www.iacat.org/jcat/index.php/jcat/article/view/64/3200336nas a2200097 4500008004500000245006000045210005900105490000700164100002100171856004600192 2018 Engldsh 00aFrom Simulation to Implementation: Two CAT Case Studies0 aFrom Simulation to Implementation Two CAT Case Studies0 v231 aBarnard, John, J uhttp://pareonline.net/getvn.asp?v=23&n=1400444nas a2200145 4500008004500000245005100045210005100096260001200147300001000159490000600169100002200175700001800197700002300215856006000238 2018 Engldsh 00aImplementing Three CATs Within Eighteen Months0 aImplementing Three CATs Within Eighteen Months c09/2018 a38-550 v61 aSpoden, Christian1 aFrey, Andreas1 aBernhardt, Raphael uhttp://iacat.org/jcat/index.php/jcat/article/view/70/3300949nas a2200169 4500008003900000022001400039245011500053210006900168260000800237300001600245490000700261520040300268100001700671700002400688700002100712856004600733 2018 d a1573-264900aSome recommendations for developing multidimensional computerized adaptive tests for patient-reported outcomes0 aSome recommendations for developing multidimensional computerize cApr a1055–10630 v273 aMultidimensional item response theory and computerized adaptive testing (CAT) are increasingly used in mental health, quality of life (QoL), and patient-reported outcome measurement. Although multidimensional assessment techniques hold promises, they are more challenging in their application than unidimensional ones. The authors comment on minimal standards when developing multidimensional CATs.1 aSmits, Niels1 aPaap, Muirne, C. S.1 aBöhnke, Jan, R. uhttps://doi.org/10.1007/s11136-018-1821-801537nas a2200181 4500008003900000245006700039210006500106300001200171490000700183520099700190100002001187700001801207700002101225700002201246700002201268700002001290856004501310 2017 d00aATS-PD: An Adaptive Testing System for Psychological Disorders0 aATSPD An Adaptive Testing System for Psychological Disorders a792-8150 v773 aThe clinical assessment of mental disorders can be a time-consuming and error-prone procedure, consisting of a sequence of diagnostic hypothesis formulation and testing aimed at restricting the set of plausible diagnoses for the patient. In this article, we propose a novel computerized system for the adaptive testing of psychological disorders. The proposed system combines a mathematical representation of psychological disorders, known as the “formal psychological assessment,” with an algorithm designed for the adaptive assessment of an individual’s knowledge. The assessment algorithm is extended and adapted to the new application domain. Testing the system on a real sample of 4,324 healthy individuals, screened for obsessive-compulsive disorder, we demonstrate the system’s ability to support clinical testing, both by identifying the correct critical areas for each individual and by reducing the number of posed questions with respect to a standard written questionnaire.1 aDonadello, Ivan1 aSpoto, Andrea1 aSambo, Francesco1 aBadaloni, Silvana1 aGranziol, Umberto1 aVidotto, Giulio uhttps://doi.org/10.1177/001316441665218803162nas a2200181 4500008004100000245010600041210006900147260005500216520249300271653000802764653001502772653002702787100002202814700002602836700001602862700001502878856008702893 2017 eng d00aEfficiency of Targeted Multistage Calibration Designs under Practical Constraints: A Simulation Study0 aEfficiency of Targeted Multistage Calibration Designs under Prac aNiigata, JapanbNiigata Seiryo Universityc08/20173 a

Calibration of an item bank for computer adaptive testing requires substantial resources. In this study, we focused on two related research questions. First, we investigated whether the efficiency of item calibration under the Rasch model could be enhanced by calibration designs that optimize the match between item difficulty and student ability (Berger, 1991). Therefore, we introduced targeted multistage calibration designs, a design type that refers to a combination of traditional targeted calibration designs and multistage designs. As such, targeted multistage calibration designs consider ability-related background variables (e.g., grade in school), as well as performance (i.e., outcome of a preceding test stage) for assigning students to suitable items.

Second, we explored how limited a priori knowledge about item difficulty affects the efficiency of both targeted calibration designs and targeted multistage calibration designs. When arranging items within a given calibration design, test developers need to know the item difficulties to locate items optimally within the design. However, usually, no empirical information about item difficulty is available before item calibration. Owing to missing empirical data, test developers might fail to assign all items to the most suitable location within a calibration design.

Both research questions were addressed in a simulation study in which we varied the calibration design, as well as the accuracy of item distribution across the different booklets or modules within each design (i.e., number of misplaced items). The results indicated that targeted multistage calibration designs were more efficient than ordinary targeted designs under optimal conditions. Especially, targeted multistage calibration designs provided more accurate estimates for very easy and 52 IACAT 2017 ABSTRACTS BOOKLET very difficult items. Limited knowledge about item difficulty during test construction impaired the efficiency of all designs. The loss of efficiency was considerably large for one of the two investigated targeted multistage calibration designs, whereas targeted designs were more robust.

References

Berger, M. P. F. (1991). On the efficiency of IRT models when applied to different sampling designs. Applied Psychological Measurement, 15(3), 293–306. doi:10.1177/014662169101500310

Session Video

10aCAT10aEfficiency10aMultistage Calibration1 aBerger, Stephanie1 aVerschoor, Angela, J.1 aEggen, Theo1 aMoser, Urs uhttps://drive.google.com/file/d/1ko2LuiARKqsjL_6aupO4Pj9zgk6p_xhd/view?usp=sharing03003nas a2200157 4500008004100000245007600041210006900117260005500186520243700241653002102678653002302699653002002722100001602742700001602758856007102774 2017 eng d00aGenerating Rationales to Support Formative Feedback in Adaptive Testing0 aGenerating Rationales to Support Formative Feedback in Adaptive  aNiigata, JapanbNiigata Seiryo Universityc08/20173 a

Computer adaptive testing offers many important benefits to support and promote life-long learning. Computers permit testing on-demand thereby allowing students to take the test at any time during instruction; items on computerized tests are scored immediately thereby providing students with instant feedback; computerized tests permit continuous administration thereby allowing students to have more choice about when they write their exams. But despite these important benefits, the advent of computer adaptive testing has also raised formidable challenges, particularly in the area of item development. Educators must have access to large numbers of diverse, high-quality test items to implement computerize adaptive testing because items are continuously administered to students. Hence, hundreds or even thousands of items are needed to develop the test item banks necessary for computer adaptive testing. Unfortunately, educational test items, as they are currently created, are time consuming and expensive to develop because each individual item is written, initially, by a content specialist and, then, reviewed, edited, and revised by groups of content specialists to ensure the items yield reliable and valid information. Hence, item development is one of the most important problems that must be solved before we can migrate to computer adaptive testing to support life-long learning because large numbers of high-quality, content-specific, test items are required.

One promising item development method that may be used to address this challenge is with automatic item generation. Automatic item generation is a relatively new but rapidly evolving research area where cognitive and psychometric modelling practices are used produce hundreds of new test items with the aid of computer technology. The purpose of our presentation is to describe a new methodology for generating both the items and the rationales required to solve each generated item in order to produce the feedback needed to support life-long learning. Our item generation methodology will first be described. To ensure our description is practical, the method will also be demonstrated using generated items from the health sciences to demonstrate how item generation can promote life-long learning for medical educators and practitioners.

 

Session Video

10aAdaptive Testing10aformative feedback10aItem generation1 aGierl, Mark1 aBulut, Okan uhttps://drive.google.com/open?id=1O5KDFtQlDLvhNoDr7X4JO4arpJkIHKUP01710nas a2200133 4500008003900000245008100039210006900120300001200189490000700201520128300208100002001491700001801511856004701529 2017 d00aHeuristic Constraint Management Methods in Multidimensional Adaptive Testing0 aHeuristic Constraint Management Methods in Multidimensional Adap a241-2620 v773 aAlthough multidimensional adaptive testing (MAT) has been proven to be highly advantageous with regard to measurement efficiency when several highly correlated dimensions are measured, there are few operational assessments that use MAT. This may be due to issues of constraint management, which is more complex in MAT than it is in unidimensional adaptive testing. Very few studies have examined the performance of existing constraint management methods (CMMs) in MAT. The present article focuses on the effectiveness of two promising heuristic CMMs in MAT for varying levels of imposed constraints and for various correlations between the measured dimensions. Through a simulation study, the multidimensional maximum priority index (MMPI) and multidimensional weighted penalty model (MWPM), as an extension of the weighted penalty model, are examined with regard to measurement precision and constraint violations. The results show that both CMMs are capable of addressing complex constraints in MAT. However, measurement precision losses were found to differ between the MMPI and MWPM. While the MMPI appears to be more suitable for use in assessment situations involving few to a moderate number of constraints, the MWPM should be used when numerous constraints are involved.1 aBorn, Sebastian1 aFrey, Andreas uhttp://dx.doi.org/10.1177/001316441664374403826nas a2200157 4500008004100000245008500041210006900126260005500195520325800250653000803508653002203516653002303538100001603561700002003577856007103597 2017 eng d00aA Large-Scale Progress Monitoring Application with Computerized Adaptive Testing0 aLargeScale Progress Monitoring Application with Computerized Ada aNiigata, JapanbNiigata Seiryo Universityc08/20173 a

Many conventional assessment tools are available to teachers in schools for monitoring student progress in a formative manner. The outcomes of these assessment tools are essential to teachers’ instructional modifications and schools’ data-driven educational strategies, such as using remedial activities and planning instructional interventions for students with learning difficulties. When measuring student progress toward instructional goals or outcomes, assessments should be not only considerably precise but also sensitive to individual change in learning. Unlike conventional paper-pencil assessments that are usually not appropriate for every student, computerized adaptive tests (CATs) are highly capable of estimating growth consistently with minimum and consistent error. Therefore, CATs can be used as a progress monitoring tool in measuring student growth.

This study focuses on an operational CAT assessment that has been used for measuring student growth in reading during the academic school year. The sample of this study consists of nearly 7 million students from the 1st grade to the 12th grade in the US. The students received a CAT-based reading assessment periodically during the school year. The purpose of these periodical assessments is to measure the growth in students’ reading achievement and identify the students who may need additional instructional support (e.g., academic interventions). Using real data, this study aims to address the following research questions: (1) How many CAT administrations are necessary to make psychometrically sound decisions about the need for instructional changes in the classroom or when to provide academic interventions?; (2) What is the ideal amount of time between CAT administrations to capture student growth for the purpose of producing meaningful decisions from assessment results?

To address these research questions, we first used the Theil-Sen estimator for robustly fitting a regression line to each student’s test scores obtained from a series of CAT administrations. Next, we used the conditional standard error of measurement (cSEM) from the CAT administrations to create an error band around the Theil-Sen slope (i.e., student growth rate). This process resulted in the normative slope values across all the grade levels. The optimal number of CAT administrations was established from grade-level regression results. The amount of time needed for progress monitoring was determined by calculating the amount of time required for a student to show growth beyond the median cSEM value for each grade level. The results showed that the normative slope values were the highest for lower grades and declined steadily as grade level increased. The results also suggested that the CAT-based reading assessment is most useful for grades 1 through 4, since most struggling readers requiring an intervention appear to be within this grade range. Because CAT yielded very similar cSEM values across administrations, the amount of error in the progress monitoring decisions did not seem to depend on the number of CAT administrations.

Session Video

10aCAT10aLarge-Scale tests10aProcess monitoring1 aBulut, Okan1 aCormier, Damien uhttps://drive.google.com/open?id=1uGbCKenRLnqTxImX1fZicR2c7GRV6Udc04519nas a2200181 4500008004100000245010800041210006900149260005500218520381200273653000804085653002404093653002604117100001604143700001204159700001604171700002004187856013004207 2017 eng d00aUsing Computerized Adaptive Testing to Detect Students’ Misconceptions: Exploration of Item Selection0 aUsing Computerized Adaptive Testing to Detect Students Misconcep aNiigata, JapanbNiigata Seiryo Universityc08/20173 a

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

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

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

References

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

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

Session Video

10aCAT10aincorrect answering10aStudent Misconception1 aShen, Yawei1 aBao, Yu1 aWang, Shiyu1 aBradshaw, Laine uhttp://www.iacat.org/using-computerized-adaptive-testing-detect-students%E2%80%99-misconceptions-exploration-item-selection-001269nas a2200301 4500008003900000022001400039245021000053210006900263260000800332300001600340490000700356520033300363100001600696700001300712700001400725700001900739700001600758700001500774700001500789700001500804700002000819700001400839700001400853700001800867700001200885700002400897856004600921 2017 d a1573-264900aThe validation of a computer-adaptive test (CAT) for assessing health-related quality of life in children and adolescents in a clinical sample: study design, methods and first results of the Kids-CAT study0 avalidation of a computeradaptive test CAT for assessing healthre cMay a1105–11170 v263 aRecently, we developed a computer-adaptive test (CAT) for assessing health-related quality of life (HRQoL) in children and adolescents: the Kids-CAT. It measures five generic HRQoL dimensions. The aims of this article were (1) to present the study design and (2) to investigate its psychometric properties in a clinical setting.1 aBarthel, D.1 aOtto, C.1 aNolte, S.1 aMeyrose, A.-K.1 aFischer, F.1 aDevine, J.1 aWalter, O.1 aMierke, A.1 aFischer, K., I.1 aThyen, U.1 aKlein, M.1 aAnkermann, T.1 aRose, M1 aRavens-Sieberer, U. uhttps://doi.org/10.1007/s11136-016-1437-900516nas a2200193 4500008004500000022001400045245004500059210004200104300000900146490000600155653001300161653001500174653001300189653001200202653001100214653001200225100002100237856006400258 2015 Engldsh  a2165-659200aImplementing a CAT: The AMC Experience 0 aImplementing a CAT The AMC Experience a1-120 v310aadaptive10aAssessment10acomputer10amedical10aonline10aTesting1 aBarnard, John, J uhttp://www.iacat.org/jcat/index.php/jcat/article/view/52/2501415nas a2200169 4500008003900000245007000039210006900109300001400178490000700192520091000199100001901109700002101128700001601149700001201165700001401177856005401191 2015 d00aInvestigation of Response Changes in the GRE Revised General Test0 aInvestigation of Response Changes in the GRE Revised General Tes a1002-10200 v753 aResearch on examinees’ 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—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’ 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.1 aLiu, Ou, Lydia1 aBridgeman, Brent1 aGu, Lixiong1 aXu, Jun1 aKong, Nan uhttp://epm.sagepub.com/content/75/6/1002.abstract01510nas a2200145 4500008003900000245008500039210006900124300001200193490000700205520103200212100001901244700002301263700002501286856005301311 2015 d00aNew Item Selection Methods for Cognitive Diagnosis Computerized Adaptive Testing0 aNew Item Selection Methods for Cognitive Diagnosis Computerized  a167-1880 v393 aThis article introduces two new item selection methods, the modified posterior-weighted Kullback–Leibler index (MPWKL) and the generalized deterministic inputs, noisy “and” gate (G-DINA) model discrimination index (GDI), that can be used in cognitive diagnosis computerized adaptive testing. The efficiency of the new methods is compared with the posterior-weighted Kullback–Leibler (PWKL) item selection index using a simulation study in the context of the G-DINA model. The impact of item quality, generating models, and test termination rules on attribute classification accuracy or test length is also investigated. The results of the study show that the MPWKL and GDI perform very similarly, and have higher correct attribute classification rates or shorter mean test lengths compared with the PWKL. In addition, the GDI has the shortest implementation time among the three indices. The proportion of item usage with respect to the required attributes across the different conditions is also tracked and discussed.1 aKaplan, Mehmet1 ade la Torre, Jimmy1 aBarrada, Juan Ramón uhttp://apm.sagepub.com/content/39/3/167.abstract01379nas a2200157 4500008003900000245012700039210006900166300001200235490000700247520082800254100001701082700002701099700001801126700002401144856005301168 2015 d00aStochastic Curtailment in Adaptive Mastery Testing: Improving the Efficiency of Confidence Interval–Based Stopping Rules0 aStochastic Curtailment in Adaptive Mastery Testing Improving the a278-2920 v393 aA well-known stopping rule in adaptive mastery testing is to terminate the assessment once the examinee’s ability confidence interval lies entirely above or below the cut-off score. This article proposes new procedures that seek to improve such a variable-length stopping rule by coupling it with curtailment and stochastic curtailment. Under the new procedures, test termination can occur earlier if the probability is high enough that the current classification decision remains the same should the test continue. Computation of this probability utilizes normality of an asymptotically equivalent version of the maximum likelihood ability estimate. In two simulation sets, the new procedures showed a substantial reduction in average test length while maintaining similar classification accuracy to the original method.1 aSie, Haskell1 aFinkelman, Matthew, D.1 aBartroff, Jay1 aThompson, Nathan, A uhttp://apm.sagepub.com/content/39/4/278.abstract00553nas a2200133 4500008004500000245011300045210006900158260001200227300001000239490000600249100002700255700001700282856012000299 2014 Engldsh 00aA Comparison of Multi-Stage and Linear Test Designs for Medium-Size Licensure and Certification Examinations0 aComparison of MultiStage and Linear Test Designs for MediumSize  c02-2014 a18-360 v21 aBrossman, Bradley., G.1 aGuille, R.A. uhttp://www.iacat.org/content/comparison-multi-stage-and-linear-test-designs-medium-size-licensure-and-certification00689nas a2200193 4500008004500000022001400045245012100059210006900180300001000249490000600259653003100265653002300296653002200319653003200341653002500373653001800398100001500416856006400431 2014 Engldsh  a2165-659200aDetecting Item Preknowledge in Computerized Adaptive Testing Using Information Theory and Combinatorial Optimization0 aDetecting Item Preknowledge in Computerized Adaptive Testing Usi a37-580 v210acombinatorial optimization10ahypothesis testing10aitem preknowledge10aKullback-Leibler divergence10asimulated annealing.10atest security1 aBelov, D I uhttp://www.iacat.org/jcat/index.php/jcat/article/view/36/1800504nas a2200133 4500008003900000245011400039210006900153300001200222490000700234100001900241700001800260700002400278856006800302 2013 d00aA Comparison of Exposure Control Procedures in CAT Systems Based on Different Measurement Models for Testlets0 aComparison of Exposure Control Procedures in CAT Systems Based o a113-1350 v261 aBoyd, Aimee, M1 aDodd, Barbara1 aFitzpatrick, Steven uhttp://www.tandfonline.com/doi/abs/10.1080/08957347.2013.76543402198nas a2200145 4500008003900000245007900039210006900118300001100187490000700198520173800205100001501943700001901958700002301977856005202000 2013 d00aDeriving Stopping Rules for Multidimensional Computerized Adaptive Testing0 aDeriving Stopping Rules for Multidimensional Computerized Adapti a99-1220 v373 a

Multidimensional computerized adaptive testing (MCAT) is able to provide a vector of ability estimates for each examinee, which could be used to provide a more informative profile of an examinee’s performance. The current literature on MCAT focuses on the fixed-length tests, which can generate less accurate results for those examinees whose abilities are quite different from the average difficulty level of the item bank when there are only a limited number of items in the item bank. Therefore, instead of stopping the test with a predetermined fixed test length, the authors use a more informative stopping criterion that is directly related to measurement accuracy. Specifically, this research derives four stopping rules that either quantify the measurement precision of the ability vector (i.e., minimum determinant rule [D-rule], minimum eigenvalue rule [E-rule], and maximum trace rule [T-rule]) or quantify the amount of available information carried by each item (i.e., maximum Kullback–Leibler divergence rule [K-rule]). The simulation results showed that all four stopping rules successfully terminated the test when the mean squared error of ability estimation is within a desired range, regardless of examinees’ true abilities. It was found that when using the D-, E-, or T-rule, examinees with extreme abilities tended to have tests that were twice as long as the tests received by examinees with moderate abilities. However, the test length difference with K-rule is not very dramatic, indicating that K-rule may not be very sensitive to measurement precision. In all cases, the cutoff value for each stopping rule needs to be adjusted on a case-by-case basis to find an optimal solution.

1 aWang, Chun1 aChang, Hua-Hua1 aBoughton, Keith, A uhttp://apm.sagepub.com/content/37/2/99.abstract00556nas a2200133 4500008004500000022001400045245012600059210006900185300000900254490000600263100001500269700001400284856012400298 2012 Engldsh  a2165-659200aTermination Criteria in Computerized Adaptive Tests: Do Variable-Length CATs Provide Efficient and Effective Measurement?0 aTermination Criteria in Computerized Adaptive Tests Do VariableL a1-180 v11 aBabcock, B1 aWeiss, DJ uhttp://www.iacat.org/content/termination-criteria-computerized-adaptive-tests-do-variable-length-cats-provide-efficient01695nas a2200217 4500008004100000020004600041245012100087210006900208250001500277300001100292490000700303520094700310100001701257700001301274700001601287700001001303700001201313700001601325700001801341856011801359 2011 eng d a1541-3144 (Electronic)0194-2638 (Linking)00aContent range and precision of a computer adaptive test of upper extremity function for children with cerebral palsy0 aContent range and precision of a computer adaptive test of upper a2010/10/15 a90-1020 v313 aThis article reports on the content range and measurement precision of an upper extremity (UE) computer adaptive testing (CAT) platform of physical function in children with cerebral palsy. Upper extremity items representing skills of all abilities were administered to 305 parents. These responses were compared with two traditional standardized measures: Pediatric Outcomes Data Collection Instrument and Functional Independence Measure for Children. The UE CAT correlated strongly with the upper extremity component of these measures and had greater precision when describing individual functional ability. The UE item bank has wider range with items populating the lower end of the ability spectrum. This new UE item bank and CAT have the capability to quickly assess children of all ages and abilities with good precision and, most importantly, with items that are meaningful and appropriate for their age and level of physical function.1 aMontpetit, K1 aHaley, S1 aBilodeau, N1 aNi, P1 aTian, F1 aGorton, 3rd1 aMulcahey, M J uhttp://www.iacat.org/content/content-range-and-precision-computer-adaptive-test-upper-extremity-function-children01257nas a2200181 4500008004100000245008300041210006900124260001200193520063300205653000800838653002600846653000900872653003500881653001600916653001400932100002300946856010600969 2011 eng d00aMoving beyond Efficiency to Allow CAT to Provide Better Diagnostic Information0 aMoving beyond Efficiency to Allow CAT to Provide Better Diagnost c10/20113 a
Future CATs will provide better diagnostic information to
–Examinees
–Regulators, Educators, Employers
–Test Developers
This goal will be accomplished by
–Smart CATs which collect additional information during the test
–Psychomagic
The time is now for Reporting
10aCAT10adianostic information10aMIRT10aMultiple unidimensional scales10apsychomagic10asmart CAT1 aBontempo, Brian, D uhttp://www.iacat.org/content/moving-beyond-efficiency-allow-cat-provide-better-diagnostic-information01445nas a2200133 4500008003900000245012700039210006900166300001400235490000700249520096400256100001701220700002001237856005401257 2011 d00aPolytomous Adaptive Classification Testing: Effects of Item Pool Size, Test Termination Criterion, and Number of Cutscores0 aPolytomous Adaptive Classification Testing Effects of Item Pool  a1006-10220 v713 a

Computer-adaptive classification tests focus on classifying respondents in different proficiency groups (e.g., for pass/fail decisions). To date, adaptive classification testing has been dominated by research on dichotomous response formats and classifications in two groups. This article extends this line of research to polytomous classification tests for two- and three-group scenarios (e.g., inferior, mediocre, and superior proficiencies). Results of two simulation experiments with generated and real responses (N = 2,000) to established personality scales of different length (12, 20, or 29 items) demonstrate that adaptive item presentations significantly reduce the number of items required to make such classification decisions while maintaining a consistent classification accuracy. Furthermore, the simulations highlight the importance of the selected test termination criterion, which has a significant impact on the average test length.

1 aGnambs, Timo1 aBatinic, Bernad uhttp://epm.sagepub.com/content/71/6/1006.abstract01352nas a2200133 4500008003900000245008000039210006900119300001200188490000700200520091200207100001901119700002301138856005701161 2011 d00aUsing Item Response Theory and Adaptive Testing in Online Career Assessment0 aUsing Item Response Theory and Adaptive Testing in Online Career a274-2860 v193 a

The present article describes the potential utility of item response theory (IRT) and adaptive testing for scale evaluation and for web-based career assessment. The article describes the principles of both IRT and adaptive testing and then illustrates these with reference to data analyses and simulation studies of the Career Confidence Inventory (CCI). The kinds of information provided by IRT are shown to give a more precise look at scale quality across the trait continuum and also to permit the use of adaptive testing, where the items administered are tailored to the individual being tested. Such tailoring can significantly reduce testing time while maintaining high quality of measurement. This efficiency is especially useful when multiscale inventories and/or a large number of scales are to be administered. Readers are encouraged to consider using these advances in career assessment.

1 aBetz, Nancy, E1 aTurner, Brandon, M uhttp://jca.sagepub.com/cgi/content/abstract/19/3/27400444nas a2200121 4500008004100000245006700041210006700108300001200175100001800187700001300205700001400218856009000232 2010 eng d00aAssembling an Inventory of Multistage Adaptive Testing Systems0 aAssembling an Inventory of Multistage Adaptive Testing Systems a247-2661 aBreithaupt, K1 aAriel, A1 aHare, D R uhttp://www.iacat.org/content/assembling-inventory-multistage-adaptive-testing-systems00474nas a2200121 4500008004100000245008000041210006900121300001200190100001700202700001800219700001300237856010200250 2010 eng d00aDesigning and Implementing a Multistage Adaptive Test: The Uniform CPA Exam0 aDesigning and Implementing a Multistage Adaptive Test The Unifor a167-1901 aMelican, G J1 aBreithaupt, K1 aZhang, Y uhttp://www.iacat.org/content/designing-and-implementing-multistage-adaptive-test-uniform-cpa-exam03049nas a2200241 4500008004100000020004100041245017000082210007100252250001500323300001000338490000700348520214300355653001402498653006602512653001102578653001302589100001402602700001202616700001402628700001502642700001702657856013302674 2010 spa d a0214-9915 (Print)0214-9915 (Linking)00aDeterioro de parámetros de los ítems en tests adaptativos informatizados: estudio con eCAT [Item parameter drift in computerized adaptive testing: Study with eCAT]0 aDeterioro de parámetros de los ítems en tests adaptativos inform a2010/04/29 a340-70 v223 a

En el presente trabajo se muestra el análisis realizado sobre un Test Adaptativo Informatizado (TAI) diseñado para la evaluación del nivel de inglés, denominado eCAT, con el objetivo de estudiar el deterioro de parámetros (parameter drift) producido desde la calibración inicial del banco de ítems. Se ha comparado la calibración original desarrollada para la puesta en servicio del TAI (N= 3224) y la calibración actual obtenida con las aplicaciones reales del TAI (N= 7254). Se ha analizado el Funcionamiento Diferencial de los Ítems (FDI) en función de los parámetros utilizados y se ha simulado el impacto que sobre el nivel de rasgo estimado tiene la variación en los parámetros. Los resultados muestran que se produce especialmente un deterioro de los parámetros a y c, que hay unimportante número de ítems del banco para los que existe FDI y que la variación de los parámetros produce un impacto moderado en la estimación de θ de los evaluados con nivel de inglés alto. Se concluye que los parámetros de los ítems se han deteriorado y deben ser actualizados.Item parameter drift in computerized adaptive testing: Study with eCAT. This study describes the parameter drift analysis conducted on eCAT (a Computerized Adaptive Test to assess the written English level of Spanish speakers). The original calibration of the item bank (N = 3224) was compared to a new calibration obtained from the data provided by most eCAT operative administrations (N =7254). A Differential Item Functioning (DIF) study was conducted between the original and the new calibrations. The impact that the new parameters have on the trait level estimates was obtained by simulation. Results show that parameter drift is found especially for a and c parameters, an important number of bank items show DIF, and the parameter change has a moderate impact on high-level-English θ estimates. It is then recommended to replace the original estimates by the new set. by the new set.

10a*Software10aEducational Measurement/*methods/*statistics & numerical data10aHumans10aLanguage1 aAbad, F J1 aOlea, J1 aAguado, D1 aPonsoda, V1 aBarrada, J R uhttp://www.iacat.org/content/deterioro-de-par%C3%A1metros-de-los-%C3%ADtems-en-tests-adaptativos-informatizados-estudio-con-ecat03103nas a2200445 4500008004100000020004100041245012000082210006900202250001500271260001000286300001100296490000700307520175400314653003802068653002102106653001002127653000902137653002202146653002802168653003302196653001102229653001102240653000902251653001602260653001802276653001902294653003102313653003102344653001602375100001602391700001002407700001402417700001502431700001402446700001502460700001802475700002402493700001802517856012202535 2010 eng d a0161-8105 (Print)0161-8105 (Linking)00aDevelopment and validation of patient-reported outcome measures for sleep disturbance and sleep-related impairments0 aDevelopment and validation of patientreported outcome measures f a2010/06/17 cJun 1 a781-920 v333 aSTUDY OBJECTIVES: To develop an archive of self-report questions assessing sleep disturbance and sleep-related impairments (SRI), to develop item banks from this archive, and to validate and calibrate the item banks using classic validation techniques and item response theory analyses in a sample of clinical and community participants. DESIGN: Cross-sectional self-report study. SETTING: Academic medical center and participant homes. PARTICIPANTS: One thousand nine hundred ninety-three adults recruited from an Internet polling sample and 259 adults recruited from medical, psychiatric, and sleep clinics. INTERVENTIONS: None. MEASUREMENTS AND RESULTS: This study was part of PROMIS (Patient-Reported Outcomes Information System), a National Institutes of Health Roadmap initiative. Self-report item banks were developed through an iterative process of literature searches, collecting and sorting items, expert content review, qualitative patient research, and pilot testing. Internal consistency, convergent validity, and exploratory and confirmatory factor analysis were examined in the resulting item banks. Factor analyses identified 2 preliminary item banks, sleep disturbance and SRI. Item response theory analyses and expert content review narrowed the item banks to 27 and 16 items, respectively. Validity of the item banks was supported by moderate to high correlations with existing scales and by significant differences in sleep disturbance and SRI scores between participants with and without sleep disorders. CONCLUSIONS: The PROMIS sleep disturbance and SRI item banks have excellent measurement properties and may prove to be useful for assessing general aspects of sleep and SRI with various groups of patients and interventions.10a*Outcome Assessment (Health Care)10a*Self Disclosure10aAdult10aAged10aAged, 80 and over10aCross-Sectional Studies10aFactor Analysis, Statistical10aFemale10aHumans10aMale10aMiddle Aged10aPsychometrics10aQuestionnaires10aReproducibility of Results10aSleep Disorders/*diagnosis10aYoung Adult1 aBuysse, D J1 aYu, L1 aMoul, D E1 aGermain, A1 aStover, A1 aDodds, N E1 aJohnston, K L1 aShablesky-Cade, M A1 aPilkonis, P A uhttp://www.iacat.org/content/development-and-validation-patient-reported-outcome-measures-sleep-disturbance-and-sleep01124nas a2200157 4500008004100000020004100041245013100082210006900213250001500282300001100297490000700308520049700315100001500812700001400827856012500841 2010 eng d a1529-7713 (Print)1529-7713 (Linking)00aFeatures of the sampling distribution of the ability estimate in computerized adaptive testing according to two stopping rules0 aFeatures of the sampling distribution of the ability estimate in a2010/12/18 a424-310 v113 aWhether paper and pencil or computerized adaptive, tests are usually described by a set of rules managing how they are administered: which item will be first, which should follow any given item, when to administer the last one. This article focus on the latter and looks at the effect of two stopping rules on the estimated sampling distribution of the ability estimate in a CAT: the number of items administered and the a priori determined size of the standard error of the ability estimate.1 aBlais, J G1 aRaiche, G uhttp://www.iacat.org/content/features-sampling-distribution-ability-estimate-computerized-adaptive-testing-according-two01871nas a2200157 4500008003900000245008900039210006900128300001200197490000700209520135600216100002501572700001601597700002101613700002601634856005301660 2010 d00aA Method for the Comparison of Item Selection Rules in Computerized Adaptive Testing0 aMethod for the Comparison of Item Selection Rules in Computerize a438-4520 v343 a

In a typical study comparing the relative efficiency of two item selection rules in computerized adaptive testing, the common result is that they simultaneously differ in accuracy and security, making it difficult to reach a conclusion on which is the more appropriate rule. This study proposes a strategy to conduct a global comparison of two or more selection rules. A plot showing the performance of each selection rule for several maximum exposure rates is obtained and the whole plot is compared with other rule plots. The strategy was applied in a simulation study with fixed-length CATs for the comparison of six item selection rules: the point Fisher information, Fisher information weighted by likelihood, Kullback-Leibler weighted by likelihood, maximum information stratification with blocking, progressive and proportional methods. Our results show that there is no optimal rule for any overlap value or root mean square error (RMSE). The fact that a rule, for a given level of overlap, has lower RMSE than another does not imply that this pattern holds for another overlap rate. A fair comparison of the rules requires extensive manipulation of the maximum exposure rates. The best methods were the Kullback-Leibler weighted by likelihood, the proportional method, and the maximum information stratification method with blocking.

1 aBarrada, Juan Ramón1 aOlea, Julio1 aPonsoda, Vicente1 aAbad, Francisco José uhttp://apm.sagepub.com/content/34/6/438.abstract02926nas a2200145 4500008004100000245009900041210006900140300001100209490000700220520238700227100001202614700001402626700001702640856012302657 2010 eng d00aTests informatizados y otros nuevos tipos de tests [Computerized and other new types of tests]0 aTests informatizados y otros nuevos tipos de tests Computerized  a94-1070 v313 aRecientemente se ha producido un considerable desarrollo de los tests adaptativos informatizados, en los que el test se adapta progresivamente al rendimiento del evaluando, y de otros tipos de tests: a) los test basados en modelos (se dispone de un modelo o teoría de cómo se responde a cada ítem, lo que permite predecir su dificultad), b) los tests ipsativos (el evaluado ha de elegir entre opciones que tienen parecida deseabilidad social, por lo que pueden resultar eficaces para controlar algunos sesgos de respuestas), c) los tests conductuales (miden rasgos que ordinariamente se han venido midiendo con autoinformes, mediante tareas que requieren respuestas no verbales) y d) los tests situacionales (en los que se presenta al evaluado una situación de conflicto laboral, por ejemplo, con varias posibles soluciones, y ha de elegir la que le parece la mejor descripción de lo que el haría en esa situación). El artículo comenta las características, ventajas e inconvenientes de todos ellos y muestra algunos ejemplos de tests concretos. Palabras clave: Test adaptativo informatizado, Test situacional, Test comportamental, Test ipsativo y generación automática de ítems.The paper provides a short description of some test types that are earning considerable interest in both research and applied areas. The main feature of a computerized adaptive test is that in despite of the examinees receiving different sets of items, their test scores are in the same metric and can be directly compared. Four other test types are considered: a) model-based tests (a model or theory is available to explain the item response process and this makes the prediction of item difficulties possible), b) ipsative tests (the examinee has to select one among two or more options with similar social desirability; so, these tests can help to control faking or other examinee’s response biases), c) behavioral tests (personality traits are measured from non-verbal responses rather than from self-reports), and d) situational tests (the examinee faces a conflictive situation and has to select the option that best describes what he or she will do). The paper evaluates these types of tests, comments on their pros and cons and provides some specific examples. Key words: Computerized adaptive test, Situational test, Behavioral test, Ipsative test and y automatic item generation.1 aOlea, J1 aAbad, F J1 aBarrada, J R uhttp://www.iacat.org/content/tests-informatizados-y-otros-nuevos-tipos-de-tests-computerized-and-other-new-types-tests01857nas a2200181 4500008004100000020001400041245011000055210006900165300001200234490000700246520122300253100001601476700001601492700001601508700001201524700001301536856012601549 2010 eng d a1529-771300aThe use of PROMIS and assessment center to deliver patient-reported outcome measures in clinical research0 ause of PROMIS and assessment center to deliver patientreported o a304-3140 v113 aThe Patient-Reported Outcomes Measurement Information System (PROMIS) was developed as one of the first projects funded by the NIH Roadmap for Medical Research Initiative to re-engineer the clinical research enterprise. The primary goal of PROMIS is to build item banks and short forms that measure key health outcome domains that are manifested in a variety of chronic diseases which could be used as a "common currency" across research projects. To date, item banks, short forms and computerized adaptive tests (CAT) have been developed for 13 domains with relevance to pediatric and adult subjects. To enable easy delivery of these new instruments, PROMIS built a web-based resource (Assessment Center) for administering CATs and other self-report data, tracking item and instrument development, monitoring accrual, managing data, and storing statistical analysis results. Assessment Center can also be used to deliver custom researcher developed content, and has numerous features that support both simple and complicated accrual designs (branching, multiple arms, multiple time points, etc.). This paper provides an overview of the development of the PROMIS item banks and details Assessment Center functionality.1 aGershon, RC1 aRothrock, N1 aHanrahan, R1 aBass, M1 aCella, D uhttp://www.iacat.org/content/use-promis-and-assessment-center-deliver-patient-reported-outcome-measures-clinical-research00636nas a2200145 4500008004100000245010000041210006900141260009700210100001300307700001300320700001300333700001400346700001700360856011300377 2009 eng d00aApplications of CAT in admissions to higher education in Israel: Twenty-two years of experience0 aApplications of CAT in admissions to higher education in Israel  aD. J. Weiss (Ed.), Proceedings of the 2009 GMAC Conference on Computerized Adaptive Testing.1 aGafni, N1 aCohen, Y1 aRoded, K1 aBaumer, M1 aMoshinsky, A uhttp://www.iacat.org/content/applications-cat-admissions-higher-education-israel-twenty-two-years-experience00568nas a2200121 4500008004100000245008900041210006900130260009800199100001400297700001300311700001300324856010900337 2009 eng d00aAssessing the equivalence of Internet-based vs. paper-and-pencil psychometric tests.0 aAssessing the equivalence of Internetbased vs paperandpencil psy a D. J. Weiss (Ed.), Proceedings of the 2009 GMAC Conference on Computerized Adaptive Testing.1 aBaumer, M1 aRoded, K1 aGafni, N uhttp://www.iacat.org/content/assessing-equivalence-internet-based-vs-paper-and-pencil-psychometric-tests00492nas a2200121 4500008004100000245008500041210006900126260001800195100001700213700001600230700001600246856010800262 2009 eng d00aComparing methods to recalibrate drifting items in computerized adaptive testing0 aComparing methods to recalibrate drifting items in computerized  aSan Diego, CA1 aMasters, J S1 aMuckle, T J1 aBontempo, B uhttp://www.iacat.org/content/comparing-methods-recalibrate-drifting-items-computerized-adaptive-testing02949nas a2200205 4500008004100000020004100041245009800082210006900180250001500249260000800264300001200272490000700284520217900291653004302470653006402513100001702577700001402594700001802608856011702626 2009 eng d a0214-9915 (Print)0214-9915 (Linking)00aComparison of methods for controlling maximum exposure rates in computerized adaptive testing0 aComparison of methods for controlling maximum exposure rates in  a2009/05/01 cMay a313-3200 v213 aThis paper has two objectives: (a) to provide a clear description of three methods for controlling the maximum exposure rate in computerized adaptive testing —the Symson-Hetter method, the restricted method, and the item-eligibility method— showing how all three can be interpreted as methods for constructing the variable sub-bank of items from which each examinee receives the items in his or her test; (b) to indicate the theoretical and empirical limitations of each method and to compare their performance. With the three methods, we obtained basically indistinguishable results in overlap rate and RMSE (differences in the third decimal place). The restricted method is the best method for controlling exposure rate, followed by the item-eligibility method. The worst method is the Sympson-Hetter method. The restricted method presents problems of sequential overlap rate. Our advice is to use the item-eligibility method, as it saves time and satisfies the goals of restricting maximum exposure. Comparación de métodos para el control de tasa máxima en tests adaptativos informatizados. Este artículo tiene dos objetivos: (a) ofrecer una descripción clara de tres métodos para el control de la tasa máxima en tests adaptativos informatizados, el método Symson-Hetter, el método restringido y el métodode elegibilidad del ítem, mostrando cómo todos ellos pueden interpretarse como métodos para la construcción del subbanco de ítems variable, del cual cada examinado recibe los ítems de su test; (b) señalar las limitaciones teóricas y empíricas de cada método y comparar sus resultados. Se obtienen resultados básicamente indistinguibles en tasa de solapamiento y RMSE con los tres métodos (diferencias en la tercera posición decimal). El método restringido es el mejor en el control de la tasa de exposición,seguido por el método de elegibilidad del ítem. El peor es el método Sympson-Hetter. El método restringido presenta un problema de solapamiento secuencial. Nuestra recomendación sería utilizar el método de elegibilidad del ítem, puesto que ahorra tiempo y satisface los objetivos de limitar la tasa máxima de exposición.10a*Numerical Analysis, Computer-Assisted10aPsychological Tests/*standards/*statistics & numerical data1 aBarrada, J R1 aAbad, F J1 aVeldkamp, B P uhttp://www.iacat.org/content/comparison-methods-controlling-maximum-exposure-rates-computerized-adaptive-testing01452nas a2200205 4500008004100000020004100041245016200082210006900244250001500313300001100328490000700339520065200346653002500998653001501023653003701038653002401075100001401099700001501113856011801128 2009 eng d a1529-7713 (Print)1529-7713 (Linking)00aConsiderations about expected a posteriori estimation in adaptive testing: adaptive a priori, adaptive correction for bias, and adaptive integration interval0 aConsiderations about expected a posteriori estimation in adaptiv a2009/07/01 a138-560 v103 aIn a computerized adaptive test, we would like to obtain an acceptable precision of the proficiency level estimate using an optimal number of items. Unfortunately, decreasing the number of items is accompanied by a certain degree of bias when the true proficiency level differs significantly from the a priori estimate. The authors suggest that it is possible to reduced the bias, and even the standard error of the estimate, by applying to each provisional estimation one or a combination of the following strategies: adaptive correction for bias proposed by Bock and Mislevy (1982), adaptive a priori estimate, and adaptive integration interval.10a*Bias (Epidemiology)10a*Computers10aData Interpretation, Statistical10aModels, Statistical1 aRaiche, G1 aBlais, J G uhttp://www.iacat.org/content/considerations-about-expected-posteriori-estimation-adaptive-testing-adaptive-priori01893nas a2200157 4500008004100000245007800041210006900119260009700188520126000285100001801545700001801563700002001581700001701601700001601618856010101634 2009 eng d00aCriterion-related validity of an innovative CAT-based personality measure0 aCriterionrelated validity of an innovative CATbased personality  aD. J. Weiss (Ed.), Proceedings of the 2009 GMAC Conference on Computerized Adaptive Testing.3 aThis paper describes development and initial criterion-related validation of the PreVisor Computer Adaptive Personality Scales (PCAPS), a computerized adaptive testing-based personality measure that uses an ideal point IRT model based on forced-choice, paired-comparison responses. Based on results from a large consortium study, a composite of six PCAPS scales identified as relevant to the population of interest (first-line supervisors) had an estimated operational validity against an overall job performance criterion of ρ = .25. Uncorrected and corrected criterion-related validity results for each of the six PCAPS scales making up the composite are also reported. Because the PCAPS algorithm computes intermediate scale scores until a stopping rule is triggered, we were able to graph number of statement-pairs presented against criterion-related validities. Results showed generally monotonically increasing functions. However, asymptotic validity levels, or at least a reduction in the rate of increase in slope, were often reached after 5-7 statement-pairs were presented. In the case of the composite measure, there was some evidence that validities decreased after about six statement-pairs. A possible explanation for this is provided.1 aSchneider, RJ1 aMcLellan, R A1 aKantrowitz, T M1 aHouston, J S1 aBorman, W C uhttp://www.iacat.org/content/criterion-related-validity-innovative-cat-based-personality-measure02749nas a2200409 4500008004100000020004600041245009400087210006900181250001500250260000800265300001200273490000700285520144500292653001501737653002001752653003101772653003001803653002001833653001901853653002601872653001101898653001101909653000901920653001601929653002601945653003701971653003002008653004402038653001802082653002002100653002802120100002002148700002302168700001602191700001702207856011502224 2009 eng d a1528-8447 (Electronic)1526-5900 (Linking)00aDevelopment and preliminary testing of a computerized adaptive assessment of chronic pain0 aDevelopment and preliminary testing of a computerized adaptive a a2009/07/15 cSep a932-9430 v103 aThe aim of this article is to report the development and preliminary testing of a prototype computerized adaptive test of chronic pain (CHRONIC PAIN-CAT) conducted in 2 stages: (1) evaluation of various item selection and stopping rules through real data-simulated administrations of CHRONIC PAIN-CAT; (2) a feasibility study of the actual prototype CHRONIC PAIN-CAT assessment system conducted in a pilot sample. Item calibrations developed from a US general population sample (N = 782) were used to program a pain severity and impact item bank (kappa = 45), and real data simulations were conducted to determine a CAT stopping rule. The CHRONIC PAIN-CAT was programmed on a tablet PC using QualityMetric's Dynamic Health Assessment (DYHNA) software and administered to a clinical sample of pain sufferers (n = 100). The CAT was completed in significantly less time than the static (full item bank) assessment (P < .001). On average, 5.6 items were dynamically administered by CAT to achieve a precise score. Scores estimated from the 2 assessments were highly correlated (r = .89), and both assessments discriminated across pain severity levels (P < .001, RV = .95). Patients' evaluations of the CHRONIC PAIN-CAT were favorable. PERSPECTIVE: This report demonstrates that the CHRONIC PAIN-CAT is feasible for administration in a clinic. The application has the potential to improve pain assessment and help clinicians manage chronic pain.10a*Computers10a*Questionnaires10aActivities of Daily Living10aAdaptation, Psychological10aChronic Disease10aCohort Studies10aDisability Evaluation10aFemale10aHumans10aMale10aMiddle Aged10aModels, Psychological10aOutcome Assessment (Health Care)10aPain Measurement/*methods10aPain, Intractable/*diagnosis/psychology10aPsychometrics10aQuality of Life10aUser-Computer Interface1 aAnatchkova, M D1 aSaris-Baglama, R N1 aKosinski, M1 aBjorner, J B uhttp://www.iacat.org/content/development-and-preliminary-testing-computerized-adaptive-assessment-chronic-pain02881nas a2200493 4500008004100000020004100041245014100082210006900223250001500292260000800307300001100315490000700326520125100333653003001584653001001614653000901624653004601633653003301679653001101712653003101723653001101754653000901765653003301774653001601807653002401823653004601847653005501893653005501948653004602003653001902049653003102068653001402099100001602113700001502129700001302144700001402157700001502171700001702186700001502203700001702218700001502235700001302250856012402263 2009 eng d a0090-5550 (Print)0090-5550 (Linking)00aDevelopment of an item bank for the assessment of depression in persons with mental illnesses and physical diseases using Rasch analysis0 aDevelopment of an item bank for the assessment of depression in  a2009/05/28 cMay a186-970 v543 aOBJECTIVE: The calibration of item banks provides the basis for computerized adaptive testing that ensures high diagnostic precision and minimizes participants' test burden. The present study aimed at developing a new item bank that allows for assessing depression in persons with mental and persons with somatic diseases. METHOD: The sample consisted of 161 participants treated for a depressive syndrome, and 206 participants with somatic illnesses (103 cardiologic, 103 otorhinolaryngologic; overall mean age = 44.1 years, SD =14.0; 44.7% women) to allow for validation of the item bank in both groups. Persons answered a pool of 182 depression items on a 5-point Likert scale. RESULTS: Evaluation of Rasch model fit (infit < 1.3), differential item functioning, dimensionality, local independence, item spread, item and person separation (>2.0), and reliability (>.80) resulted in a bank of 79 items with good psychometric properties. CONCLUSIONS: The bank provides items with a wide range of content coverage and may serve as a sound basis for computerized adaptive testing applications. It might also be useful for researchers who wish to develop new fixed-length scales for the assessment of depression in specific rehabilitation settings.10aAdaptation, Psychological10aAdult10aAged10aDepressive Disorder/*diagnosis/psychology10aDiagnosis, Computer-Assisted10aFemale10aHeart Diseases/*psychology10aHumans10aMale10aMental Disorders/*psychology10aMiddle Aged10aModels, Statistical10aOtorhinolaryngologic Diseases/*psychology10aPersonality Assessment/statistics & numerical data10aPersonality Inventory/*statistics & numerical data10aPsychometrics/statistics & numerical data10aQuestionnaires10aReproducibility of Results10aSick Role1 aForkmann, T1 aBoecker, M1 aNorra, C1 aEberle, N1 aKircher, T1 aSchauerte, P1 aMischke, K1 aWesthofen, M1 aGauggel, S1 aWirtz, M uhttp://www.iacat.org/content/development-item-bank-assessment-depression-persons-mental-illnesses-and-physical-diseases00480nas a2200121 4500008004100000245008700041210006900128300001200197490000700209100001500216700001900231856010800250 2009 eng d00a Direct and inverse problems of item pool design for computerized adaptive testing0 aDirect and inverse problems of item pool design for computerized a533-5470 v691 aBelov, D I1 aArmstrong, R D uhttp://www.iacat.org/content/direct-and-inverse-problems-item-pool-design-computerized-adaptive-testing01210nas a2200133 4500008003900000245008600039210006900125300001200194490000700206520076400213100002100977700002500998856005301023 2009 d00aDirect and Inverse Problems of Item Pool Design for Computerized Adaptive Testing0 aDirect and Inverse Problems of Item Pool Design for Computerized a533-5470 v693 a

The recent literature on computerized adaptive testing (CAT) has developed methods for creating CAT item pools from a large master pool. Each CAT pool is designed as a set of nonoverlapping forms reflecting the skill levels of an assumed population of test takers. This article presents a Monte Carlo method to obtain these CAT pools and discusses its advantages over existing methods. Also, a new problem is considered that finds a population ability density function best matching the master pool. An analysis of the solution to this new problem provides testing organizations with effective guidance for maintaining their master pools. Computer experiments with a pool of Law School Admission Test items and its assembly constraints are presented.

1 aBelov, Dmitry, I1 aArmstrong, Ronald, D uhttp://epm.sagepub.com/content/69/4/533.abstract02370nas a2200217 4500008004100000020002200041245010800063210006900171250001500240260001000255300001200265490000700277520166400284100001401948700001401962700001601976700001201992700001702004700001502021856011602036 2009 Eng d a1049-8931 (Print)00aEvaluation of a computer-adaptive test for the assessment of depression (D-CAT) in clinical application0 aEvaluation of a computeradaptive test for the assessment of depr a2009/02/06 cFeb 4 a233-2360 v183 aIn the past, a German Computerized Adaptive Test, based on Item Response Theory (IRT), was developed for purposes of assessing the construct depression [Computer-adaptive test for depression (D-CAT)]. This study aims at testing the feasibility and validity of the real computer-adaptive application.The D-CAT, supplied by a bank of 64 items, was administered on personal digital assistants (PDAs) to 423 consecutive patients suffering from psychosomatic and other medical conditions (78 with depression). Items were adaptively administered until a predetermined reliability (r >/= 0.90) was attained. For validation purposes, the Hospital Anxiety and Depression Scale (HADS), the Centre for Epidemiological Studies Depression (CES-D) scale, and the Beck Depression Inventory (BDI) were administered. Another sample of 114 patients was evaluated using standardized diagnostic interviews [Composite International Diagnostic Interview (CIDI)].The D-CAT was quickly completed (mean 74 seconds), well accepted by the patients and reliable after an average administration of only six items. In 95% of the cases, 10 items or less were needed for a reliable score estimate. Correlations between the D-CAT and the HADS, CES-D, and BDI ranged between r = 0.68 and r = 0.77. The D-CAT distinguished between diagnostic groups as well as established questionnaires do.The D-CAT proved an efficient, well accepted and reliable tool. Discriminative power was comparable to other depression measures, whereby the CAT is shorter and more precise. Item usage raises questions of balancing the item selection for content in the future. Copyright (c) 2009 John Wiley & Sons, Ltd.1 aFliege, H1 aBecker, J1 aWalter, O B1 aRose, M1 aBjorner, J B1 aKlapp, B F uhttp://www.iacat.org/content/evaluation-computer-adaptive-test-assessment-depression-d-cat-clinical-application02751nas a2200433 4500008004100000020004600041245012800087210006900215250001500284300001200299490000700311520139300318653003401711653001501745653001001760653000901770653002201779653002501801653001101826653001101837653000901848653001601857653001501873653003801888653001901926653003101945653002801976653004802004653002202052100002002074700001202094700001402106700001602120700001402136700001702150700001502167700001502182856012002197 2009 eng d a1878-5921 (Electronic)0895-4356 (Linking)00aAn evaluation of patient-reported outcomes found computerized adaptive testing was efficient in assessing stress perception0 aevaluation of patientreported outcomes found computerized adapti a2008/07/22 a278-2870 v623 aOBJECTIVES: This study aimed to develop and evaluate a first computerized adaptive test (CAT) for the measurement of stress perception (Stress-CAT), in terms of the two dimensions: exposure to stress and stress reaction. STUDY DESIGN AND SETTING: Item response theory modeling was performed using a two-parameter model (Generalized Partial Credit Model). The evaluation of the Stress-CAT comprised a simulation study and real clinical application. A total of 1,092 psychosomatic patients (N1) were studied. Two hundred simulees (N2) were generated for a simulated response data set. Then the Stress-CAT was given to n=116 inpatients, (N3) together with established stress questionnaires as validity criteria. RESULTS: The final banks included n=38 stress exposure items and n=31 stress reaction items. In the first simulation study, CAT scores could be estimated with a high measurement precision (SE<0.32; rho>0.90) using 7.0+/-2.3 (M+/-SD) stress reaction items and 11.6+/-1.7 stress exposure items. The second simulation study reanalyzed real patients data (N1) and showed an average use of items of 5.6+/-2.1 for the dimension stress reaction and 10.0+/-4.9 for the dimension stress exposure. Convergent validity showed significantly high correlations. CONCLUSIONS: The Stress-CAT is short and precise, potentially lowering the response burden of patients in clinical decision making.10a*Diagnosis, Computer-Assisted10aAdolescent10aAdult10aAged10aAged, 80 and over10aConfidence Intervals10aFemale10aHumans10aMale10aMiddle Aged10aPerception10aQuality of Health Care/*standards10aQuestionnaires10aReproducibility of Results10aSickness Impact Profile10aStress, Psychological/*diagnosis/psychology10aTreatment Outcome1 aKocalevent, R D1 aRose, M1 aBecker, J1 aWalter, O B1 aFliege, H1 aBjorner, J B1 aKleiber, D1 aKlapp, B F uhttp://www.iacat.org/content/evaluation-patient-reported-outcomes-found-computerized-adaptive-testing-was-efficient00516nas a2200145 4500008004100000245008100041210006900122300000900191490000600200100001700206700001200223700001500235700001400250856010600264 2009 eng d00aItem selection rules in computerized adaptive testing: Accuracy and security0 aItem selection rules in computerized adaptive testing Accuracy a a7-170 v51 aBarrada, J R1 aOlea, J1 aPonsoda, V1 aAbad, F J uhttp://www.iacat.org/content/item-selection-rules-computerized-adaptive-testing-accuracy-and-security00578nas a2200133 4500008004100000245007700041210006900118260011100187100001000298700001400308700001400322700001100336856009700347 2009 eng d00aLimiting item exposure for target difficulty ranges in a high-stakes CAT0 aLimiting item exposure for target difficulty ranges in a highsta aD. J. Weiss (Ed.), Proceedings of the 2009 GMAC Conference on Computerized Adaptive Testing. {PDF File, 1.1 aLi, X1 aBecker, K1 aGorham, J1 aWoo, A uhttp://www.iacat.org/content/limiting-item-exposure-target-difficulty-ranges-high-stakes-cat01919nas a2200169 4500008004100000020002200041245011800063210006900181250001500250260000800265300001100273490000700284520130600291100001201597700001401609856012601623 2009 eng d a0962-9343 (Print)00aLogistics of collecting patient-reported outcomes (PROs) in clinical practice: an overview and practical examples0 aLogistics of collecting patientreported outcomes PROs in clinica a2009/01/20 cFeb a125-360 v183 aPURPOSE: Interest in collecting patient-reported outcomes (PROs), such as health-related quality of life (HRQOL), health status reports, and patient satisfaction is on the rise and practical aspects of collecting PROs in clinical practice are becoming more important. The purpose of this paper is to draw the attention to a number of issues relevant for a successful integration of PRO measures into the daily work flow of busy clinical settings. METHODS: The paper summarizes the results from a breakout session held at an ISOQOL special topic conference for PRO measures in clinical practice in 2007. RESULTS: Different methodologies of collecting PROs are discussed, and the support needed for each methodology is highlighted. The discussion is illustrated by practical real-life examples from early adaptors who administered paper-pencil, or electronic PRO assessments (ePRO) for more than a decade. The paper also reports about new experiences with more recent technological developments, such as SmartPens and Computer Adaptive Tests (CATs) in daily practice. CONCLUSIONS: Methodological and logistical issues determine the resources needed for a successful integration of PRO measures into daily work flow procedures and influence significantly the usefulness of PRO data for clinical practice.1 aRose, M1 aBezjak, A uhttp://www.iacat.org/content/logistics-collecting-patient-reported-outcomes-pros-clinical-practice-overview-and-practical03147nas a2200457 4500008004100000020004100041245015500082210006900237250001500306260000800321300001200329490000700341520174100348653002502089653001902114653002502133653003002158653001502188653003602203653001002239653002102249653003302270653001102303653001102314653000902325653001802334653001702352653001902369653001602388100001502404700001002419700001502429700002502444700001802469700001702487700001602504700001602520700001402536700001602550856012302566 2009 eng d a0962-9343 (Print)0962-9343 (Linking)00aMeasuring global physical health in children with cerebral palsy: Illustration of a multidimensional bi-factor model and computerized adaptive testing0 aMeasuring global physical health in children with cerebral palsy a2009/02/18 cApr a359-3700 v183 aPURPOSE: The purposes of this study were to apply a bi-factor model for the determination of test dimensionality and a multidimensional CAT using computer simulations of real data for the assessment of a new global physical health measure for children with cerebral palsy (CP). METHODS: Parent respondents of 306 children with cerebral palsy were recruited from four pediatric rehabilitation hospitals and outpatient clinics. We compared confirmatory factor analysis results across four models: (1) one-factor unidimensional; (2) two-factor multidimensional (MIRT); (3) bi-factor MIRT with fixed slopes; and (4) bi-factor MIRT with varied slopes. We tested whether the general and content (fatigue and pain) person score estimates could discriminate across severity and types of CP, and whether score estimates from a simulated CAT were similar to estimates based on the total item bank, and whether they correlated as expected with external measures. RESULTS: Confirmatory factor analysis suggested separate pain and fatigue sub-factors; all 37 items were retained in the analyses. From the bi-factor MIRT model with fixed slopes, the full item bank scores discriminated across levels of severity and types of CP, and compared favorably to external instruments. CAT scores based on 10- and 15-item versions accurately captured the global physical health scores. CONCLUSIONS: The bi-factor MIRT CAT application, especially the 10- and 15-item versions, yielded accurate global physical health scores that discriminated across known severity groups and types of CP, and correlated as expected with concurrent measures. The CATs have potential for collecting complex data on the physical health of children with CP in an efficient manner.10a*Computer Simulation10a*Health Status10a*Models, Statistical10aAdaptation, Psychological10aAdolescent10aCerebral Palsy/*physiopathology10aChild10aChild, Preschool10aFactor Analysis, Statistical10aFemale10aHumans10aMale10aMassachusetts10aPennsylvania10aQuestionnaires10aYoung Adult1 aHaley, S M1 aNi, P1 aDumas, H M1 aFragala-Pinkham, M A1 aHambleton, RK1 aMontpetit, K1 aBilodeau, N1 aGorton, G E1 aWatson, K1 aTucker, C A uhttp://www.iacat.org/content/measuring-global-physical-health-children-cerebral-palsy-illustration-multidimensional-bi01773nas a2200145 4500008003900000245006900039210006900108300001000177490000700187520131500194100002501509700002501534700001601559856005201575 2009 d00aMultiple Maximum Exposure Rates in Computerized Adaptive Testing0 aMultiple Maximum Exposure Rates in Computerized Adaptive Testing a58-730 v333 a

Computerized adaptive testing is subject to security problems, as the item bank content remains operative over long periods and administration time is flexible for examinees. Spreading the content of a part of the item bank could lead to an overestimation of the examinees' trait level. The most common way of reducing this risk is to impose a maximum exposure rate (rmax) that no item should exceed. Several methods have been proposed with this aim. All of these methods establish a single value of rmax throughout the test. This study presents a new method, the multiple-rmax method, that defines as many values of rmax as the number of items presented in the test. In this way, it is possible to impose a high degree of randomness in item selection at the beginning of the test, leaving the administration of items with the best psychometric properties to the moment when the trait level estimation is most accurate. The implementation of the multiple-r max method is described and is tested in simulated item banks and in an operative bank. Compared with a single maximum exposure method, the new method has a more balanced usage of the item bank and delays the possible distortion of trait estimation due to security problems, with either no or only slight decrements of measurement accuracy.

1 aBarrada, Juan Ramón1 aVeldkamp, Bernard, P1 aOlea, Julio uhttp://apm.sagepub.com/content/33/1/58.abstract00518nas a2200109 4500008004100000245013200041210006900173490001000242100001500252700001500267856012600282 2009 eng d00aa posteriori estimation in adaptive testing: Adaptive a priori, adaptive correction for bias, and adaptive integration interval0 aposteriori estimation in adaptive testing Adaptive a priori adap0 v10(2)1 aRaîche, G1 aBlais, J-G uhttp://www.iacat.org/content/posteriori-estimation-adaptive-testing-adaptive-priori-adaptive-correction-bias-and-adaptive02904nas a2200289 4500008004100000020004100041245011100082210006900193250001500262260000800277300001400285490000700299520193300306653002702239653003802266653004102304653001902345653001102364653001402375653003102389100001502420700001302435700001202448700001602460700001302476856012502489 2009 eng d a0315-162X (Print)0315-162X (Linking)00aProgress in assessing physical function in arthritis: PROMIS short forms and computerized adaptive testing0 aProgress in assessing physical function in arthritis PROMIS shor a2009/09/10 cSep a2061-20660 v363 aOBJECTIVE: Assessing self-reported physical function/disability with the Health Assessment Questionnaire Disability Index (HAQ) and other instruments has become central in arthritis research. Item response theory (IRT) and computerized adaptive testing (CAT) techniques can increase reliability and statistical power. IRT-based instruments can improve measurement precision substantially over a wider range of disease severity. These modern methods were applied and the magnitude of improvement was estimated. METHODS: A 199-item physical function/disability item bank was developed by distilling 1865 items to 124, including Legacy Health Assessment Questionnaire (HAQ) and Physical Function-10 items, and improving precision through qualitative and quantitative evaluation in over 21,000 subjects, which included about 1500 patients with rheumatoid arthritis and osteoarthritis. Four new instruments, (A) Patient-Reported Outcomes Measurement Information (PROMIS) HAQ, which evolved from the original (Legacy) HAQ; (B) "best" PROMIS 10; (C) 20-item static (short) forms; and (D) simulated PROMIS CAT, which sequentially selected the most informative item, were compared with the HAQ. RESULTS: Online and mailed administration modes yielded similar item and domain scores. The HAQ and PROMIS HAQ 20-item scales yielded greater information content versus other scales in patients with more severe disease. The "best" PROMIS 20-item scale outperformed the other 20-item static forms over a broad range of 4 standard deviations. The 10-item simulated PROMIS CAT outperformed all other forms. CONCLUSION: Improved items and instruments yielded better information. The PROMIS HAQ is currently available and considered validated. The new PROMIS short forms, after validation, are likely to represent further improvement. CAT-based physical function/disability assessment offers superior performance over static forms of equal length.10a*Disability Evaluation10a*Outcome Assessment (Health Care)10aArthritis/diagnosis/*physiopathology10aHealth Surveys10aHumans10aPrognosis10aReproducibility of Results1 aFries, J F1 aCella, D1 aRose, M1 aKrishnan, E1 aBruce, B uhttp://www.iacat.org/content/progress-assessing-physical-function-arthritis-promis-short-forms-and-computerized-adaptive00557nas a2200109 4500008003900000245009400039210006900133260009800202100001500300700001400315856011800329 2009 d00aTermination criteria in computerized adaptive tests: Variable-length CATs are not biased.0 aTermination criteria in computerized adaptive tests Variableleng a D. J. Weiss (Ed.), Proceedings of the 2009 GMAC Conference on Computerized Adaptive Testing.1 aBabcock, B1 aWeiss, DJ uhttp://www.iacat.org/content/termination-criteria-computerized-adaptive-tests-variable-length-cats-are-not-biased00587nas a2200133 4500008004100000245008400041210006900125260009700194100001700291700001200308700001500320700001400335856010400349 2009 eng d00aTest overlap rate and item exposure rate as indicators of test security in CATs0 aTest overlap rate and item exposure rate as indicators of test s aD. J. Weiss (Ed.), Proceedings of the 2009 GMAC Conference on Computerized Adaptive Testing.1 aBarrada, J R1 aOlea, J1 aPonsoda, V1 aAbad, F J uhttp://www.iacat.org/content/test-overlap-rate-and-item-exposure-rate-indicators-test-security-cats01674nas a2200157 4500008004100000020001400041245010500055210006900160300001200229490000600241520109700247100001601344700002001360700001601380856012001396 2009 eng d a1939-148X00aValidation of the MMPI-2 computerized adaptive version (MMPI-2-CA) in a correctional intake facility0 aValidation of the MMPI2 computerized adaptive version MMPI2CA in a279-2920 v63 aComputerized adaptive testing in personality assessment can improve efficiency by significantly reducing the number of items administered to answer an assessment question. The time savings afforded by this technique could be of particular benefit in settings where large numbers of psychological screenings are conducted, such as correctional facilities. In the current study, item and time savings, as well as the test–retest and extratest correlations associated with an audio augmented administration of all the scales of the Minnesota Multiphasic Personality Inventory (MMPI)-2 Computerized Adaptive (MMPI-2-CA) are reported. Participants include 366 men, ages 18 to 62 years (M = 33.04, SD = 10.40), undergoing intake into a large Midwestern state correctional facility. Results of the current study indicate considerable item and corresponding time savings for the MMPI-2-CA compared to conventional administration of the test, as well as comparability in terms of test–retest and correlations with external measures. Future directions of adaptive personality testing are discussed.1 aForbey, J D1 aBen-Porath, Y S1 aGartland, D uhttp://www.iacat.org/content/validation-mmpi-2-computerized-adaptive-version-mmpi-2-ca-correctional-intake-facility01669nas a2200169 4500008003900000245009500039210007100134300000900205490000700214520113900221100001701360700001401377700002201391700001901413700001601432856005101448 2008 d00aComparability of Computer-Based and Paper-and-Pencil Testing in K–12 Reading Assessments0 aComparability of ComputerBased and PaperandPencil Testing in K–1 a5-240 v683 a

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

1 aShudong Wang1 aHong Jiao1 aYoung, Michael, J1 aBrooks, Thomas1 aOlson, John uhttp://epm.sagepub.com/content/68/1/5.abstract03041nas a2200481 4500008004100000020004600041245012200087210006900209250001500278260000800293300001200301490000700313520155700320653003201877653003101909653002201940653002001962653001001982653000901992653002202001653002802023653003302051653001102084653001102095653002502106653000902131653001602140653004602156653002202202653002402224653003002248653002902278100001502307700001402322700001502336700002402351700001802375700001102393700001602404700001002420700001502430856011402445 2008 eng d a1532-821X (Electronic)0003-9993 (Linking)00aComputerized adaptive testing for follow-up after discharge from inpatient rehabilitation: II. Participation outcomes0 aComputerized adaptive testing for followup after discharge from  a2008/01/30 cFeb a275-2830 v893 aOBJECTIVES: To measure participation outcomes with a computerized adaptive test (CAT) and compare CAT and traditional fixed-length surveys in terms of score agreement, respondent burden, discriminant validity, and responsiveness. DESIGN: Longitudinal, prospective cohort study of patients interviewed approximately 2 weeks after discharge from inpatient rehabilitation and 3 months later. SETTING: Follow-up interviews conducted in patient's home setting. PARTICIPANTS: Adults (N=94) with diagnoses of neurologic, orthopedic, or medically complex conditions. INTERVENTIONS: Not applicable. MAIN OUTCOME MEASURES: Participation domains of mobility, domestic life, and community, social, & civic life, measured using a CAT version of the Participation Measure for Postacute Care (PM-PAC-CAT) and a 53-item fixed-length survey (PM-PAC-53). RESULTS: The PM-PAC-CAT showed substantial agreement with PM-PAC-53 scores (intraclass correlation coefficient, model 3,1, .71-.81). On average, the PM-PAC-CAT was completed in 42% of the time and with only 48% of the items as compared with the PM-PAC-53. Both formats discriminated across functional severity groups. The PM-PAC-CAT had modest reductions in sensitivity and responsiveness to patient-reported change over a 3-month interval as compared with the PM-PAC-53. CONCLUSIONS: Although continued evaluation is warranted, accurate estimates of participation status and responsiveness to change for group-level analyses can be obtained from CAT administrations, with a sizeable reduction in respondent burden.10a*Activities of Daily Living10a*Adaptation, Physiological10a*Computer Systems10a*Questionnaires10aAdult10aAged10aAged, 80 and over10aChi-Square Distribution10aFactor Analysis, Statistical10aFemale10aHumans10aLongitudinal Studies10aMale10aMiddle Aged10aOutcome Assessment (Health Care)/*methods10aPatient Discharge10aProspective Studies10aRehabilitation/*standards10aSubacute Care/*standards1 aHaley, S M1 aGandek, B1 aSiebens, H1 aBlack-Schaffer, R M1 aSinclair, S J1 aTao, W1 aCoster, W J1 aNi, P1 aJette, A M uhttp://www.iacat.org/content/computerized-adaptive-testing-follow-after-discharge-inpatient-rehabilitation-ii03313nas a2200433 4500008004100000020004600041245007700087210006900164250001500233260001100248300001200259490000700271520203200278653002702310653003002337653002102367653001002388653000902398653001502407653003602422653002102458653004402479653002402523653001102547653001102558653001302569653000902582653001602591653003002607653003002637653003102667100001502698700001302713700001502726700001402741700001502755700001402770856009502784 2008 eng d a1528-1159 (Electronic)0362-2436 (Linking)00aComputerized adaptive testing in back pain: Validation of the CAT-5D-QOL0 aComputerized adaptive testing in back pain Validation of the CAT a2008/05/23 cMay 20 a1384-900 v333 aSTUDY DESIGN: We have conducted an outcome instrument validation study. OBJECTIVE: Our objective was to develop a computerized adaptive test (CAT) to measure 5 domains of health-related quality of life (HRQL) and assess its feasibility, reliability, validity, and efficiency. SUMMARY OF BACKGROUND DATA: Kopec and colleagues have recently developed item response theory based item banks for 5 domains of HRQL relevant to back pain and suitable for CAT applications. The domains are Daily Activities (DAILY), Walking (WALK), Handling Objects (HAND), Pain or Discomfort (PAIN), and Feelings (FEEL). METHODS: An adaptive algorithm was implemented in a web-based questionnaire administration system. The questionnaire included CAT-5D-QOL (5 scales), Modified Oswestry Disability Index (MODI), Roland-Morris Disability Questionnaire (RMDQ), SF-36 Health Survey, and standard clinical and demographic information. Participants were outpatients treated for mechanical back pain at a referral center in Vancouver, Canada. RESULTS: A total of 215 patients completed the questionnaire and 84 completed a retest. On average, patients answered 5.2 items per CAT-5D-QOL scale. Reliability ranged from 0.83 (FEEL) to 0.92 (PAIN) and was 0.92 for the MODI, RMDQ, and Physical Component Summary (PCS-36). The ceiling effect was 0.5% for PAIN compared with 2% for MODI and 5% for RMQ. The CAT-5D-QOL scales correlated as anticipated with other measures of HRQL and discriminated well according to the level of satisfaction with current symptoms, duration of the last episode, sciatica, and disability compensation. The average relative discrimination index was 0.87 for PAIN, 0.67 for DAILY and 0.62 for WALK, compared with 0.89 for MODI, 0.80 for RMDQ, and 0.59 for PCS-36. CONCLUSION: The CAT-5D-QOL is feasible, reliable, valid, and efficient in patients with back pain. This methodology can be recommended for use in back pain research and should improve outcome assessment, facilitate comparisons across studies, and reduce patient burden.10a*Disability Evaluation10a*Health Status Indicators10a*Quality of Life10aAdult10aAged10aAlgorithms10aBack Pain/*diagnosis/psychology10aBritish Columbia10aDiagnosis, Computer-Assisted/*standards10aFeasibility Studies10aFemale10aHumans10aInternet10aMale10aMiddle Aged10aPredictive Value of Tests10aQuestionnaires/*standards10aReproducibility of Results1 aKopec, J A1 aBadii, M1 aMcKenna, M1 aLima, V D1 aSayre, E C1 aDvorak, M uhttp://www.iacat.org/content/computerized-adaptive-testing-back-pain-validation-cat-5d-qol01728nas a2200181 4500008004100000245011200041210006900153300001100222490000700233520107200240653003401312653001701346653001901363100001601382700001801398700001501416856011501431 2008 eng d00aThe D-optimality item selection criterion in the early stage of CAT: A study with the graded response model0 aDoptimality item selection criterion in the early stage of CAT A a88-1100 v333 aDuring the early stage of computerized adaptive testing (CAT), item selection criteria based on Fisher’s information often produce less stable latent trait estimates than the Kullback-Leibler global information criterion. Robustness against early stage instability has been reported for the D-optimality criterion in a polytomous CAT with the Nominal Response Model and is shown herein to be reproducible for the Graded Response Model. For comparative purposes, the A-optimality and the global information criteria are also applied. Their item selection is investigated as a function of test progression and item bank composition. The results indicate how the selection of specific item parameters underlies the criteria performances evaluated via accuracy and precision of estimation. In addition, the criteria item exposure rates are compared, without the use of any exposure controlling measure. On the account of stability, precision, accuracy, numerical simplicity, and less evidently, item exposure rate, the D-optimality criterion can be recommended for CAT.10acomputerized adaptive testing10aD optimality10aitem selection1 aPassos, V L1 aBerger, M P F1 aTan, F E S uhttp://www.iacat.org/content/d-optimality-item-selection-criterion-early-stage-cat-study-graded-response-model02390nas a2200205 4500008004100000020001400041245008800055210006900143300001400212490000700226520173800233100001401971700001401985700002001999700001702019700001202036700001602048700001502064856010502079 2008 eng d a1520-639400aFunctioning and validity of a computerized adaptive test to measure anxiety (A CAT)0 aFunctioning and validity of a computerized adaptive test to meas aE182-E1940 v253 aBackground: The aim of this study was to evaluate the Computerized Adaptive Test to measure anxiety (A-CAT), a patient-reported outcome questionnaire that uses computerized adaptive testing to measure anxiety. Methods: The A-CAT builds on an item bank of 50 items that has been built using conventional item analyses and item response theory analyses. The A-CAT was administered on Personal Digital Assistants to n=357 patients diagnosed and treated at the department of Psychosomatic Medicine and Psychotherapy, Charité Berlin, Germany. For validation purposes, two subgroups of patients (n=110 and 125) answered the A-CAT along with established anxiety and depression questionnaires. Results: The A-CAT was fast to complete (on average in 2 min, 38 s) and a precise item response theory based CAT score (reliability>.9) could be estimated after 4–41 items. On average, the CAT displayed 6 items (SD=4.2). Convergent validity of the A-CAT was supported by correlations to existing tools (Hospital Anxiety and Depression Scale-A, Beck Anxiety Inventory, Berliner Stimmungs-Fragebogen A/D, and State Trait Anxiety Inventory: r=.56–.66); discriminant validity between diagnostic groups was higher for the A-CAT than for other anxiety measures. Conclusions: The German A-CAT is an efficient, reliable, and valid tool for assessing anxiety in patients suffering from anxiety disorders and other conditions with significant potential for initial assessment and long-term treatment monitoring. Future research directions are to explore content balancing of the item selection algorithm of the CAT, to norm the tool to a healthy sample, and to develop practical cutoff scores. Depression and Anxiety, 2008. © 2008 Wiley-Liss, Inc.1 aBecker, J1 aFliege, H1 aKocalevent, R D1 aBjorner, J B1 aRose, M1 aWalter, O B1 aKlapp, B F uhttp://www.iacat.org/content/functioning-and-validity-computerized-adaptive-test-measure-anxiety-cat01188nas a2200157 4500008004500000245009300045210006900138300001200207490000600219520062800225100001600853700001900869700001400888700001500902856011300917 2008 Engldsh 00aImpact of altering randomization intervals on precision of measurement and item exposure0 aImpact of altering randomization intervals on precision of measu a160-1670 v93 a

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.

1 aMuckle, T J1 aBergstrom, B A1 aBecker, K1 aStahl, J A uhttp://www.iacat.org/content/impact-altering-randomization-intervals-precision-measurement-and-item-exposure00546nas a2200145 4500008004100000245009900041210006900140300001200209490000700221100001700228700001200245700001500257700001400272856011400286 2008 eng d00aIncorporating randomness in the Fisher information for improving item-exposure control in CATs0 aIncorporating randomness in the Fisher information for improving a493-5130 v611 aBarrada, J R1 aOlea, J1 aPonsoda, V1 aAbad, F J uhttp://www.iacat.org/content/incorporating-randomness-fisher-information-improving-item-exposure-control-cats03428nas a2200385 4500008004100000020004100041245010600082210006900188250001500257260001200272300001000284490000700294520220300301653002702504653001502531653001002546653002102556653002402577653002802601653003802629653001102667653001102678653001102689653003902700653000902739653002402748653003102772653004002803100001802843700001502861700001302876700001702889700001402906856012202920 2008 eng d a0271-6798 (Print)0271-6798 (Linking)00aMeasuring physical functioning in children with spinal impairments with computerized adaptive testing0 aMeasuring physical functioning in children with spinal impairmen a2008/03/26 cApr-May a330-50 v283 aBACKGROUND: The purpose of this study was to assess the utility of measuring current physical functioning status of children with scoliosis and kyphosis by applying computerized adaptive testing (CAT) methods. Computerized adaptive testing uses a computer interface to administer the most optimal items based on previous responses, reducing the number of items needed to obtain a scoring estimate. METHODS: This was a prospective study of 77 subjects (0.6-19.8 years) who were seen by a spine surgeon during a routine clinic visit for progress spine deformity. Using a multidimensional version of the Pediatric Evaluation of Disability Inventory CAT program (PEDI-MCAT), we evaluated content range, accuracy and efficiency, known-group validity, concurrent validity with the Pediatric Outcomes Data Collection Instrument, and test-retest reliability in a subsample (n = 16) within a 2-week interval. RESULTS: We found the PEDI-MCAT to have sufficient item coverage in both self-care and mobility content for this sample, although most patients tended to score at the higher ends of both scales. Both the accuracy of PEDI-MCAT scores as compared with a fixed format of the PEDI (r = 0.98 for both mobility and self-care) and test-retest reliability were very high [self-care: intraclass correlation (3,1) = 0.98, mobility: intraclass correlation (3,1) = 0.99]. The PEDI-MCAT took an average of 2.9 minutes for the parents to complete. The PEDI-MCAT detected expected differences between patient groups, and scores on the PEDI-MCAT correlated in expected directions with scores from the Pediatric Outcomes Data Collection Instrument domains. CONCLUSIONS: Use of the PEDI-MCAT to assess the physical functioning status, as perceived by parents of children with complex spinal impairments, seems to be feasible and achieves accurate and efficient estimates of self-care and mobility function. Additional item development will be needed at the higher functioning end of the scale to avoid ceiling effects for older children. LEVEL OF EVIDENCE: This is a level II prospective study designed to establish the utility of computer adaptive testing as an evaluation method in a busy pediatric spine practice.10a*Disability Evaluation10aAdolescent10aChild10aChild, Preschool10aComputer Simulation10aCross-Sectional Studies10aDisabled Children/*rehabilitation10aFemale10aHumans10aInfant10aKyphosis/*diagnosis/rehabilitation10aMale10aProspective Studies10aReproducibility of Results10aScoliosis/*diagnosis/rehabilitation1 aMulcahey, M J1 aHaley, S M1 aDuffy, T1 aPengsheng, N1 aBetz, R R uhttp://www.iacat.org/content/measuring-physical-functioning-children-spinal-impairments-computerized-adaptive-testing01081nas a2200145 4500008004100000245008400041210006900125300001200194490000700206520056600213100001600779700001700795700001300812856011000825 2008 eng d00aModern sequential analysis and its application to computerized adaptive testing0 aModern sequential analysis and its application to computerized a a473-4860 v733 aAfter a brief review of recent advances in sequential analysis involving sequential generalized likelihood ratio tests, we discuss their use in psychometric testing and extend the asymptotic optimality theory of these sequential tests to the case of sequentially generated experiments, of particular interest in computerized adaptive testing.We then show how these methods can be used to design adaptive mastery tests, which are asymptotically optimal and are also shown to provide substantial improvements over currently used sequential and fixed length tests.1 aBartroff, J1 aFinkelman, M1 aLai, T L uhttp://www.iacat.org/content/modern-sequential-analysis-and-its-application-computerized-adaptive-testing01234nas a2200145 4500008003900000245007300039210006900112300001200181490000700193520076500200100002100965700002500986700002401011856005301035 2008 d00aA Monte Carlo Approach for Adaptive Testing With Content Constraints0 aMonte Carlo Approach for Adaptive Testing With Content Constrain a431-4460 v323 a

This article presents a new algorithm for computerized adaptive testing (CAT) when content constraints are present. The algorithm is based on shadow CAT methodology to meet content constraints but applies Monte Carlo methods and provides the following advantages over shadow CAT: (a) lower maximum item exposure rates, (b) higher utilization of the item pool, and (c) more robust ability estimates. Computer simulations with Law School Admission Test items demonstrated that the new algorithm (a) produces similar ability estimates as shadow CAT but with half the maximum item exposure rate and 100% pool utilization and (b) produces more robust estimates when a high- (or low-) ability examinee performs poorly (or well) at the beginning of the test.

1 aBelov, Dmitry, I1 aArmstrong, Ronald, D1 aWeissman, Alexander uhttp://apm.sagepub.com/content/32/6/431.abstract00475nas a2200133 4500008003900000245007300039210006900112300001200181490000700193100001500200700001900215700001600234856009100250 2008 d00aA monte carlo approach for adaptive testing with content constraints0 amonte carlo approach for adaptive testing with content constrain a431-4460 v321 aBelov, D I1 aArmstrong, R D1 aWeissman, A uhttp://www.iacat.org/content/monte-carlo-approach-adaptive-testing-content-constraints01426nas a2200133 4500008003900000245009600039210006900135300001200204490000700216520097000223100002101193700002501214856005301239 2008 d00aA Monte Carlo Approach to the Design, Assembly, and Evaluation of Multistage Adaptive Tests0 aMonte Carlo Approach to the Design Assembly and Evaluation of Mu a119-1370 v323 a

This article presents an application of Monte Carlo methods for developing and assembling multistage adaptive tests (MSTs). A major advantage of the Monte Carlo assembly over other approaches (e.g., integer programming or enumerative heuristics) is that it provides a uniform sampling from all MSTs (or MST paths) available from a given item pool. The uniform sampling allows a statistically valid analysis for MST design and evaluation. Given an item pool, MST model, and content constraints for test assembly, three problems are addressed in this study. They are (a) the construction of item response theory (IRT) targets for each MST path, (b) the assembly of an MST such that each path satisfies content constraints and IRT constraints, and (c) an analysis of the pool and constraints to increase the number of nonoverlapping MSTs that can be assembled from the pool. The primary intent is to produce reliable measurements and enhance pool utilization.

1 aBelov, Dmitry, I1 aArmstrong, Ronald, D uhttp://apm.sagepub.com/content/32/2/119.abstract00472nas a2200109 4500008003900000245009600039210006900135300001400204490000700218100002600225856011100251 2008 d00aA Monte Carlo approach to the design, assembly, and evaluation of multistage adaptive tests0 aMonte Carlo approach to the design assembly and evaluation of mu a119–1370 v321 aBelov, Armstrong, R D uhttp://www.iacat.org/content/monte-carlo-approach-design-assembly-and-evaluation-multistage-adaptive-tests02141nas a2200289 4500008004100000020004600041245007200087210006400159250001500223260001100238300000700249490000700256520118400263653002901447653003501476653002601511653002601537653001101563653006101574653001801635653004501653653001301698100001601711700001301727700001801740856009301758 2008 eng d a1553-6467 (Electronic)0002-9459 (Linking)00aThe NAPLEX: evolution, purpose, scope, and educational implications0 aNAPLEX evolution purpose scope and educational implications a2008/05/17 cApr 15 a330 v723 aSince 2004, passing the North American Pharmacist Licensure Examination (NAPLEX) has been a requirement for earning initial pharmacy licensure in all 50 United States. The creation and evolution from 1952-2005 of the particular pharmacy competency testing areas and quantities of questions are described for the former paper-and-pencil National Association of Boards of Pharmacy Licensure Examination (NABPLEX) and the current candidate-specific computer adaptive NAPLEX pharmacy licensure examinations. A 40% increase in the weighting of NAPLEX Blueprint Area 2 in May 2005, compared to that in the preceding 1997-2005 Blueprint, has implications for candidates' NAPLEX performance and associated curricular content and instruction. New pharmacy graduates' scores on the NAPLEX are neither intended nor validated to serve as a criterion for assessing or judging the quality or effectiveness of pharmacy curricula and instruction. The newest cycle of NAPLEX Blueprint revision, a continual process to ensure representation of nationwide contemporary practice, began in early 2008. It may take up to 2 years, including surveying several thousand national pharmacists, to complete.10a*Educational Measurement10aEducation, Pharmacy/*standards10aHistory, 20th Century10aHistory, 21st Century10aHumans10aLicensure, Pharmacy/history/*legislation & jurisprudence10aNorth America10aPharmacists/*legislation & jurisprudence10aSoftware1 aNewton, D W1 aBoyle, M1 aCatizone, C A uhttp://www.iacat.org/content/naplex-evolution-purpose-scope-and-educational-implications02174nas a2200301 4500008004100000020001400041245010200055210006900157250001500226300001200241490000700253520109000260653001501350653001501365653002101380653004801401653002401449653002801473653006201501653005701563653001101620653002701631653004601658100001701704700001201721700001401733856012501747 2008 eng d a1138-741600aRotating item banks versus restriction of maximum exposure rates in computerized adaptive testing0 aRotating item banks versus restriction of maximum exposure rates a2008/11/08 a618-6250 v113 a

If examinees were to know, beforehand, part of the content of a computerized adaptive test, their estimated trait levels would then have a marked positive bias. One of the strategies to avoid this consists of dividing a large item bank into several sub-banks and rotating the sub-bank employed (Ariel, Veldkamp & van der Linden, 2004). This strategy permits substantial improvements in exposure control at little cost to measurement accuracy, However, we do not know whether this option provides better results than using the master bank with greater restriction in the maximum exposure rates (Sympson & Hetter, 1985). In order to investigate this issue, we worked with several simulated banks of 2100 items, comparing them, for RMSE and overlap rate, with the same banks divided in two, three... up to seven sub-banks. By means of extensive manipulation of the maximum exposure rate in each bank, we found that the option of rotating banks slightly outperformed the option of restricting maximum exposure rate of the master bank by means of the Sympson-Hetter method.

10a*Character10a*Databases10a*Software Design10aAptitude Tests/*statistics & numerical data10aBias (Epidemiology)10aComputing Methodologies10aDiagnosis, Computer-Assisted/*statistics & numerical data10aEducational Measurement/*statistics & numerical data10aHumans10aMathematical Computing10aPsychometrics/statistics & numerical data1 aBarrada, J R1 aOlea, J1 aAbad, F J uhttp://www.iacat.org/content/rotating-item-banks-versus-restriction-maximum-exposure-rates-computerized-adaptive-testing03157nas a2200493 4500008004100000020002200041245008900063210006900152250001500221260000800236300001000244490000700254520169600261653003401957653002001991653001502011653001002026653000902036653002602045653003202071653003102103653001102134653001102145653000902156653003202165653001602197653002902213653004402242653002902286653003102315653003102346653001702377100001702394700001402411700001602425700001302441700001702454700002202471700001702493700001402510700001402524700001702538856010802555 2008 eng d a1075-2730 (Print)00aUsing computerized adaptive testing to reduce the burden of mental health assessment0 aUsing computerized adaptive testing to reduce the burden of ment a2008/04/02 cApr a361-80 v593 aOBJECTIVE: This study investigated the combination of item response theory and computerized adaptive testing (CAT) for psychiatric measurement as a means of reducing the burden of research and clinical assessments. METHODS: Data were from 800 participants in outpatient treatment for a mood or anxiety disorder; they completed 616 items of the 626-item Mood and Anxiety Spectrum Scales (MASS) at two times. The first administration was used to design and evaluate a CAT version of the MASS by using post hoc simulation. The second confirmed the functioning of CAT in live testing. RESULTS: Tests of competing models based on item response theory supported the scale's bifactor structure, consisting of a primary dimension and four group factors (mood, panic-agoraphobia, obsessive-compulsive, and social phobia). Both simulated and live CAT showed a 95% average reduction (585 items) in items administered (24 and 30 items, respectively) compared with administration of the full MASS. The correlation between scores on the full MASS and the CAT version was .93. For the mood disorder subscale, differences in scores between two groups of depressed patients--one with bipolar disorder and one without--on the full scale and on the CAT showed effect sizes of .63 (p<.003) and 1.19 (p<.001) standard deviation units, respectively, indicating better discriminant validity for CAT. CONCLUSIONS: Instead of using small fixed-length tests, clinicians can create item banks with a large item pool, and a small set of the items most relevant for a given individual can be administered with no loss of information, yielding a dramatic reduction in administration time and patient and clinician burden.10a*Diagnosis, Computer-Assisted10a*Questionnaires10aAdolescent10aAdult10aAged10aAgoraphobia/diagnosis10aAnxiety Disorders/diagnosis10aBipolar Disorder/diagnosis10aFemale10aHumans10aMale10aMental Disorders/*diagnosis10aMiddle Aged10aMood Disorders/diagnosis10aObsessive-Compulsive Disorder/diagnosis10aPanic Disorder/diagnosis10aPhobic Disorders/diagnosis10aReproducibility of Results10aTime Factors1 aGibbons, R D1 aWeiss, DJ1 aKupfer, D J1 aFrank, E1 aFagiolini, A1 aGrochocinski, V J1 aBhaumik, D K1 aStover, A1 aBock, R D1 aImmekus, J C uhttp://www.iacat.org/content/using-computerized-adaptive-testing-reduce-burden-mental-health-assessment00544nas a2200121 4500008004100000245007500041210006900116260009700185100001500282700001500297700001300312856009700325 2007 eng d00aAdaptive estimators of trait level in adaptive testing: Some proposals0 aAdaptive estimators of trait level in adaptive testing Some prop aD. J. Weiss (Ed.), Proceedings of the 2007 GMAC Conference on Computerized Adaptive Testing.1 aRaîche, G1 aBlais, J G1 aMagis, D uhttp://www.iacat.org/content/adaptive-estimators-trait-level-adaptive-testing-some-proposals01430nas a2200133 4500008003900000245009900039210006900138300000900207490000700216520097800223100002301201700002101224856005101245 2007 d00aAutomated Simultaneous Assembly of Multistage Testlets for a High-Stakes Licensing Examination0 aAutomated Simultaneous Assembly of Multistage Testlets for a Hig a5-200 v673 a

Many challenges exist for high-stakes testing programs offering continuous computerized administration. The automated assembly of test questions to exactly meet content and other requirements, provide uniformity, and control item exposure can be modeled and solved by mixed-integer programming (MIP) methods. A case study of the computerized licensing examination of the American Institute of Certified Public Accountants is offered as one application of MIP techniques for test assembly. The solution illustrates assembly for a computer-adaptive multistage testing design. However, the general form of the constraint-based solution can be modified to generate optimal test designs for paper-based or computerized administrations, regardless of the specific psychometric model. An extension of this methodology allows for long-term planning for the production and use of test content on the basis of an exact psychometric test designs and administration schedules.

1 aBreithaupt, Krista1 aHare, Donovan, R uhttp://epm.sagepub.com/content/67/1/5.abstract02308nas a2200301 4500008004100000020002200041245011900063210006900182250001500251260000800266300001000274490000700284520125000291653001501541653001001556653006201566653001101628653001101639653000901650653003801659653005601697653004601753653002101799653003101820100001601851700002001867856011901887 2007 eng d a1040-3590 (Print)00aComputerized adaptive personality testing: A review and illustration with the MMPI-2 Computerized Adaptive Version0 aComputerized adaptive personality testing A review and illustrat a2007/03/21 cMar a14-240 v193 aComputerized adaptive testing in personality assessment can improve efficiency by significantly reducing the number of items administered to answer an assessment question. Two approaches have been explored for adaptive testing in computerized personality assessment: item response theory and the countdown method. In this article, the authors review the literature on each and report the results of an investigation designed to explore the utility, in terms of item and time savings, and validity, in terms of correlations with external criterion measures, of an expanded countdown method-based research version of the Minnesota Multiphasic Personality Inventory-2 (MMPI-2), the MMPI-2 Computerized Adaptive Version (MMPI-2-CA). Participants were 433 undergraduate college students (170 men and 263 women). Results indicated considerable item savings and corresponding time savings for the adaptive testing modalities compared with a conventional computerized MMPI-2 administration. Furthermore, computerized adaptive administration yielded comparable results to computerized conventional administration of the MMPI-2 in terms of both test scores and their validity. Future directions for computerized adaptive personality testing are discussed.10aAdolescent10aAdult10aDiagnosis, Computer-Assisted/*statistics & numerical data10aFemale10aHumans10aMale10aMMPI/*statistics & numerical data10aPersonality Assessment/*statistics & numerical data10aPsychometrics/statistics & numerical data10aReference Values10aReproducibility of Results1 aForbey, J D1 aBen-Porath, Y S uhttp://www.iacat.org/content/computerized-adaptive-personality-testing-review-and-illustration-mmpi-2-computerized01477nas a2200241 4500008004100000020002200041245007800063210006900141250001500210260001100225300001200236490000700248520069100255653002300946653002500969653002100994653006201015653001101077653001601088100001701104700001401121856010001135 2007 eng d a0277-6715 (Print)00aComputerized adaptive testing for measuring development of young children0 aComputerized adaptive testing for measuring development of young a2006/11/30 cJun 15 a2629-380 v263 aDevelopmental indicators that are used for routine measurement in The Netherlands are usually chosen to optimally identify delayed children. Measurements on the majority of children without problems are therefore quite imprecise. This study explores the use of computerized adaptive testing (CAT) to monitor the development of young children. CAT is expected to improve the measurement precision of the instrument. We do two simulation studies - one with real data and one with simulated data - to evaluate the usefulness of CAT. It is shown that CAT selects developmental indicators that maximally match the individual child, so that all children can be measured to the same precision.10a*Child Development10a*Models, Statistical10aChild, Preschool10aDiagnosis, Computer-Assisted/*statistics & numerical data10aHumans10aNetherlands1 aJacobusse, G1 aBuuren, S uhttp://www.iacat.org/content/computerized-adaptive-testing-measuring-development-young-children01549nas a2200169 4500008003900000022001400039245006100053210006100114300001400175490000700189520104600196100001901242700002301261700002201284700001801306856005501324 2007 d a1745-398400aDetecting Differential Speededness in Multistage Testing0 aDetecting Differential Speededness in Multistage Testing a117–1300 v443 a

A potential undesirable effect of multistage testing is differential speededness, which happens if some of the test takers run out of time because they receive subtests with items that are more time intensive than others. This article shows how a probabilistic response-time model can be used for estimating differences in time intensities and speed between subtests and test takers and detecting differential speededness. An empirical data set for a multistage test in the computerized CPA Exam was used to demonstrate the procedures. Although the more difficult subtests appeared to have items that were more time intensive than the easier subtests, an analysis of the residual response times did not reveal any significant differential speededness because the time limit appeared to be appropriate. In a separate analysis, within each of the subtests, we found minor but consistent patterns of residual times that are believed to be due to a warm-up effect, that is, use of more time on the initial items than they actually need.

1 aLinden, Wim, J1 aBreithaupt, Krista1 aChuah, Siang Chee1 aZhang, Yanwei uhttp://dx.doi.org/10.1111/j.1745-3984.2007.00030.x02418nas a2200325 4500008004100000020002200041245008700063210006900150250001500219300001100234490000700245520140100252653001901653653003001672653001901702653003801721653002101759653002001780653001401800653001501814653003301829653001101862653002401873653001801897100001701915700001501932700001501947700001501962856011501977 2007 eng d a0962-9343 (Print)00aDeveloping tailored instruments: item banking and computerized adaptive assessment0 aDeveloping tailored instruments item banking and computerized ad a2007/05/29 a95-1080 v163 aItem banks and Computerized Adaptive Testing (CAT) have the potential to greatly improve the assessment of health outcomes. This review describes the unique features of item banks and CAT and discusses how to develop item banks. In CAT, a computer selects the items from an item bank that are most relevant for and informative about the particular respondent; thus optimizing test relevance and precision. Item response theory (IRT) provides the foundation for selecting the items that are most informative for the particular respondent and for scoring responses on a common metric. The development of an item bank is a multi-stage process that requires a clear definition of the construct to be measured, good items, a careful psychometric analysis of the items, and a clear specification of the final CAT. The psychometric analysis needs to evaluate the assumptions of the IRT model such as unidimensionality and local independence; that the items function the same way in different subgroups of the population; and that there is an adequate fit between the data and the chosen item response models. Also, interpretation guidelines need to be established to help the clinical application of the assessment. Although medical research can draw upon expertise from educational testing in the development of item banks and CAT, the medical field also encounters unique opportunities and challenges.10a*Health Status10a*Health Status Indicators10a*Mental Health10a*Outcome Assessment (Health Care)10a*Quality of Life10a*Questionnaires10a*Software10aAlgorithms10aFactor Analysis, Statistical10aHumans10aModels, Statistical10aPsychometrics1 aBjorner, J B1 aChang, C-H1 aThissen, D1 aReeve, B B uhttp://www.iacat.org/content/developing-tailored-instruments-item-banking-and-computerized-adaptive-assessment00599nas a2200169 4500008004100000245009100041210006900132300001200201490000700213100001600220700001400236700001700250700001400267700001500281700001200296856012100308 2007 eng d00aDevelopment and evaluation of a computer adaptive test for “Anxiety” (Anxiety-CAT)0 aDevelopment and evaluation of a computer adaptive test for Anxie a143-1550 v161 aWalter, O B1 aBecker, J1 aBjorner, J B1 aFliege, H1 aKlapp, B F1 aRose, M uhttp://www.iacat.org/content/development-and-evaluation-computer-adaptive-test-%E2%80%9Canxiety%E2%80%9D-anxiety-cat02875nas a2200313 4500008004100000020002200041245010100063210006900164250001500233260000800248300001200256490000700268520179500275653005102070653002002121653003702141653002602178653001902204653001102223653003002234653004602264653003502310653002802345653001302373100002102386700001702407700001502424856012202439 2007 eng d a0315-162X (Print)00aImproving patient reported outcomes using item response theory and computerized adaptive testing0 aImproving patient reported outcomes using item response theory a a2007/06/07 cJun a1426-310 v343 aOBJECTIVE: 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'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.10a*Rheumatic Diseases/physiopathology/psychology10aClinical Trials10aData Interpretation, Statistical10aDisability Evaluation10aHealth Surveys10aHumans10aInternational Cooperation10aOutcome Assessment (Health Care)/*methods10aPatient Participation/*methods10aResearch Design/*trends10aSoftware1 aChakravarty, E F1 aBjorner, J B1 aFries, J F uhttp://www.iacat.org/content/improving-patient-reported-outcomes-using-item-response-theory-and-computerized-adaptive03104nas a2200445 4500008004100000020002200041245007100063210006900134250001500203300001200218490000700230520183100237653003802068653001902106653002102125653002002146653001402166653001102180653003002191653001102221653000902232653002502241653004602266653001802312653002602330100001302356700001402369700001702383700001302400700001502413700001502428700001702443700001402460700001802474700002302492700001602515700001602531700001502547856009602562 2007 eng d a0962-9343 (Print)00aIRT health outcomes data analysis project: an overview and summary0 aIRT health outcomes data analysis project an overview and summar a2007/03/14 a121-1320 v163 aBACKGROUND: 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.10a*Data Interpretation, Statistical10a*Health Status10a*Quality of Life10a*Questionnaires10a*Software10aFemale10aHIV Infections/psychology10aHumans10aMale10aNeoplasms/psychology10aOutcome Assessment (Health Care)/*methods10aPsychometrics10aStress, Psychological1 aCook, KF1 aTeal, C R1 aBjorner, J B1 aCella, D1 aChang, C-H1 aCrane, P K1 aGibbons, L E1 aHays, R D1 aMcHorney, C A1 aOcepek-Welikson, K1 aRaczek, A E1 aTeresi, J A1 aReeve, B B uhttp://www.iacat.org/content/irt-health-outcomes-data-analysis-project-overview-and-summary01119nas a2200169 4500008004100000020002300041245008300064210006900147300001400216490000700230520054200237100001500779700001500794700001700809700001500826856010800841 2007 eng d a0962-93431573-264900aMethodological issues for building item banks and computerized adaptive scales0 aMethodological issues for building item banks and computerized a a109-119, 0 v163 aAbstract This paper reviews important methodological considerations for developing item banks and computerized adaptive scales (commonly called computerized adaptive tests in the educational measurement literature, yielding the acronym CAT), including issues of the reference population, dimensionality, dichotomous versus polytomous response scales, differential item functioning (DIF) and conditional scoring, mode effects, the impact of local dependence, and innovative approaches to assessment using CATs in health outcomes research.1 aThissen, D1 aReeve, B B1 aBjorner, J B1 aChang, C-H uhttp://www.iacat.org/content/methodological-issues-building-item-banks-and-computerized-adaptive-scales02212nas a2200229 4500008004100000020004600041245008500087210006900172260004500241300001000286490000600296520140300302653003401705653002301739653002601762653001701788653002601805100001701831700001201848700001501860856010701875 2007 eng d a1614-1881 (Print); 1614-2241 (Electronic)00aMethods for restricting maximum exposure rate in computerized adaptative testing0 aMethods for restricting maximum exposure rate in computerized ad bHogrefe & Huber Publishers GmbH: Germany a14-230 v33 aThe Sympson-Hetter (1985) method provides a means of controlling maximum exposure rate of items in Computerized Adaptive Testing. Through a series of simulations, control parameters are set that mark the probability of administration of an item on being selected. This method presents two main problems: it requires a long computation time for calculating the parameters and the maximum exposure rate is slightly above the fixed limit. Van der Linden (2003) presented two alternatives which appear to solve both of the problems. The impact of these methods in the measurement accuracy has not been tested yet. We show how these methods over-restrict the exposure of some highly discriminating items and, thus, the accuracy is decreased. It also shown that, when the desired maximum exposure rate is near the minimum possible value, these methods offer an empirical maximum exposure rate clearly above the goal. A new method, based on the initial estimation of the probability of administration and the probability of selection of the items with the restricted method (Revuelta & Ponsoda, 1998), is presented in this paper. It can be used with the Sympson-Hetter method and with the two van der Linden's methods. This option, when used with Sympson-Hetter, speeds the convergence of the control parameters without decreasing the accuracy. (PsycINFO Database Record (c) 2007 APA, all rights reserved)10acomputerized adaptive testing10aitem bank security10aitem exposure control10aoverlap rate10aSympson-Hetter method1 aBarrada, J R1 aOlea, J1 aPonsoda, V uhttp://www.iacat.org/content/methods-restricting-maximum-exposure-rate-computerized-adaptative-testing00506nas a2200121 4500008004100000245006000041210006000101260009700161100001900258700000700277700001500284856008500299 2007 eng d00aPartial order knowledge structures for CAT applications0 aPartial order knowledge structures for CAT applications aD. J. Weiss (Ed.), Proceedings of the 2007 GMAC Conference on Computerized Adaptive Testing.1 aDesmarais, M C1 aPu1 aBlais, J-G uhttp://www.iacat.org/content/partial-order-knowledge-structures-cat-applications01227nas a2200229 4500008004100000245014700041210006900188300001100257490000700268520046800275100001300743700001300756700001600769700001600785700001300801700001300814700001200827700001500839700001300854700001200867856011800879 2007 eng d00aThe Patient-Reported Outcomes Measurement Information System (PROMIS): progress of an NIH Roadmap cooperative group during its first two years0 aPatientReported Outcomes Measurement Information System PROMIS p aS3-S110 v453 aThe National Institutes of Health (NIH) Patient-Reported Outcomes Measurement Information System (PROMIS) Roadmap initiative (www.nihpromis.org) is a 5-year cooperative group program of research designed to develop, validate, and standardize item banks to measure patient-reported outcomes (PROs) relevant across common medical conditions. In this article, we will summarize the organization and scientific activity of the PROMIS network during its first 2 years.1 aCella, D1 aYount, S1 aRothrock, N1 aGershon, RC1 aCook, KF1 aReeve, B1 aAder, D1 aFries, J F1 aBruce, B1 aRose, M uhttp://www.iacat.org/content/patient-reported-outcomes-measurement-information-system-promis-progress-nih-roadmap02744nas a2200541 4500008004100000020002200041245017000063210006900233250001500302260000800317300001100325490000700336520116200343653001901505653002501524653002101549653002101570653001501591653001001606653000901616653001601625653002301641653003201664653001101696653001101707653000901718653001601727653004601743653001801789653002901807653001801836100001501854700001401869700001701883700001301900700001501913700001601928700001501944700001701959700001401976700001801990700001102008700001602019700001502035700001302050700001302063856012602076 2007 eng d a0025-7079 (Print)00aPsychometric evaluation and calibration of health-related quality of life item banks: plans for the Patient-Reported Outcomes Measurement Information System (PROMIS)0 aPsychometric evaluation and calibration of healthrelated quality a2007/04/20 cMay aS22-310 v453 aBACKGROUND: The construction and evaluation of item banks to measure unidimensional constructs of health-related quality of life (HRQOL) is a fundamental objective of the Patient-Reported Outcomes Measurement Information System (PROMIS) project. OBJECTIVES: Item banks will be used as the foundation for developing short-form instruments and enabling computerized adaptive testing. The PROMIS Steering Committee selected 5 HRQOL domains for initial focus: physical functioning, fatigue, pain, emotional distress, and social role participation. This report provides an overview of the methods used in the PROMIS item analyses and proposed calibration of item banks. ANALYSES: Analyses include evaluation of data quality (eg, logic and range checking, spread of response distribution within an item), descriptive statistics (eg, frequencies, means), item response theory model assumptions (unidimensionality, local independence, monotonicity), model fit, differential item functioning, and item calibration for banking. RECOMMENDATIONS: Summarized are key analytic issues; recommendations are provided for future evaluations of item banks in HRQOL assessment.10a*Health Status10a*Information Systems10a*Quality of Life10a*Self Disclosure10aAdolescent10aAdult10aAged10aCalibration10aDatabases as Topic10aEvaluation Studies as Topic10aFemale10aHumans10aMale10aMiddle Aged10aOutcome Assessment (Health Care)/*methods10aPsychometrics10aQuestionnaires/standards10aUnited States1 aReeve, B B1 aHays, R D1 aBjorner, J B1 aCook, KF1 aCrane, P K1 aTeresi, J A1 aThissen, D1 aRevicki, D A1 aWeiss, DJ1 aHambleton, RK1 aLiu, H1 aGershon, RC1 aReise, S P1 aLai, J S1 aCella, D uhttp://www.iacat.org/content/psychometric-evaluation-and-calibration-health-related-quality-life-item-banks-plans-patient01722nas a2200169 4500008004100000245016600041210006900207300001000276490000600286520105700292653001501349100001501364700001601379700001701395700001601412856012401428 2007 eng d00aRelative precision, efficiency and construct validity of different starting and stopping rules for a computerized adaptive test: The GAIN Substance Problem Scale0 aRelative precision efficiency and construct validity of differen a48-650 v83 aSubstance abuse treatment programs are being pressed to measure and make clinical decisions more efficiently about an increasing array of problems. This computerized adaptive testing (CAT) simulation examined the relative efficiency, precision and construct validity of different starting and stopping rules used to shorten the Global Appraisal of Individual Needs’ (GAIN) Substance Problem Scale (SPS) and facilitate diagnosis based on it. Data came from 1,048 adolescents and adults referred to substance abuse treatment centers in 5 sites. CAT performance was evaluated using: (1) average standard errors, (2) average number of items, (3) bias in personmeasures, (4) root mean squared error of person measures, (5) Cohen’s kappa to evaluate CAT classification compared to clinical classification, (6) correlation between CAT and full-scale measures, and (7) construct validity of CAT classification vs. clinical classification using correlations with five theoretically associated instruments. Results supported both CAT efficiency and validity.10aMy article1 aRiley, B B1 aConrad, K J1 aBezruczko, N1 aDennis, M L uhttp://www.iacat.org/content/relative-precision-efficiency-and-construct-validity-different-starting-and-stopping-rules02042nas a2200253 4500008004100000020002200041245007400063210006900137250001500206300001100221490000700232520121000239653002201449653001101471653005501482653005101537100001501588700002001603700002301623700001801646700001301664700001701677856009401694 2007 eng d a0885-3924 (Print)00aA system for interactive assessment and management in palliative care0 asystem for interactive assessment and management in palliative c a2007/03/16 a745-550 v333 aThe availability of psychometrically sound and clinically relevant screening, diagnosis, and outcome evaluation tools is essential to high-quality palliative care assessment and management. Such data will enable us to improve patient evaluations, prognoses, and treatment selections, and to increase patient satisfaction and quality of life. To accomplish these goals, medical care needs more precise, efficient, and comprehensive tools for data acquisition, analysis, interpretation, and management. We describe a system for interactive assessment and management in palliative care (SIAM-PC), which is patient centered, model driven, database derived, evidence based, and technology assisted. The SIAM-PC is designed to reliably measure the multiple dimensions of patients' needs for palliative care, and then to provide information to clinicians, patients, and the patients' families to achieve optimal patient care, while improving our capacity for doing palliative care research. This system is innovative in its application of the state-of-the-science approaches, such as item response theory and computerized adaptive testing, to many of the significant clinical problems related to palliative care.10a*Needs Assessment10aHumans10aMedical Informatics/*organization & administration10aPalliative Care/*organization & administration1 aChang, C-H1 aBoni-Saenz, A A1 aDurazo-Arvizu, R A1 aDesHarnais, S1 aLau, D T1 aEmanuel, L L uhttp://www.iacat.org/content/system-interactive-assessment-and-management-palliative-care01688nas a2200217 4500008004100000020002200041245008000063210006900143260002600212300001200238490000700250520095600257653003401213653002701247653002301274653002901297100001601326700001801342700001301360856009701373 2007 eng d a0146-6216 (Print)00aTest design optimization in CAT early stage with the nominal response model0 aTest design optimization in CAT early stage with the nominal res bSage Publications: US a213-2320 v313 aThe early stage of computerized adaptive testing (CAT) refers to the phase of the trait estimation during the administration of only a few items. This phase can be characterized by bias and instability of estimation. In this study, an item selection criterion is introduced in an attempt to lessen this instability: the D-optimality criterion. A polytomous unconstrained CAT simulation is carried out to evaluate this criterion's performance under different test premises. The simulation shows that the extent of early stage instability depends primarily on the quality of the item pool information and its size and secondarily on the item selection criteria. The efficiency of the D-optimality criterion is similar to the efficiency of other known item selection criteria. Yet, it often yields estimates that, at the beginning of CAT, display a more robust performance against instability. (PsycINFO Database Record (c) 2007 APA, all rights reserved)10acomputerized adaptive testing10anominal response model10arobust performance10atest design optimization1 aPassos, V L1 aBerger, M P F1 aTan, F E uhttp://www.iacat.org/content/test-design-optimization-cat-early-stage-nominal-response-model00513nas a2200109 4500008003900000245007000039210006900109260009700178100001500275700001900290856009400309 2007 d00aValidity and decision issues in selecting a CAT measurement model0 aValidity and decision issues in selecting a CAT measurement mode aD. J. Weiss (Ed.). Proceedings of the 2007 GMAC Conference on Computerized Adaptive Testing.1 aOlsen, J B1 aBunderson, C V uhttp://www.iacat.org/content/validity-and-decision-issues-selecting-cat-measurement-model03329nas a2200469 4500008004100000020002200041245011600063210006900179250001500248260000800263300001200271490000700283520189400290653003202184653003102216653002202247653002002269653001002289653000902299653002202308653002802330653003302358653001102391653001102402653002502413653000902438653001602447653004602463653002202509653002402531653003002555653002902585100001502614700001502629700001602644700001102660700002402671700001402695700001802709700001002727856012202737 2006 eng d a0003-9993 (Print)00aComputerized adaptive testing for follow-up after discharge from inpatient rehabilitation: I. Activity outcomes0 aComputerized adaptive testing for followup after discharge from  a2006/08/01 cAug a1033-420 v873 aOBJECTIVE: To examine score agreement, precision, validity, efficiency, and responsiveness of a computerized adaptive testing (CAT) version of the Activity Measure for Post-Acute Care (AM-PAC-CAT) in a prospective, 3-month follow-up sample of inpatient rehabilitation patients recently discharged home. DESIGN: Longitudinal, prospective 1-group cohort study of patients followed approximately 2 weeks after hospital discharge and then 3 months after the initial home visit. SETTING: Follow-up visits conducted in patients' home setting. PARTICIPANTS: Ninety-four adults who were recently discharged from inpatient rehabilitation, with diagnoses of neurologic, orthopedic, and medically complex conditions. INTERVENTIONS: Not applicable. MAIN OUTCOME MEASURES: Summary scores from AM-PAC-CAT, including 3 activity domains of movement and physical, personal care and instrumental, and applied cognition were compared with scores from a traditional fixed-length version of the AM-PAC with 66 items (AM-PAC-66). RESULTS: AM-PAC-CAT scores were in good agreement (intraclass correlation coefficient model 3,1 range, .77-.86) with scores from the AM-PAC-66. On average, the CAT programs required 43% of the time and 33% of the items compared with the AM-PAC-66. Both formats discriminated across functional severity groups. The standardized response mean (SRM) was greater for the movement and physical fixed form than the CAT; the effect size and SRM of the 2 other AM-PAC domains showed similar sensitivity between CAT and fixed formats. Using patients' own report as an anchor-based measure of change, the CAT and fixed length formats were comparable in responsiveness to patient-reported change over a 3-month interval. CONCLUSIONS: Accurate estimates for functional activity group-level changes can be obtained from CAT administrations, with a considerable reduction in administration time.10a*Activities of Daily Living10a*Adaptation, Physiological10a*Computer Systems10a*Questionnaires10aAdult10aAged10aAged, 80 and over10aChi-Square Distribution10aFactor Analysis, Statistical10aFemale10aHumans10aLongitudinal Studies10aMale10aMiddle Aged10aOutcome Assessment (Health Care)/*methods10aPatient Discharge10aProspective Studies10aRehabilitation/*standards10aSubacute Care/*standards1 aHaley, S M1 aSiebens, H1 aCoster, W J1 aTao, W1 aBlack-Schaffer, R M1 aGandek, B1 aSinclair, S J1 aNi, P uhttp://www.iacat.org/content/computerized-adaptive-testing-follow-after-discharge-inpatient-rehabilitation-i-activity03166nas a2200361 4500008004100000020002200041245013600063210006900199250001500268260000800283300001200291490000700303520206800310653001502378653002402393653002102417653001002438653000902448653002902457653003402486653002402520653001102544653001102555653001302566653000902579653001602588100001602604700001302620700002302633700001202656700001102668856012502679 2006 eng d a0962-9343 (Print)00aComputerized adaptive testing of diabetes impact: a feasibility study of Hispanics and non-Hispanics in an active clinic population0 aComputerized adaptive testing of diabetes impact a feasibility s a2006/10/13 cNov a1503-180 v153 aBACKGROUND: Diabetes is a leading cause of death and disability in the US and is twice as common among Hispanic Americans as non-Hispanics. The societal costs of diabetes provide an impetus for developing tools that can improve patient care and delay or prevent diabetes complications. METHODS: We implemented a feasibility study of a Computerized Adaptive Test (CAT) to measure diabetes impact using a sample of 103 English- and 97 Spanish-speaking patients (mean age = 56.5, 66.5% female) in a community medical center with a high proportion of minority patients (28% African-American). The 37 items of the Diabetes Impact Survey were translated using forward-backward translation and cognitive debriefing. Participants were randomized to receive either the full-length tool or the Diabetes-CAT first, in the patient's native language. RESULTS: The number of items and the amount of time to complete the survey for the CAT was reduced to one-sixth the amount for the full-length tool in both languages, across disease severity. Confirmatory Factor Analysis confirmed that the Diabetes Impact Survey is unidimensional. The Diabetes-CAT demonstrated acceptable internal consistency reliability, construct validity, and discriminant validity in the overall sample, although subgroup analyses suggested that the English sample data evidenced higher levels of reliability and validity than the Spanish sample and issues with discriminant validity in the Spanish sample. Differential Item Function analysis revealed differences in responses tendencies by language group in 3 of the 37 items. Participant interviews suggested that the Spanish-speaking patients generally preferred the paper survey to the computer-assisted tool, and were twice as likely to experience difficulties understanding the items. CONCLUSIONS: While the Diabetes-CAT demonstrated clear advantages in reducing respondent burden as compared to the full-length tool, simplifying the item bank will be necessary for enhancing the feasibility of the Diabetes-CAT for use with low literacy patients.10a*Computers10a*Hispanic Americans10a*Quality of Life10aAdult10aAged10aData Collection/*methods10aDiabetes Mellitus/*psychology10aFeasibility Studies10aFemale10aHumans10aLanguage10aMale10aMiddle Aged1 aSchwartz, C1 aWelch, G1 aSantiago-Kelley, P1 aBode, R1 aSun, X uhttp://www.iacat.org/content/computerized-adaptive-testing-diabetes-impact-feasibility-study-hispanics-and-non-hispanics02132nas a2200181 4500008004100000020001300041245013400054210006900188300001200257490000700269520147700276100001601753700001501769700001401784700001601798700001401814856012201828 2006 eng d a0895435600aAn evaluation of a patient-reported outcomes found computerized adaptive testing was efficient in assessing osteoarthritis impact0 aevaluation of a patientreported outcomes found computerized adap a715-7230 v593 aBACKGROUND AND OBJECTIVES: Evaluate a patient-reported outcomes questionnaire that uses computerized adaptive testing (CAT) to measure the impact of osteoarthritis (OA) on functioning and well-being. MATERIALS AND METHODS: OA patients completed 37 questions about the impact of OA on physical, social and role functioning, emotional well-being, and vitality. Questionnaire responses were calibrated and scored using item response theory, and two scores were estimated: a Total-OA score based on patients' responses to all 37 questions, and a simulated CAT-OA score where the computer selected and scored the five most informative questions for each patient. Agreement between Total-OA and CAT-OA scores was assessed using correlations. Discriminant validity of Total-OA and CAT-OA scores was assessed with analysis of variance. Criterion measures included OA pain and severity, patient global assessment, and missed work days. RESULTS: Simulated CAT-OA and Total-OA scores correlated highly (r = 0.96). Both Total-OA and simulated CAT-OA scores discriminated significantly between patients differing on the criterion measures. F-statistics across criterion measures ranged from 39.0 (P < .001) to 225.1 (P < .001) for the Total-OA score, and from 40.5 (P < .001) to 221.5 (P < .001) for the simulated CAT-OA score. CONCLUSIONS: CAT methods produce valid and precise estimates of the impact of OA on functioning and well-being with significant reduction in response burden.1 aKosinski, M1 aBjorner, J1 aWarejr, J1 aSullivan, E1 aStraus, W uhttp://www.iacat.org/content/evaluation-patient-reported-outcomes-found-computerized-adaptive-testing-was-efficient-002398nas a2200301 4500008004100000020002200041245010800063210006900171260002400240300000900264490000600273520142200279653002201701653003401723653002301757653003201780653001801812653002101830653001801851100001401869700001301883700001401896700001901910700001501929700001701944700001301961856012201974 2006 eng d a1529-7713 (Print)00aExpansion of a physical function item bank and development of an abbreviated form for clinical research0 aExpansion of a physical function item bank and development of an bRichard M Smith: US a1-150 v73 aWe expanded an existing 33-item physical function (PF) item bank with a sufficient number of items to enable computerized adaptive testing (CAT). Ten items were written to expand the bank and the new item pool was administered to 295 people with cancer. For this analysis of the new pool, seven poorly performing items were identified for further examination. This resulted in a bank with items that define an essentially unidimensional PF construct, cover a wide range of that construct, reliably measure the PF of persons with cancer, and distinguish differences in self-reported functional performance levels. We also developed a 5-item (static) assessment form ("BriefPF") that can be used in clinical research to express scores on the same metric as the overall bank. The BriefPF was compared to the PF-10 from the Medical Outcomes Study SF-36. Both short forms significantly differentiated persons across functional performance levels. While the entire bank was more precise across the PF continuum than either short form, there were differences in the area of the continuum in which each short form was more precise: the BriefPF was more precise than the PF-10 at the lower functional levels and the PF-10 was more precise than the BriefPF at the higher levels. Future research on this bank will include the development of a CAT version, the PF-CAT. (PsycINFO Database Record (c) 2007 APA, all rights reserved)10aclinical research10acomputerized adaptive testing10aperformance levels10aphysical function item bank10aPsychometrics10atest reliability10aTest Validity1 aBode, R K1 aLai, J-S1 aDineen, K1 aHeinemann, A W1 aShevrin, D1 aVon Roenn, J1 aCella, D uhttp://www.iacat.org/content/expansion-physical-function-item-bank-and-development-abbreviated-form-clinical-research02186nas a2200181 4500008004100000245009900041210006900140260000800209300001400217490000700231520157400238100001401812700001301826700001401839700001601853700001301869856012201882 2006 eng d00aItem banks and their potential applications to health status assessment in diverse populations0 aItem banks and their potential applications to health status ass cNov aS189-S1970 v443 aIn 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'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.1 aHahn, E A1 aCella, D1 aBode, R K1 aGershon, RC1 aLai, J S uhttp://www.iacat.org/content/item-banks-and-their-potential-applications-health-status-assessment-diverse-populations00561nas a2200121 4500008004100000245011200041210006900153260004500222100001800267700001500285700001700300856012200317 2006 eng d00aKernel-smoothed DIF detection procedure for computerized adaptive tests (Computerized testing report 00-08)0 aKernelsmoothed DIF detection procedure for computerized adaptive aNewton, PAbLaw School Admission Council1 aNandakumar, R1 aBanks, J C1 aRoussos, L A uhttp://www.iacat.org/content/kernel-smoothed-dif-detection-procedure-computerized-adaptive-tests-computerized-testing03119nas a2200277 4500008004100000020002200041245010900063210006900172250001500241260000800256300001200264490000700276520221700283653002902500653002002529653002502549653002102574653001502595653002802610653001102638653002502649100001702674700001502691700001202706856012302718 2006 eng d a0214-9915 (Print)00aMaximum information stratification method for controlling item exposure in computerized adaptive testing0 aMaximum information stratification method for controlling item e a2007/02/14 cFeb a156-1590 v183 aThe proposal for increasing the security in Computerized Adaptive Tests that has received most attention in recent years is the a-stratified method (AS - Chang and Ying, 1999): at the beginning of the test only items with low discrimination parameters (a) can be administered, with the values of the a parameters increasing as the test goes on. With this method, distribution of the exposure rates of the items is less skewed, while efficiency is maintained in trait-level estimation. The pseudo-guessing parameter (c), present in the three-parameter logistic model, is considered irrelevant, and is not used in the AS method. The Maximum Information Stratified (MIS) model incorporates the c parameter in the stratification of the bank and in the item-selection rule, improving accuracy by comparison with the AS, for item banks with a and b parameters correlated and uncorrelated. For both kinds of banks, the blocking b methods (Chang, Qian and Ying, 2001) improve the security of the item bank.Método de estratificación por máxima información para el control de la exposición en tests adaptativos informatizados. La propuesta para aumentar la seguridad en los tests adaptativos informatizados que ha recibido más atención en los últimos años ha sido el método a-estratificado (AE - Chang y Ying, 1999): en los momentos iniciales del test sólo pueden administrarse ítems con bajos parámetros de discriminación (a), incrementándose los valores del parámetro a admisibles según avanza el test. Con este método la distribución de las tasas de exposición de los ítems es más equilibrada, manteniendo una adecuada precisión en la medida. El parámetro de pseudoadivinación (c), presente en el modelo logístico de tres parámetros, se supone irrelevante y no se incorpora en el AE. El método de Estratificación por Máxima Información (EMI) incorpora el parámetro c a la estratificación del banco y a la regla de selección de ítems, mejorando la precisión en comparación con AE, tanto para bancos donde los parámetros a y b correlacionan como para bancos donde no. Para ambos tipos de bancos, los métodos de bloqueo de b (Chang, Qian y Ying, 2001) mejoran la seguridad del banco.10a*Artificial Intelligence10a*Microcomputers10a*Psychological Tests10a*Software Design10aAlgorithms10aChi-Square Distribution10aHumans10aLikelihood Functions1 aBarrada, J R1 aMazuela, P1 aOlea, J uhttp://www.iacat.org/content/maximum-information-stratification-method-controlling-item-exposure-computerized-adaptive02405nas a2200337 4500008004100000020002200041245010800063210006900171250001500240260000800255300001100263490000700274520139300281653002101674653002101695653001001716653001101726653001801737653001101755653000901766653001601775653003001791653002801821100001801849700001701867700001801884700001401902700001701916700001701933856011701950 2006 eng d a0962-9343 (Print)00aMultidimensional computerized adaptive testing of the EORTC QLQ-C30: basic developments and evaluations0 aMultidimensional computerized adaptive testing of the EORTC QLQC a2006/03/21 cApr a315-290 v153 aOBJECTIVE: Self-report questionnaires are widely used to measure health-related quality of life (HRQOL). Ideally, such questionnaires should be adapted to the individual patient and at the same time scores should be directly comparable across patients. This may be achieved using computerized adaptive testing (CAT). Usually, CAT is carried out for a single domain at a time. However, many HRQOL domains are highly correlated. Multidimensional CAT may utilize these correlations to improve measurement efficiency. We investigated the possible advantages and difficulties of multidimensional CAT. STUDY DESIGN AND SETTING: We evaluated multidimensional CAT of three scales from the EORTC QLQ-C30: the physical functioning, emotional functioning, and fatigue scales. Analyses utilised a database with 2958 European cancer patients. RESULTS: It was possible to obtain scores for the three domains with five to seven items administered using multidimensional CAT that were very close to the scores obtained using all 12 items and with no or little loss of measurement precision. CONCLUSION: The findings suggest that multidimensional CAT may significantly improve measurement precision and efficiency and encourage further research into multidimensional CAT. Particularly, the estimation of the model underlying the multidimensional CAT and the conceptual aspects need further investigations.10a*Quality of Life10a*Self Disclosure10aAdult10aFemale10aHealth Status10aHumans10aMale10aMiddle Aged10aQuestionnaires/*standards10aUser-Computer Interface1 aPetersen, M A1 aGroenvold, M1 aAaronson, N K1 aFayers, P1 aSprangers, M1 aBjorner, J B uhttp://www.iacat.org/content/multidimensional-computerized-adaptive-testing-eortc-qlq-c30-basic-developments-and00465nas a2200121 4500008004100000245006900041210006900110260002200179100001700201700001800218700001200236856009500248 2006 eng d00aMultiple maximum exposure rates in computerized adaptive testing0 aMultiple maximum exposure rates in computerized adaptive testing aBudapest, Hungary1 aBarrada, J R1 aVeldkamp, B P1 aOlea, J uhttp://www.iacat.org/content/multiple-maximum-exposure-rates-computerized-adaptive-testing01482nas a2200145 4500008003900000245006500039210006500104300001200169490000700181520102700188100002001215700002501235700002301260856005301283 2006 d00aOptimal Testlet Pool Assembly for Multistage Testing Designs0 aOptimal Testlet Pool Assembly for Multistage Testing Designs a204-2150 v303 a

Computerized multistage testing (MST) designs require sets of test questions (testlets) to be assembled to meet strict, often competing criteria. Rules that govern testlet assembly may dictate the number of questions on a particular subject or may describe desirable statistical properties for the test, such as measurement precision. In an MST design, testlets of differing difficulty levels must be created. Statistical properties for assembly of the testlets can be expressed using item response theory (IRT) parameters. The testlet test information function (TIF) value can be maximized at a specific point on the IRT ability scale. In practical MST designs, parallel versions of testlets are needed, so sets of testlets with equivalent properties are built according to equivalent specifications. In this project, the authors study the use of a mathematical programming technique to simultaneously assemble testlets to ensure equivalence and fairness to candidates who may be administered different testlets.

1 aAriel, Adelaide1 aVeldkamp, Bernard, P1 aBreithaupt, Krista uhttp://apm.sagepub.com/content/30/3/204.abstract02346nas a2200217 4500008004100000020002200041245008000063210006900143260002600212300001000238490000700248520160400255653003001859653002101889653003201910653003001942653002501972100001501997700001502012856010102027 2006 eng d a0146-6216 (Print)00aSIMCAT 1.0: A SAS computer program for simulating computer adaptive testing0 aSIMCAT 10 A SAS computer program for simulating computer adaptiv bSage Publications: US a60-610 v303 aMonte Carlo methodologies are frequently applied to study the sampling distribution of the estimated proficiency level in adaptive testing. These methods eliminate real situational constraints. However, these Monte Carlo methodologies are not currently supported by the available software programs, and when these programs are available, their flexibility is limited. SIMCAT 1.0 is aimed at the simulation of adaptive testing sessions under different adaptive expected a posteriori (EAP) proficiency-level estimation methods (Blais & Raîche, 2005; Raîche & Blais, 2005) based on the one-parameter Rasch logistic model. These methods are all adaptive in the a priori proficiency-level estimation, the proficiency-level estimation bias correction, the integration interval, or a combination of these factors. The use of these adaptive EAP estimation methods diminishes considerably the shrinking, and therefore biasing, effect of the estimated a priori proficiency level encountered when this a priori is fixed at a constant value independently of the computed previous value of the proficiency level. SIMCAT 1.0 also computes empirical and estimated skewness and kurtosis coefficients, such as the standard error, of the estimated proficiency-level sampling distribution. In this way, the program allows one to compare empirical and estimated properties of the estimated proficiency-level sampling distribution under different variations of the EAP estimation method: standard error and bias, like the skewness and kurtosis coefficients. (PsycINFO Database Record (c) 2007 APA, all rights reserved)10acomputer adaptive testing10acomputer program10aestimated proficiency level10aMonte Carlo methodologies10aRasch logistic model1 aRaîche, G1 aBlais, J-G uhttp://www.iacat.org/content/simcat-10-sas-computer-program-simulating-computer-adaptive-testing00444nas a2200133 4500008003900000245006200039210006000101300001200161490000700173100002000180700002100200700002300221856006600244 2006 d00aA testlet assembly design for the uniform CPA Examination0 atestlet assembly design for the uniform CPA Examination a189-2020 v191 aLuecht, Richard1 aBrumfield, Terry1 aBreithaupt, Krista uhttp://www.tandfonline.com/doi/abs/10.1207/s15324818ame1903_200443nas a2200133 4500008003900000245005900039210005900098300001200157490000600169100002300175700002000198700002500218856006600243 2005 d00aAutomated Simultaneous Assembly for Multistage Testing0 aAutomated Simultaneous Assembly for Multistage Testing a319-3300 v51 aBreithaupt, Krista1 aAriel, Adelaide1 aVeldkamp, Bernard, P uhttp://www.tandfonline.com/doi/abs/10.1207/s15327574ijt0503_800534nas a2200133 4500008003900000245010500039210006900144300001200213490000700225100001700232700001600249700001500265856012000280 2005 d00aA closer look at using judgments of item difficulty to change answers on computerized adaptive tests0 acloser look at using judgments of item difficulty to change answ a331-3500 v421 aVispoel, W P1 aClough, S J1 aBleiler, T uhttp://www.iacat.org/content/closer-look-using-judgments-item-difficulty-change-answers-computerized-adaptive-tests00537nas a2200169 4500008004100000245006700041210006300108300001600171490000700187100001400194700001400208700001600222700001700238700001500255700001200270856008500282 2005 eng d00aDevelopment of a computer-adaptive test for depression (D-CAT)0 aDevelopment of a computeradaptive test for depression DCAT a2277–22910 v141 aFliege, H1 aBecker, J1 aWalter, O B1 aBjorner, J B1 aKlapp, B F1 aRose, M uhttp://www.iacat.org/content/development-computer-adaptive-test-depression-d-cat00595nas a2200109 4500008004100000245014100041210006900182260008300251100001500334700001500349856012100364 2005 eng d00aFeatures of the estimated sampling distribution of the ability estimate in computerized adaptive testing according to two stopping rules0 aFeatures of the estimated sampling distribution of the ability e aD. G. Englehard (Eds.), Objective measurement: Theory into practice. Volume 6.1 aBlais, J-G1 aRaîche, G uhttp://www.iacat.org/content/features-estimated-sampling-distribution-ability-estimate-computerized-adaptive-testing02443nas a2200373 4500008004100000020004100041245008200082210006900164250001500233260000800248300001000256490000700266520136700273653001001640653000901650653002201659653003301681653003301714653001101747653001101758653000901769653001601778653004001794653001801834653001901852100001301871700001301884700001401897700001201911700001701923700001601940700001501956856009801971 2005 eng d a0895-4356 (Print)0895-4356 (Linking)00aAn item bank was created to improve the measurement of cancer-related fatigue0 aitem bank was created to improve the measurement of cancerrelate a2005/02/01 cFeb a190-70 v583 aOBJECTIVE: 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.10aAdult10aAged10aAged, 80 and over10aFactor Analysis, Statistical10aFatigue/*etiology/psychology10aFemale10aHumans10aMale10aMiddle Aged10aNeoplasms/*complications/psychology10aPsychometrics10aQuestionnaires1 aLai, J-S1 aCella, D1 aDineen, K1 aBode, R1 aVon Roenn, J1 aGershon, RC1 aShevrin, D uhttp://www.iacat.org/content/item-bank-was-created-improve-measurement-cancer-related-fatigue00559nas a2200145 4500008003900000245011100039210006900150300001000219490000700229100001400236700001400250700001800264700001700282856011400299 2005 d00aItem response theory in computer adaptive testing: implications for outcomes measurement in rehabilitation0 aItem response theory in computer adaptive testing implications f a71-780 v501 aWare, J E1 aGandek, B1 aSinclair, S J1 aBjorner, J B uhttp://www.iacat.org/content/item-response-theory-computer-adaptive-testing-implications-outcomes-measurement01743nas a2200229 4500008004100000245008300041210006900124300001100193490000700204520103000211653003401241100001301275700001401288700001501302700001701317700001501334700001501349700001401364700001301378700001301391856010901404 2005 eng d00aAn item response theory-based pain item bank can enhance measurement precision0 aitem response theorybased pain item bank can enhance measurement a278-880 v303 aCancer-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.10acomputerized adaptive testing1 aLai, J-S1 aDineen, K1 aReeve, B B1 aVon Roenn, J1 aShervin, D1 aMcGuire, M1 aBode, R K1 aPaice, J1 aCella, D uhttp://www.iacat.org/content/item-response-theory-based-pain-item-bank-can-enhance-measurement-precision01198nas a2200133 4500008003900000245006700039210006700106300001200173490000700185520077300192100002100965700002500986856005301011 2005 d00aMonte Carlo Test Assembly for Item Pool Analysis and Extension0 aMonte Carlo Test Assembly for Item Pool Analysis and Extension a239-2610 v293 a

A new test assembly algorithm based on a Monte Carlo random search is presented in this article. A major advantage of the Monte Carlo test assembly over other approaches (integer programming or enumerative heuristics) is that it performs a uniform sampling from the item pool, which provides every feasible item combination (test) with an equal chance of being built during an assembly. This allows the authors to address the following issues of pool analysis and extension: compare the strengths and weaknesses of different pools, identify the most restrictive constraint(s) for test assembly, and identify properties of the items that should be added to a pool to achieve greater usability of the pool. Computer experiments with operational pools are given.

1 aBelov, Dmitry, I1 aArmstrong, Ronald, D uhttp://apm.sagepub.com/content/29/4/239.abstract01914nas a2200157 4500008004100000245010500041210006900146300001000215490000700225520132900232653003401561100001501595700001301610700001301623856012001636 2005 eng d00aThe promise of PROMIS: using item response theory to improve assessment of patient-reported outcomes0 apromise of PROMIS using item response theory to improve assessme aS53-70 v233 aPROMIS (Patient-Reported-Outcomes Measurement Information System) is an NIH Roadmap network project intended to improve the reliability, validity, and precision of PROs and to provide definitive new instruments that will exceed the capabilities of classic instruments and enable improved outcome measurement for clinical research across all NIH institutes. Item response theory (IRT) measurement models now permit us to transition conventional health status assessment into an era of item banking and computerized adaptive testing (CAT). Item banking uses IRT measurement models and methods to develop item banks from large pools of items from many available questionnaires. IRT allows the reduction and improvement of items and assembles domains of items which are unidimensional and not excessively redundant. CAT provides a model-driven algorithm and software to iteratively select the most informative remaining item in a domain until a desired degree of precision is obtained. Through these approaches the number of patients required for a clinical trial may be reduced while holding statistical power constant. PROMIS tools, expected to improve precision and enable assessment at the individual patient level which should broaden the appeal of PROs, will begin to be available to the general medical community in 2008.10acomputerized adaptive testing1 aFries, J F1 aBruce, B1 aCella, D uhttp://www.iacat.org/content/promise-promis-using-item-response-theory-improve-assessment-patient-reported-outcomes10201nas a2200553 4500008004100000245016300041210006900204300001400273490000700287520862500294653001808919653003208937100001608969700001608985700001409001700001609015700001409031700001509045700001609060700001409076700001509090700001509105700001409120700001709134700001709151700001709168700001609185700001709201700001609218700001509234700001609249700001709265700002309282700001609305700002209321700001609343700001609359700001709375700001309392700001509405700001309420700001609433700001209449700001409461700001609475700002009491700001209511856012409523 2005 eng d00aToward efficient and comprehensive measurement of the alcohol problems continuum in college students: The Brief Young Adult Alcohol Consequences Questionnaire0 aToward efficient and comprehensive measurement of the alcohol pr a1180-11890 v293 aBackground: Although a number of measures of alcohol problems in college students have been studied, the psychometric development and validation of these scales have been limited, for the most part, to methods based on classical test theory. In this study, we conducted analyses based on item response theory to select a set of items for measuring the alcohol problem severity continuum in college students that balances comprehensiveness and efficiency and is free from significant gender bias., Method: We conducted Rasch model analyses of responses to the 48-item Young Adult Alcohol Consequences Questionnaire by 164 male and 176 female college students who drank on at least a weekly basis. An iterative process using item fit statistics, item severities, item discrimination parameters, model residuals, and analysis of differential item functioning by gender was used to pare the items down to those that best fit a Rasch model and that were most efficient in discriminating among levels of alcohol problems in the sample., Results: The process of iterative Rasch model analyses resulted in a final 24-item scale with the data fitting the unidimensional Rasch model very well. The scale showed excellent distributional properties, had items adequately matched to the severity of alcohol problems in the sample, covered a full range of problem severity, and appeared highly efficient in retaining all of the meaningful variance captured by the original set of 48 items., Conclusions: The use of Rasch model analyses to inform item selection produced a final scale that, in both its comprehensiveness and its efficiency, should be a useful tool for researchers studying alcohol problems in college students. To aid interpretation of raw scores, examples of the types of alcohol problems that are likely to be experienced across a range of selected scores are provided., (C)2005Research Society on AlcoholismAn important, sometimes controversial feature of all psychological phenomena is whether they are categorical or dimensional. A conceptual and psychometric framework is described for distinguishing whether the latent structure behind manifest categories (e.g., psychiatric diagnoses, attitude groups, or stages of development) is category-like or dimension-like. Being dimension-like requires (a) within-category heterogeneity and (b) between-category quantitative differences. Being category-like requires (a) within-category homogeneity and (b) between-category qualitative differences. The relation between this classification and abrupt versus smooth differences is discussed. Hybrid structures are possible. Being category-like is itself a matter of degree; the authors offer a formalized framework to determine this degree. Empirical applications to personality disorders, attitudes toward capital punishment, and stages of cognitive development illustrate the approach., (C) 2005 by the American Psychological AssociationThe authors conducted Rasch model ( G. Rasch, 1960) analyses of items from the Young Adult Alcohol Problems Screening Test (YAAPST; S. C. Hurlbut & K. J. Sher, 1992) to examine the relative severity and ordering of alcohol problems in 806 college students. Items appeared to measure a single dimension of alcohol problem severity, covering a broad range of the latent continuum. Items fit the Rasch model well, with less severe symptoms reliably preceding more severe symptoms in a potential progression toward increasing levels of problem severity. However, certain items did not index problem severity consistently across demographic subgroups. A shortened, alternative version of the YAAPST is proposed, and a norm table is provided that allows for a linking of total YAAPST scores to expected symptom expression., (C) 2004 by the American Psychological AssociationA didactic on latent growth curve modeling for ordinal outcomes is presented. The conceptual aspects of modeling growth with ordinal variables and the notion of threshold invariance are illustrated graphically using a hypothetical example. The ordinal growth model is described in terms of 3 nested models: (a) multivariate normality of the underlying continuous latent variables (yt) and its relationship with the observed ordinal response pattern (Yt), (b) threshold invariance over time, and (c) growth model for the continuous latent variable on a common scale. Algebraic implications of the model restrictions are derived, and practical aspects of fitting ordinal growth models are discussed with the help of an empirical example and Mx script ( M. C. Neale, S. M. Boker, G. Xie, & H. H. Maes, 1999). The necessary conditions for the identification of growth models with ordinal data and the methodological implications of the model of threshold invariance are discussed., (C) 2004 by the American Psychological AssociationRecent research points toward the viability of conceptualizing alcohol problems as arrayed along a continuum. Nevertheless, modern statistical techniques designed to scale multiple problems along a continuum (latent trait modeling; LTM) have rarely been applied to alcohol problems. This study applies LTM methods to data on 110 problems reported during in-person interviews of 1,348 middle-aged men (mean age = 43) from the general population. The results revealed a continuum of severity linking the 110 problems, ranging from heavy and abusive drinking, through tolerance and withdrawal, to serious complications of alcoholism. These results indicate that alcohol problems can be arrayed along a dimension of severity and emphasize the relevance of LTM to informing the conceptualization and assessment of alcohol problems., (C) 2004 by the American Psychological AssociationItem response theory (IRT) is supplanting classical test theory as the basis for measures development. This study demonstrated the utility of IRT for evaluating DSM-IV diagnostic criteria. Data on alcohol, cannabis, and cocaine symptoms from 372 adult clinical participants interviewed with the Composite International Diagnostic Interview-Expanded Substance Abuse Module (CIDI-SAM) were analyzed with Mplus ( B. Muthen & L. Muthen, 1998) and MULTILOG ( D. Thissen, 1991) software. Tolerance and legal problems criteria were dropped because of poor fit with a unidimensional model. Item response curves, test information curves, and testing of variously constrained models suggested that DSM-IV criteria in the CIDI-SAM discriminate between only impaired and less impaired cases and may not be useful to scale case severity. IRT can be used to study the construct validity of DSM-IV diagnoses and to identify diagnostic criteria with poor performance., (C) 2004 by the American Psychological AssociationThis study examined the psychometric characteristics of an index of substance use involvement using item response theory. The sample consisted of 292 men and 140 women who qualified for a Diagnostic and Statistical Manual of Mental Disorders (3rd ed., rev.; American Psychiatric Association, 1987) substance use disorder (SUD) diagnosis and 293 men and 445 women who did not qualify for a SUD diagnosis. The results indicated that men had a higher probability of endorsing substance use compared with women. The index significantly predicted health, psychiatric, and psychosocial disturbances as well as level of substance use behavior and severity of SUD after a 2-year follow-up. Finally, this index is a reliable and useful prognostic indicator of the risk for SUD and the medical and psychosocial sequelae of drug consumption., (C) 2002 by the American Psychological AssociationComparability, validity, and impact of loss of information of a computerized adaptive administration of the Minnesota Multiphasic Personality Inventory-2 (MMPI-2) were assessed in a sample of 140 Veterans Affairs hospital patients. The countdown method ( Butcher, Keller, & Bacon, 1985) was used to adaptively administer Scales L (Lie) and F (Frequency), the 10 clinical scales, and the 15 content scales. Participants completed the MMPI-2 twice, in 1 of 2 conditions: computerized conventional test-retest, or computerized conventional-computerized adaptive. Mean profiles and test-retest correlations across modalities were comparable. Correlations between MMPI-2 scales and criterion measures supported the validity of the countdown method, although some attenuation of validity was suggested for certain health-related items. Loss of information incurred with this mode of adaptive testing has minimal impact on test validity. Item and time savings were substantial., (C) 1999 by the American Psychological Association10aPsychometrics10aSubstance-Related Disorders1 aKahler, C W1 aStrong, D R1 aRead, J P1 aDe Boeck, P1 aWilson, M1 aActon, G S1 aPalfai, T P1 aWood, M D1 aMehta, P D1 aNeale, M C1 aFlay, B R1 aConklin, C A1 aClayton, R R1 aTiffany, S T1 aShiffman, S1 aKrueger, R F1 aNichol, P E1 aHicks, B M1 aMarkon, K E1 aPatrick, C J1 aIacono, William, G1 aMcGue, Matt1 aLangenbucher, J W1 aLabouvie, E1 aMartin, C S1 aSanjuan, P M1 aBavly, L1 aKirisci, L1 aChung, T1 aVanyukov, M1 aDunn, M1 aTarter, R1 aHandel, R W1 aBen-Porath, Y S1 aWatt, M uhttp://www.iacat.org/content/toward-efficient-and-comprehensive-measurement-alcohol-problems-continuum-college-students03707nas a2200481 4500008004100000245005200041210005200093300001200145490000700157520221100164653001902375653002902394653005802423653001002481653005302491653000902544653001102553653002502564653002602589653003302615653001102648653001002659653000902669653001602678653002402694653007402718653001802792653002902810653005802839653003102897653003202928653003602960653003202996100001503028700001603043700001603059700001603075700001003091700001403101700001803115700001503133856007703148 2004 eng d00aActivity outcome measurement for postacute care0 aActivity outcome measurement for postacute care aI49-1610 v423 aBACKGROUND: Efforts to evaluate the effectiveness of a broad range of postacute care services have been hindered by the lack of conceptually sound and comprehensive measures of outcomes. It is critical to determine a common underlying structure before employing current methods of item equating across outcome instruments for future item banking and computer-adaptive testing applications. OBJECTIVE: To investigate the factor structure, reliability, and scale properties of items underlying the Activity domains of the International Classification of Functioning, Disability and Health (ICF) for use in postacute care outcome measurement. METHODS: We developed a 41-item Activity Measure for Postacute Care (AM-PAC) that assessed an individual's execution of discrete daily tasks in his or her own environment across major content domains as defined by the ICF. We evaluated the reliability and discriminant validity of the prototype AM-PAC in 477 individuals in active rehabilitation programs across 4 rehabilitation settings using factor analyses, tests of item scaling, internal consistency reliability analyses, Rasch item response theory modeling, residual component analysis, and modified parallel analysis. RESULTS: Results from an initial exploratory factor analysis produced 3 distinct, interpretable factors that accounted for 72% of the variance: Applied Cognition (44%), Personal Care & Instrumental Activities (19%), and Physical & Movement Activities (9%); these 3 activity factors were verified by a confirmatory factor analysis. Scaling assumptions were met for each factor in the total sample and across diagnostic groups. Internal consistency reliability was high for the total sample (Cronbach alpha = 0.92 to 0.94), and for specific diagnostic groups (Cronbach alpha = 0.90 to 0.95). Rasch scaling, residual factor, differential item functioning, and modified parallel analyses supported the unidimensionality and goodness of fit of each unique activity domain. CONCLUSIONS: This 3-factor model of the AM-PAC can form the conceptual basis for common-item equating and computer-adaptive applications, leading to a comprehensive system of outcome instruments for postacute care settings.10a*Self Efficacy10a*Sickness Impact Profile10aActivities of Daily Living/*classification/psychology10aAdult10aAftercare/*standards/statistics & numerical data10aAged10aBoston10aCognition/physiology10aDisability Evaluation10aFactor Analysis, Statistical10aFemale10aHuman10aMale10aMiddle Aged10aMovement/physiology10aOutcome Assessment (Health Care)/*methods/statistics & numerical data10aPsychometrics10aQuestionnaires/standards10aRehabilitation/*standards/statistics & numerical data10aReproducibility of Results10aSensitivity and Specificity10aSupport, U.S. Gov't, Non-P.H.S.10aSupport, U.S. Gov't, P.H.S.1 aHaley, S M1 aCoster, W J1 aAndres, P L1 aLudlow, L H1 aNi, P1 aBond, T L1 aSinclair, S J1 aJette, A M uhttp://www.iacat.org/content/activity-outcome-measurement-postacute-care00496nas a2200121 4500008004100000245009100041210006900132260001700201100001800218700001300236700001600249856010900265 2004 eng d00aAutomated Simultaneous Assembly of Multi-Stage Testing for the Uniform CPA Examination0 aAutomated Simultaneous Assembly of MultiStage Testing for the Un aSan Diego CA1 aBreithaupt, K1 aAriel, A1 aVeldkamp, B uhttp://www.iacat.org/content/automated-simultaneous-assembly-multi-stage-testing-uniform-cpa-examination01801nas a2200361 4500008004100000020002200041245009500063210006900158250001500227260001100242300001000253490000700263520066300270653002500933653002900958653001000987653000900997653002201006653004501028653003701073653001101110653001101121653000901132653001601141653003601157653003001193653003401223100001601257700002401273700001001297700001501307856011701322 2004 eng d a1074-9357 (Print)00aComputer adaptive testing: a strategy for monitoring stroke rehabilitation across settings0 aComputer adaptive testing a strategy for monitoring stroke rehab a2004/05/01 cSpring a33-390 v113 aCurrent functional assessment instruments in stroke rehabilitation are often setting-specific and lack precision, breadth, and/or feasibility. Computer adaptive testing (CAT) offers a promising potential solution by providing a quick, yet precise, measure of function that can be used across a broad range of patient abilities and in multiple settings. CAT technology yields a precise score by selecting very few relevant items from a large and diverse item pool based on each individual's responses. We demonstrate the potential usefulness of a CAT assessment model with a cross-sectional sample of persons with stroke from multiple rehabilitation settings.10a*Computer Simulation10a*User-Computer Interface10aAdult10aAged10aAged, 80 and over10aCerebrovascular Accident/*rehabilitation10aDisabled Persons/*classification10aFemale10aHumans10aMale10aMiddle Aged10aMonitoring, Physiologic/methods10aSeverity of Illness Index10aTask Performance and Analysis1 aAndres, P L1 aBlack-Schaffer, R M1 aNi, P1 aHaley, S M uhttp://www.iacat.org/content/computer-adaptive-testing-strategy-monitoring-stroke-rehabilitation-across-settings02593nas a2200469 4500008004100000245007200041210006900113300001000182490000600192520108600198653002501284653001001309653001501319653002101334653002201355653005901377653007001436653003301506653001101539653001101550653001301561653000901574653002701583653002201610653005501632653001901687653001501706653006601721653001801787653003701805653004101842653003001883653001301913100001501926700001301941700001801954700001501972700001401987700001402001700001302015856009502028 2004 eng d00aComputerized adaptive measurement of depression: A simulation study0 aComputerized adaptive measurement of depression A simulation stu a13-230 v43 aBackground: Efficient, accurate instruments for measuring depression are increasingly importantin clinical practice. We developed a computerized adaptive version of the Beck DepressionInventory (BDI). We examined its efficiency and its usefulness in identifying Major DepressiveEpisodes (MDE) and in measuring depression severity.Methods: Subjects were 744 participants in research studies in which each subject completed boththe BDI and the SCID. In addition, 285 patients completed the Hamilton Depression Rating Scale.Results: The adaptive BDI had an AUC as an indicator of a SCID diagnosis of MDE of 88%,equivalent to the full BDI. The adaptive BDI asked fewer questions than the full BDI (5.6 versus 21items). The adaptive latent depression score correlated r = .92 with the BDI total score and thelatent depression score correlated more highly with the Hamilton (r = .74) than the BDI total scoredid (r = .70).Conclusions: Adaptive testing for depression may provide greatly increased efficiency withoutloss of accuracy in identifying MDE or in measuring depression severity.10a*Computer Simulation10aAdult10aAlgorithms10aArea Under Curve10aComparative Study10aDepressive Disorder/*diagnosis/epidemiology/psychology10aDiagnosis, Computer-Assisted/*methods/statistics & numerical data10aFactor Analysis, Statistical10aFemale10aHumans10aInternet10aMale10aMass Screening/methods10aPatient Selection10aPersonality Inventory/*statistics & numerical data10aPilot Projects10aPrevalence10aPsychiatric Status Rating Scales/*statistics & numerical data10aPsychometrics10aResearch Support, Non-U.S. Gov't10aResearch Support, U.S. Gov't, P.H.S.10aSeverity of Illness Index10aSoftware1 aGardner, W1 aShear, K1 aKelleher, K J1 aPajer, K A1 aMammen, O1 aBuysse, D1 aFrank, E uhttp://www.iacat.org/content/computerized-adaptive-measurement-depression-simulation-study00511nas a2200133 4500008004100000245005100041210005100092260009900143100001700242700001600259700001400275700000800289856008000297 2004 eng d00aComputerized adaptive testing and item banking0 aComputerized adaptive testing and item banking aP. M. Fayers and R. D. Hays (Eds.) Assessing Quality of Life. Oxford: Oxford University Press.1 aBjorner, J B1 aKosinski, M1 aWare, J E1 aJr. uhttp://www.iacat.org/content/computerized-adaptive-testing-and-item-banking01908nas a2200217 4500008004100000020004600041245010100087210006900188260002600257300001200283490000700295520111100302653002401413653003201437653001301469653003801482100001701520700001501537700001401552856012401566 2004 eng d a0021-9762 (Print); 1097-4679 (Electronic)00aComputers in clinical assessment: Historical developments, present status, and future challenges0 aComputers in clinical assessment Historical developments present bJohn Wiley & Sons: US a331-3450 v603 aComputerized testing methods have long been regarded as a potentially powerful asset for providing psychological assessment services. Ever since computers were first introduced and adapted to the field of assessment psychology in the 1950s, they have been a valuable aid for scoring, data processing, and even interpretation of test results. The history and status of computer-based personality and neuropsychological tests are discussed in this article. Several pertinent issues involved in providing test interpretation by computer are highlighted. Advances in computer-based test use, such as computerized adaptive testing, are described and problems noted. Today, there is great interest in expanding the availability of psychological assessment applications on the Internet. Although these applications show great promise, there are a number of problems associated with providing psychological tests on the Internet that need to be addressed by psychologists before the Internet can become a major medium for psychological service delivery. (PsycINFO Database Record (c) 2007 APA, all rights reserved)10aclinical assessment10acomputerized testing method10aInternet10apsychological assessment services1 aButcher, J N1 aPerry, J L1 aHahn, J A uhttp://www.iacat.org/content/computers-clinical-assessment-historical-developments-present-status-and-future-challenges00489nas a2200097 4500008003900000245008700039210006900126260006200195100001700257856011700274 2004 d00aDeveloping tailored instruments: Item banking and computerized adaptive assessment0 aDeveloping tailored instruments Item banking and computerized ad aItem Banks, and Computer-Adaptive Testing,” Bethesda MD1 aBjorner, J B uhttp://www.iacat.org/content/developing-tailored-instruments-item-banking-and-computerized-adaptive-assessment-100546nas a2200145 4500008004100000245008900041210006900130300001200199490000700211653003400218100001400252700001400266700001500280856010500295 2004 eng d00aThe development and evaluation of a software prototype for computer-adaptive testing0 adevelopment and evaluation of a software prototype for computera a109-1230 v4310acomputerized adaptive testing1 aLilley, M1 aBarker, T1 aBritton, C uhttp://www.iacat.org/content/development-and-evaluation-software-prototype-computer-adaptive-testing04032nas a2200433 4500008004100000245012300041210006900164260000800233300001200241490000700253520252400260653001902784653002902803653005802832653001002890653000902900653002202909653002602931653003302957653001102990653001103001653000903012653001603021653007403037653003003111653003603141653005803177653003103235653004503266653004103311653003203352100001603384700001503400700001603415700001603431700001403447700001203461856012503473 2004 eng d00aRefining the conceptual basis for rehabilitation outcome measurement: personal care and instrumental activities domain0 aRefining the conceptual basis for rehabilitation outcome measure cJan aI62-1720 v423 aBACKGROUND: Rehabilitation outcome measures routinely include content on performance of daily activities; however, the conceptual basis for item selection is rarely specified. These instruments differ significantly in format, number, and specificity of daily activity items and in the measurement dimensions and type of scale used to specify levels of performance. We propose that a requirement for upper limb and hand skills underlies many activities of daily living (ADL) and instrumental activities of daily living (IADL) items in current instruments, and that items selected based on this definition can be placed along a single functional continuum. OBJECTIVE: To examine the dimensional structure and content coverage of a Personal Care and Instrumental Activities item set and to examine the comparability of items from existing instruments and a set of new items as measures of this domain. METHODS: Participants (N = 477) from 3 different disability groups and 4 settings representing the continuum of postacute rehabilitation care were administered the newly developed Activity Measure for Post-Acute Care (AM-PAC), the SF-8, and an additional setting-specific measure: FIM (in-patient rehabilitation); MDS (skilled nursing facility); MDS-PAC (postacute settings); OASIS (home care); or PF-10 (outpatient clinic). Rasch (partial-credit model) analyses were conducted on a set of 62 items covering the Personal Care and Instrumental domain to examine item fit, item functioning, and category difficulty estimates and unidimensionality. RESULTS: After removing 6 misfitting items, the remaining 56 items fit acceptably along the hypothesized continuum. Analyses yielded different difficulty estimates for the maximum score (eg, "Independent performance") for items with comparable content from different instruments. Items showed little differential item functioning across age, diagnosis, or severity groups, and 92% of the participants fit the model. CONCLUSIONS: ADL and IADL items from existing rehabilitation outcomes instruments that depend on skilled upper limb and hand use can be located along a single continuum, along with the new personal care and instrumental items of the AM-PAC addressing gaps in content. Results support the validity of the proposed definition of the Personal Care and Instrumental Activities dimension of function as a guide for future development of rehabilitation outcome instruments, such as linked, setting-specific short forms and computerized adaptive testing approaches.10a*Self Efficacy10a*Sickness Impact Profile10aActivities of Daily Living/*classification/psychology10aAdult10aAged10aAged, 80 and over10aDisability Evaluation10aFactor Analysis, Statistical10aFemale10aHumans10aMale10aMiddle Aged10aOutcome Assessment (Health Care)/*methods/statistics & numerical data10aQuestionnaires/*standards10aRecovery of Function/physiology10aRehabilitation/*standards/statistics & numerical data10aReproducibility of Results10aResearch Support, U.S. Gov't, Non-P.H.S.10aResearch Support, U.S. Gov't, P.H.S.10aSensitivity and Specificity1 aCoster, W J1 aHaley, S M1 aAndres, P L1 aLudlow, L H1 aBond, T L1 aNi, P S uhttp://www.iacat.org/content/refining-conceptual-basis-rehabilitation-outcome-measurement-personal-care-and-instrumental03122nas a2200121 4500008004100000245009500041210006900136300000900205490000700214520263700221100002502858856011702883 2004 eng d00aStrategies for controlling testlet exposure rates in computerized adaptive testing systems0 aStrategies for controlling testlet exposure rates in computerize a58350 v643 aExposure control procedures in computerized adaptive testing (CAT) systems protect item pools from being compromised, however, this impacts measurement precision. Previous research indicates that exposure control procedures perform differently for dichotomously scored versus polytomously scored CAT systems. For dichotomously scored CATs, conditional selection procedures are often the optimal choice, while randomization procedures perform best for polytomously scored CATs. CAT systems modeled with testlet response theory have not been examined to determine optimal exposure control procedures. This dissertation examined various exposure control procedures in testlet-based CAT systems using the three-parameter logistic testlet response theory model and the partial credit model. The exposure control procedures were the randomesque procedure, the modified within .10 logits procedure, two levels of the progressive restricted procedure, and two levels of the Sympson-Hetter procedure. Each of these was compared to a baseline no exposure control procedure, maximum information. The testlets were reading passages with six to ten multiple-choice items. The CAT systems consisted of maximum information testlet selection contingent on an exposure control procedure and content balancing for passage type and the number of items per passage; expected a posteriori ability estimation; and a fixed length stopping rule of seven testlets totaling fifty multiple-choice items. Measurement precision and exposure rates were examined to evaluate the effectiveness of the exposure control procedures for each measurement model. The exposure control procedures yielded similar results for measurement precision within the models. The exposure rates distinguished which exposure control procedures were most effective. The Sympson-Hetter conditions, which are conditional procedures, maintained the pre-specified maximum exposure rate, but performed very poorly in terms of pool utilization. The randomization procedures, randomesque and modified within .10 logits, yielded low maximum exposure rates, but used only about 70% of the testlet pool. Surprisingly, the progressive restricted procedure, which is a combination of both a conditional and randomization procedure, yielded the best results in its ability to maintain and control the maximum exposure rate and it used the entire testlet pool. The progressive restricted conditions were the optimal procedures for both the partial credit CAT systems and the three-parameter logistic testlet response theory CAT systems. (PsycINFO Database Record (c) 2004 APA, all rights reserved).1 aBoyd, Aimee Michelle uhttp://www.iacat.org/content/strategies-controlling-testlet-exposure-rates-computerized-adaptive-testing-systems00433nas a2200121 4500008004100000245006600041210006600107300001200173490001000185100001300195700001500208856008800223 2004 eng d00aTest difficulty and stereotype threat on the GRE General Test0 aTest difficulty and stereotype threat on the GRE General Test a563-5970 v34(3)1 aStricker1 aBejar, I I uhttp://www.iacat.org/content/test-difficulty-and-stereotype-threat-gre-general-test00638nas a2200193 4500008004100000245009100041210006900132300000900201490000700210100001400217700001600231700001400247700001700261700002000278700001400298700001500312700001200327856010500339 2004 eng d00aValidating the German computerized adaptive test for anxiety on healthy sample (A-CAT)0 aValidating the German computerized adaptive test for anxiety on  a15150 v131 aBecker, J1 aWalter, O B1 aFliege, H1 aBjorner, J B1 aKocalevent, R D1 aSchmid, G1 aKlapp, B F1 aRose, M uhttp://www.iacat.org/content/validating-german-computerized-adaptive-test-anxiety-healthy-sample-cat01227nas a2200193 4500008004100000245002900041210002900070260003200099300001200131520066800143653003000811653003200841653001400873653004500887100001200932700001500944700001600959856005800975 2003 eng d00aAssessing question banks0 aAssessing question banks aLondon, UKbKogan Page Ltd. a171-2303 aIn Chapter 14, Joanna Bull and James Daziel provide a comprehensive treatment of the issues surrounding the use of Question Banks and Computer Assisted Assessment, and provide a number of excellent examples of implementations. In their review of the technologies employed in Computer Assisted Assessment the authors include Computer Adaptive Testing and data generation. The authors reveal significant issues involving the impact of Intellectual Property rights and computer assisted assessment and make important suggestions for strategies to overcome these obstacles. (PsycINFO Database Record (c) 2005 APA )http://www-jime.open.ac.uk/2003/1/ (journal abstract)10aComputer Assisted Testing10aCurriculum Based Assessment10aEducation10aTechnology computerized adaptive testing1 aBull, J1 aDalziel, J1 aVreeland, T uhttp://www.iacat.org/content/assessing-question-banks02654nas a2200385 4500008004100000245014400041210006900185300001200254490000700266520138100273653002101654653003301675653002901708653001501737653001001752653000901762653002201771653002601793653003301819653002501852653001901877653001001896653002501906653001601931653002401947653002601971653002701997653003202024653001302056653002802069100001702097700001602114700001402130856012402144 2003 eng d00aCalibration of an item pool for assessing the burden of headaches: an application of item response theory to the Headache Impact Test (HIT)0 aCalibration of an item pool for assessing the burden of headache a913-9330 v123 aBACKGROUND: Measurement of headache impact is important in clinical trials, case detection, and the clinical monitoring of patients. Computerized adaptive testing (CAT) of headache impact has potential advantages over traditional fixed-length tests in terms of precision, relevance, real-time quality control and flexibility. OBJECTIVE: To develop an item pool that can be used for a computerized adaptive test of headache impact. METHODS: We analyzed responses to four well-known tests of headache impact from a population-based sample of recent headache sufferers (n = 1016). We used confirmatory factor analysis for categorical data and analyses based on item response theory (IRT). RESULTS: In factor analyses, we found very high correlations between the factors hypothesized by the original test constructers, both within and between the original questionnaires. These results suggest that a single score of headache impact is sufficient. We established a pool of 47 items which fitted the generalized partial credit IRT model. By simulating a computerized adaptive health test we showed that an adaptive test of only five items had a very high concordance with the score based on all items and that different worst-case item selection scenarios did not lead to bias. CONCLUSION: We have established a headache impact item pool that can be used in CAT of headache impact.10a*Cost of Illness10a*Decision Support Techniques10a*Sickness Impact Profile10aAdolescent10aAdult10aAged10aComparative Study10aDisability Evaluation10aFactor Analysis, Statistical10aHeadache/*psychology10aHealth Surveys10aHuman10aLongitudinal Studies10aMiddle Aged10aMigraine/psychology10aModels, Psychological10aPsychometrics/*methods10aQuality of Life/*psychology10aSoftware10aSupport, Non-U.S. Gov't1 aBjorner, J B1 aKosinski, M1 aWare, Jr. uhttp://www.iacat.org/content/calibration-item-pool-assessing-burden-headaches-application-item-response-theory-headache00478nas a2200109 4500008004100000245007400041210006800115260005500183100001600238700001400254856010000268 2003 eng d00aCAT-ASVAB prototype Internet delivery system: Final report (FR-03-06)0 aCATASVAB prototype Internet delivery system Final report FR0306 aArlington VA: Human Resources Rsearch Organization1 aSticha, P J1 aBarber, G uhttp://www.iacat.org/content/cat-asvab-prototype-internet-delivery-system-final-report-fr-03-0600576nas a2200121 4500008004100000245016100041210006900202260001500271100001400286700001400300700002100314856011900335 2003 eng d00aA comparison of exposure control procedures in CAT systems based on different measurement models for testlets using the verbal reasoning section of the MCAT0 acomparison of exposure control procedures in CAT systems based o aChicago IL1 aBoyd, A M1 aDodd, B G1 aFitzpatrick, S J uhttp://www.iacat.org/content/comparison-exposure-control-procedures-cat-systems-based-different-measurement-models00553nas a2200133 4500008004100000245011800041210006900159260001500228100001400243700001400257700001400271700001400285856012000299 2003 eng d00aA comparison of item exposure control procedures using a CAT system based on the generalized partial credit model0 acomparison of item exposure control procedures using a CAT syste aChicago IL1 aBurt, W M1 aKim, S -J1 aDavis, LL1 aDodd, B G uhttp://www.iacat.org/content/comparison-item-exposure-control-procedures-using-cat-system-based-generalized-partial01761nas a2200313 4500008004100000245007700041210006900118300001200187490000700199520083400206653002101040653001501061653001701076653001601093653003001109653001701139653001501156653002501171653002001196653001501216653002501231653001801256653000901274100001801283700001201301700001601313700001601329856010201345 2003 eng d00aComputerized adaptive rating scales for measuring managerial performance0 aComputerized adaptive rating scales for measuring managerial per a237-2460 v113 aComputerized adaptive rating scales (CARS) had been developed to measure contextual or citizenship performance. This rating format used a paired-comparison protocol, presenting pairs of behavioral statements scaled according to effectiveness levels, and an iterative item response theory algorithm to obtain estimates of ratees' citizenship performance (W. C. Borman et al, 2001). In the present research, we developed CARS to measure the entire managerial performance domain, including task and citizenship performance, thus addressing a major limitation of the earlier CARS. The paper describes this development effort, including an adjustment to the algorithm that reduces substantially the number of item pairs required to obtain almost as much precision in the performance estimates. (PsycINFO Database Record (c) 2005 APA )10aAdaptive Testing10aAlgorithms10aAssociations10aCitizenship10aComputer Assisted Testing10aConstruction10aContextual10aItem Response Theory10aJob Performance10aManagement10aManagement Personnel10aRating Scales10aTest1 aSchneider, RJ1 aGoff, M1 aAnderson, S1 aBorman, W C uhttp://www.iacat.org/content/computerized-adaptive-rating-scales-measuring-managerial-performance01804nas a2200277 4500008004100000245007600041210006900117300001100186490000600197520090300203653001501106653002901121653003001150653002001180653001101200653005001211653001801261653003201279653004101311653001801352100001401370700001301384700001301397700001901410856009701429 2003 eng d00aDeveloping an initial physical function item bank from existing sources0 aDeveloping an initial physical function item bank from existing  a124-360 v43 aThe objective of this article is to illustrate incremental item banking using health-related quality of life data collected from two samples of patients receiving cancer treatment. The kinds of decisions one faces in establishing an item bank for computerized adaptive testing are also illustrated. Pre-calibration procedures include: identifying common items across databases; creating a new database with data from each pool; reverse-scoring "negative" items; identifying rating scales used in items; identifying pivot points in each rating scale; pivot anchoring items at comparable rating scale categories; and identifying items in each instrument that measure the construct of interest. A series of calibrations were conducted in which a small proportion of new items were added to the common core and misfitting items were identified and deleted until an initial item bank has been developed.10a*Databases10a*Sickness Impact Profile10aAdaptation, Psychological10aData Collection10aHumans10aNeoplasms/*physiopathology/psychology/therapy10aPsychometrics10aQuality of Life/*psychology10aResearch Support, U.S. Gov't, P.H.S.10aUnited States1 aBode, R K1 aCella, D1 aLai, J S1 aHeinemann, A W uhttp://www.iacat.org/content/developing-initial-physical-function-item-bank-existing-sources00527nas a2200121 4500008003900000245008900039210007000128260004600198100001700244700001300261700001700274856011400291 2003 d00aEffect of extra time on GRE® Quantitative and Verbal Scores (Research Report 03-13)0 aEffect of extra time on GRE® Quantitative and Verbal Scores Rese aPrinceton NJ: Educational Testing service1 aBridgeman, B1 aCline, F1 aHessinger, J uhttp://www.iacat.org/content/effect-extra-time-gre%C2%AE-quantitative-and-verbal-scores-research-report-03-1300468nas a2200133 4500008004100000245006800041210006800109260001500177100001000192700001600202700001200218700001300230856009100243 2003 eng d00aEffects of test administration mode on item parameter estimates0 aEffects of test administration mode on item parameter estimates aChicago IL1 aYi, Q1 aHarris, D J1 aWang, T1 aBan, J-C uhttp://www.iacat.org/content/effects-test-administration-mode-item-parameter-estimates03166nas a2200361 4500008004100000245012500041210006900166300001200235490000700247520200400254653002902258653001502287653001002302653000902312653002202321653002002343653003302363653002402396653001102420653001002431653000902441653001602450653002502466653002602491653004302517653003202560653001902592653002802611100001702639700001602656700001402672856011802686 2003 eng d00aThe feasibility of applying item response theory to measures of migraine impact: a re-analysis of three clinical studies0 afeasibility of applying item response theory to measures of migr a887-9020 v123 aBACKGROUND: Item response theory (IRT) is a powerful framework for analyzing multiitem scales and is central to the implementation of computerized adaptive testing. OBJECTIVES: To explain the use of IRT to examine measurement properties and to apply IRT to a questionnaire for measuring migraine impact--the Migraine Specific Questionnaire (MSQ). METHODS: Data from three clinical studies that employed the MSQ-version 1 were analyzed by confirmatory factor analysis for categorical data and by IRT modeling. RESULTS: Confirmatory factor analyses showed very high correlations between the factors hypothesized by the original test constructions. Further, high item loadings on one common factor suggest that migraine impact may be adequately assessed by only one score. IRT analyses of the MSQ were feasible and provided several suggestions as to how to improve the items and in particular the response choices. Out of 15 items, 13 showed adequate fit to the IRT model. In general, IRT scores were strongly associated with the scores proposed by the original test developers and with the total item sum score. Analysis of response consistency showed that more than 90% of the patients answered consistently according to a unidimensional IRT model. For the remaining patients, scores on the dimension of emotional function were less strongly related to the overall IRT scores that mainly reflected role limitations. Such response patterns can be detected easily using response consistency indices. Analysis of test precision across score levels revealed that the MSQ was most precise at one standard deviation worse than the mean impact level for migraine patients that are not in treatment. Thus, gains in test precision can be achieved by developing items aimed at less severe levels of migraine impact. CONCLUSIONS: IRT proved useful for analyzing the MSQ. The approach warrants further testing in a more comprehensive item pool for headache impact that would enable computerized adaptive testing.10a*Sickness Impact Profile10aAdolescent10aAdult10aAged10aComparative Study10aCost of Illness10aFactor Analysis, Statistical10aFeasibility Studies10aFemale10aHuman10aMale10aMiddle Aged10aMigraine/*psychology10aModels, Psychological10aPsychometrics/instrumentation/*methods10aQuality of Life/*psychology10aQuestionnaires10aSupport, Non-U.S. Gov't1 aBjorner, J B1 aKosinski, M1 aWare, Jr. uhttp://www.iacat.org/content/feasibility-applying-item-response-theory-measures-migraine-impact-re-analysis-three00520nas a2200157 4500008004100000245007400041210006900115490000700184100001500191700001200206700001100218700001100229700001800240700001600258856008800274 2003 eng d00aA feasibility study of on-the-fly item generation in adaptive testing0 afeasibility study of onthefly item generation in adaptive testin0 v2 1 aBejar, I I1 aLawless1 aMorley1 aWagner1 aBennett R. E.1 aRevuelta, J uhttp://www.iacat.org/content/feasibility-study-fly-item-generation-adaptive-testing02748nas a2200349 4500008004100000245015800041210006900199260000800268300001200276490000700288520160300295653003001898653002001928653001001948653003201958653001101990653001102001653000902012653001602021653002802037653001802065653003702083653004102120653002802161100001302189700001502202700001302217700001502230700001402245700001902259856012002278 2003 eng d00aItem banking to improve, shorten and computerized self-reported fatigue: an illustration of steps to create a core item bank from the FACIT-Fatigue Scale0 aItem banking to improve shorten and computerized selfreported fa cAug a485-5010 v123 aFatigue 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'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.10a*Health Status Indicators10a*Questionnaires10aAdult10aFatigue/*diagnosis/etiology10aFemale10aHumans10aMale10aMiddle Aged10aNeoplasms/complications10aPsychometrics10aResearch Support, Non-U.S. Gov't10aResearch Support, U.S. Gov't, P.H.S.10aSickness Impact Profile1 aLai, J-S1 aCrane, P K1 aCella, D1 aChang, C-H1 aBode, R K1 aHeinemann, A W uhttp://www.iacat.org/content/item-banking-improve-shorten-and-computerized-self-reported-fatigue-illustration-steps00507nam a2200097 4500008004100000245009500041210006900136260007100205100001400276856011900290 2003 eng d00aStrategies for controlling testlet exposure rates in computerized adaptive testing systems0 aStrategies for controlling testlet exposure rates in computerize aUnpublished Ph.D. Dissertation, The University of Texas at Austin.1 aBoyd, A M uhttp://www.iacat.org/content/strategies-controlling-testlet-exposure-rates-computerized-adaptive-testing-systems-000580nas a2200145 4500008004100000245012200041210006900163300001300232490000800245100001700253700001500270700001400285700001200299856012300311 2003 eng d00aA study of the feasibility of Internet administration of a computerized health survey: The Headache Impact Test (HIT)0 astudy of the feasibility of Internet administration of a compute a 953-9610 v 121 aBayliss, M S1 aDewey, J E1 aDunlap, I1 aet. al. uhttp://www.iacat.org/content/study-feasibility-internet-administration-computerized-health-survey-headache-impact-test00455nas a2200109 4500008004100000245008200041210006900123260001500192100001500207700001600222856010700238 2003 eng d00aTest information targeting strategies for adaptive multistage testlet designs0 aTest information targeting strategies for adaptive multistage te aChicago IL1 aLuecht, RM1 aBurgin, W L uhttp://www.iacat.org/content/test-information-targeting-strategies-adaptive-multistage-testlet-designs01549nas a2200193 4500008004100000245026000041210006900301300001000370490000700380520067700387653002101064653002201085653001701107653001501124653004801139100002201187700002201209856012401231 2003 eng d00aTiming behavior in computerized adaptive testing: Response times for correct and incorrect answers are not related to general fluid intelligence/Zum Zeitverhalten beim computergestützten adaptiveb Testen: Antwortlatenzen bei richtigen und falschen Lösun0 aTiming behavior in computerized adaptive testing Response times  a57-630 v243 aExamined the effects of general fluid intelligence on item response times for correct and false responses in computerized adaptive testing. After performing the CFT3 intelligence test, 80 individuals (aged 17-44 yrs) completed perceptual and cognitive discrimination tasks. Results show that response times were related neither to the proficiency dimension reflected by the task nor to the individual level of fluid intelligence. Furthermore, the false > correct-phenomenon as well as substantial positive correlations between item response times for false and correct responses were shown to be independent of intelligence levels. (PsycINFO Database Record (c) 2005 APA )10aAdaptive Testing10aCognitive Ability10aIntelligence10aPerception10aReaction Time computerized adaptive testing1 aRammsayer, Thomas1 aBrandler, Susanne uhttp://www.iacat.org/content/timing-behavior-computerized-adaptive-testing-response-times-correct-and-incorrect-answers00618nas a2200157 4500008004100000245012800041210006900169300001300238490000700251100001700258700001600275700001500291700002100306700001300327856012000340 2002 eng d00aCan examinees use judgments of item difficulty to improve proficiency estimates on computerized adaptive vocabulary tests? 0 aCan examinees use judgments of item difficulty to improve profic a 311-3300 v391 aVispoel, W P1 aClough, S J1 aBleiler, T1 aHendrickson, A B1 aIhrig, D uhttp://www.iacat.org/content/can-examinees-use-judgments-item-difficulty-improve-proficiency-estimates-computerized01447nas a2200241 4500008004100000245008000041210006900121300001200190490000700202520067300209653003000882653002800912653002500940653002300965653001600988653002201004653002101026100001301047700001601060700001001076700001601086856010301102 2002 eng d00aData sparseness and on-line pretest item calibration-scaling methods in CAT0 aData sparseness and online pretest item calibrationscaling metho a207-2180 v393 aCompared and evaluated 3 on-line pretest item calibration-scaling methods (the marginal maximum likelihood estimate with 1 expectation maximization [EM] cycle [OEM] method, the marginal maximum likelihood estimate with multiple EM cycles [MEM] method, and M. L. Stocking's Method B) in terms of item parameter recovery when the item responses to the pretest items in the pool are sparse. Simulations of computerized adaptive tests were used to evaluate the results yielded by the three methods. The MEM method produced the smallest average total error in parameter estimation, and the OEM method yielded the largest total error (PsycINFO Database Record (c) 2005 APA )10aComputer Assisted Testing10aEducational Measurement10aItem Response Theory10aMaximum Likelihood10aMethodology10aScaling (Testing)10aStatistical Data1 aBan, J-C1 aHanson, B A1 aYi, Q1 aHarris, D J uhttp://www.iacat.org/content/data-sparseness-and-line-pretest-item-calibration-scaling-methods-cat00481nas a2200109 4500008004100000245009900041210006900140260001900209100001400228700001400242856011500256 2002 eng d00aThe development and evaluation of a computer-adaptive testing application for English language0 adevelopment and evaluation of a computeradaptive testing applica aUnited Kingdom1 aLilley, M1 aBarker, T uhttp://www.iacat.org/content/development-and-evaluation-computer-adaptive-testing-application-english-language00685nas a2200121 4500008004400000245026000044210007100304300001000375490001200385100001500397700001500412856013600427 2002 Frendh 00aÉtude de la distribution d'échantillonnage de l'estimateur du niveau d'habileté en testing adaptatif en fonction de deux règles d'arrêt dans le contexte de l'application du modèle de Rasch [Study of the sampling distribution of the proficiecy estima0 aÉtude de la distribution déchantillonnage de lestimateur du nive a23-400 v24(2-3)1 aRaîche, G1 aBlais, J-G uhttp://www.iacat.org/content/%C3%A9tude-de-la-distribution-d%C3%A9chantillonnage-de-lestimateur-du-niveau-dhabilet%C3%A9-en-testing00407nas a2200109 4500008004100000245006200041210006200103260001900165100001700184700001300201856008300214 2002 eng d00aFairness issues in adaptive tests with strict time limits0 aFairness issues in adaptive tests with strict time limits aNew Orleans LA1 aBridgeman, B1 aCline, F uhttp://www.iacat.org/content/fairness-issues-adaptive-tests-strict-time-limits00694nas a2200157 4500008003900000245010200039210006900141260011300210100001500323700001700338700001600355700001600371700001700387700001600404856011600420 2002 d00aA feasibility study of on-the-fly item generation in adaptive testing (GRE Board Report No 98-12)0 afeasibility study of onthefly item generation in adaptive testin aEducational Testing Service RR02-23. Princeton NJ: Educational Testing Service. Note = “{PDF file, 193 KB}1 aBejar, I I1 aLawless, R R1 aMorley, M E1 aWagner, M E1 aBennett, R E1 aRevuelta, J uhttp://www.iacat.org/content/feasibility-study-fly-item-generation-adaptive-testing-gre-board-report-no-98-12-000444nas a2200085 4500008003900000245010900039210006900148100001500217856012600232 2002 d00aHistorique et concepts propres au testing adaptatif [Adaptive testing: Historical accounts and concepts]0 aHistorique et concepts propres au testing adaptatif Adaptive tes1 aBlais, J G uhttp://www.iacat.org/content/historique-et-concepts-propres-au-testing-adaptatif-adaptive-testing-historical-accounts-a-001217nas a2200217 4500008004100000245005100041210005100092300001200143490000700155520060500162653002600767653003000793653001600823653001300839653001300852653001100865653001200876653001500888100001600903856008000919 2002 eng d00aInformation technology and literacy assessment0 aInformation technology and literacy assessment a369-3730 v183 aThis 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 )10aComputer Applications10aComputer Assisted Testing10aInformation10aInternet10aLiteracy10aModels10aSystems10aTechnology1 aBalajthy, E uhttp://www.iacat.org/content/information-technology-and-literacy-assessment00558nas a2200109 4500008004100000245016800041210006900209260002000278100001400298700001500312856012100327 2002 eng d00aPractical considerations about expected a posteriori estimation in adaptive testing: Adaptive a prior, adaptive corrections for bias, adaptive integration interval0 aPractical considerations about expected a posteriori estimation  aNew Orleans, LA1 aRaiche, G1 aBlais, J G uhttp://www.iacat.org/content/practical-considerations-about-expected-posteriori-estimation-adaptive-testing-adaptive00510nas a2200097 4500008004100000245014600041210006900187100001500256700001500271856012600286 2002 eng d00aSome features of the estimated sampling distribution of the ability estimate in computerized adaptive testing according to two stopping rules0 aSome features of the estimated sampling distribution of the abil1 aRaîche, G1 aBlais, J G uhttp://www.iacat.org/content/some-features-estimated-sampling-distribution-ability-estimate-computerized-adaptive-testing00531nas a2200109 4500008004100000245013600041210006900177260002000246100001500266700001400281856012600295 2002 eng d00aSome features of the sampling distribution of the ability estimate in computerized adaptive testing according to two stopping rules0 aSome features of the sampling distribution of the ability estima aNew Orleans, LA1 aBlais, J-G1 aRaiche, G uhttp://www.iacat.org/content/some-features-sampling-distribution-ability-estimate-computerized-adaptive-testing-according00432nas a2200121 4500008004100000245006200041210006000103260001600163100001500179700001700194700001800211856008100229 2002 eng d00aA testlet assembly design for the uniform CPA examination0 atestlet assembly design for the uniform CPA examination aNew Orleans1 aLuecht, RM1 aBrumfield, T1 aBreithaupt, K uhttp://www.iacat.org/content/testlet-assembly-design-uniform-cpa-examination00517nas a2200121 4500008004100000245009900041210006900140260001900209100001700228700001600245700001500261856011900276 2002 eng d00aUsing judgments of item difficulty to change answers on computerized adaptive vocabulary tests0 aUsing judgments of item difficulty to change answers on computer aNew Orleans LA1 aVispoel, W P1 aClough, S J1 aBleiler, T uhttp://www.iacat.org/content/using-judgments-item-difficulty-change-answers-computerized-adaptive-vocabulary-tests00509nas a2200109 4500008004100000245011100041210006900152260001900221100002000240700001500260856012400275 2002 eng d00aUsing testlet response theory to evaluate the equivalence of automatically generated multiple-choice items0 aUsing testlet response theory to evaluate the equivalence of aut aNew Orleans LA1 aWilliamson, D M1 aBejar, I I uhttp://www.iacat.org/content/using-testlet-response-theory-evaluate-equivalence-automatically-generated-multiple-choice00572nas a2200133 4500008004100000245012700041210006900168260001600237100001700253700001600270700001700286700001300303856012200316 2001 eng d00aCan examinees use judgments of item difficulty to improve proficiency estimates on computerized adaptive vocabulary tests?0 aCan examinees use judgments of item difficulty to improve profic a Seattle WA1 aVispoel, W P1 aClough, S J1 aBleiler, A B1 aIhrig, D uhttp://www.iacat.org/content/can-examinees-use-judgments-item-difficulty-improve-proficiency-estimates-computerized-001945nas a2200169 4500008004100000245011100041210007100152300001200223490000700235520133200242100001301574700001601587700001201603700001001615700001601625856013401641 2001 eng d00aA comparative study of on line pretest item—Calibration/scaling methods in computerized adaptive testing0 acomparative study of on line pretest item—Calibrationscaling met a191-2120 v383 aThe purpose of this study was to compare and evaluate five on-line pretest item-calibration/scaling methods in computerized adaptive testing (CAT): marginal maximum likelihood estimate with one EM cycle (OEM), marginal maximum likelihood estimate with multiple EM cycles (MEM), Stocking's Method A, Stocking's Method B, and BILOG/Prior. The five methods were evaluated in terms ofitem-parameter recovery, using three different sample sizes (300, 1000 and 3000). The MEM method appeared to be the best choice among these, because it produced the smallest parameter-estimation errors for all sample size conditions. MEM and OEM are mathematically similar, although the OEM method produced larger errors. MEM also was preferable to OEM, unless the amount of timeinvolved in iterative computation is a concern. Stocking's Method B also worked very well, but it required anchor items that either would increase test lengths or require larger sample sizes depending on test administration design. Until more appropriate ways of handling sparse data are devised, the BILOG/Prior method may not be a reasonable choice for small sample sizes. Stocking's Method A hadthe largest weighted total error, as well as a theoretical weakness (i.e., treating estimated ability as true ability); thus, there appeared to be little reason to use it1 aBan, J C1 aHanson, B A1 aWang, T1 aYi, Q1 aHarris, D J uhttp://www.iacat.org/content/comparative-study-line-pretest-item%E2%80%94calibrationscaling-methods-computerized-adaptive-testing00496nas a2200097 4500008004100000245012000041210006900161490002600230100002000256856012200276 2001 eng d00aComputerized-adaptive versus paper-and-pencil testing environments: An experimental analysis of examinee experience0 aComputerizedadaptive versus paperandpencil testing environments 0 vDoctoral dissertation1 aBringsjord, E L uhttp://www.iacat.org/content/computerized-adaptive-versus-paper-and-pencil-testing-environments-experimental-analysis00480nas a2200133 4500008004100000245007400041210006900115260001200184100001100196700001600207700001000223700001400233856009900247 2001 eng d00aData sparseness and online pretest calibration/scaling methods in CAT0 aData sparseness and online pretest calibrationscaling methods in aSeattle1 aBan, J1 aHanson, B A1 aYi, Q1 aHarris, D uhttp://www.iacat.org/content/data-sparseness-and-online-pretest-calibrationscaling-methods-cat00518nas a2200133 4500008003900000245009600039210006900135300000900204490000700213100001600220700001800236700001800254856011200272 2001 d00aAn examination of conditioning variables used in computer adaptive testing for DIF analyses0 aexamination of conditioning variables used in computer adaptive  a3-160 v141 aWalker, C M1 aBeretvas, S N1 aAckerman, T A uhttp://www.iacat.org/content/examination-conditioning-variables-used-computer-adaptive-testing-dif-analyses00480nas a2200109 4500008004100000245009900041210006900140260001500209100001400224700001700238856011500255 2001 eng d00aAn examination of item review on a CAT using the specific information item selection algorithm0 aexamination of item review on a CAT using the specific informati aSeattle WA1 aBowles, R1 aPommerich, M uhttp://www.iacat.org/content/examination-item-review-cat-using-specific-information-item-selection-algorithm-000478nas a2200109 4500008004100000245009900041210006900140260001500209100001400224700001700238856011300255 2001 eng d00aAn examination of item review on a CAT using the specific information item selection algorithm0 aexamination of item review on a CAT using the specific informati aSeattle WA1 aBowles, R1 aPommerich, M uhttp://www.iacat.org/content/examination-item-review-cat-using-specific-information-item-selection-algorithm00407nas a2200097 4500008004100000245006100041210005800102260005400160100001400214856008100228 2001 eng d00aAn examination of item review on computer adaptive tests0 aexamination of item review on computer adaptive tests aManuscript in preparation, University of Virginia1 aBowles, R uhttp://www.iacat.org/content/examination-item-review-computer-adaptive-tests02101nas a2200337 4500008004100000245014400041210006900185300001200254490000700266520096600273653002501239653003601264653002501300653001001325653003001335653001101365653001001376653000901386653003101395653003201426653003601458653003401494653002001528100001601548700001401564700001601578700001901594700001301613700001501626856012201641 2001 eng d00aAn examination of the comparative reliability, validity, and accuracy of performance ratings made using computerized adaptive rating scales0 aexamination of the comparative reliability validity and accuracy a965-9730 v863 aThis laboratory research compared the reliability, validity, and accuracy of a computerized adaptive rating scale (CARS) format and 2 relatively common and representative rating formats. The CARS is a paired-comparison rating task that uses adaptive testing principles to present pairs of scaled behavioral statements to the rater to iteratively estimate a ratee's effectiveness on 3 dimensions of contextual performance. Videotaped vignettes of 6 office workers were prepared, depicting prescripted levels of contextual performance, and 112 subjects rated these vignettes using the CARS format and one or the other competing format. Results showed 23%-37% lower standard errors of measurement for the CARS format. In addition, validity was significantly higher for the CARS format (d = .18), and Cronbach's accuracy coefficients showed significantly higher accuracy, with a median effect size of .08. The discussion focuses on possible reasons for the results.10a*Computer Simulation10a*Employee Performance Appraisal10a*Personnel Selection10aAdult10aAutomatic Data Processing10aFemale10aHuman10aMale10aReproducibility of Results10aSensitivity and Specificity10aSupport, U.S. Gov't, Non-P.H.S.10aTask Performance and Analysis10aVideo Recording1 aBorman, W C1 aBuck, D E1 aHanson, M A1 aMotowidlo, S J1 aStark, S1 aDrasgow, F uhttp://www.iacat.org/content/examination-comparative-reliability-validity-and-accuracy-performance-ratings-made-using00441nas a2200133 4500008004100000245005900041210005900100260001500159100001000174700001600184700001300200700001600213856007800229 2001 eng d00aImpact of scoring options for not reached items in CAT0 aImpact of scoring options for not reached items in CAT aSeattle WA1 aYi, Q1 aWidiatmo, H1 aBan, J-C1 aHarris, D J uhttp://www.iacat.org/content/impact-scoring-options-not-reached-items-cat00497nas a2200145 4500008004100000245007200041210006900113300001000182490000700192100001400199700001400213700001900227700001200246856009300258 2001 eng d00aOn maximizing item information and matching difficulty with ability0 amaximizing item information and matching difficulty with ability a69-770 v661 aBickel, P1 aBuyske, S1 aChang, Hua-Hua1 aYing, Z uhttp://www.iacat.org/content/maximizing-item-information-and-matching-difficulty-ability00435nas a2200121 4500008004100000245006800041210006400109260001500173100001600188700001500204700001600219856007800235 2001 eng d00aA monte carlo study of the feasibility of on-the-fly assessment0 amonte carlo study of the feasibility of onthefly assessment aSeattle WA1 aRevuelta, J1 aBejar, I I1 aStocking, M uhttp://www.iacat.org/content/monte-carlo-study-feasibility-fly-assessment02031nas a2200253 4500008004100000245007700041210006900118260001200187300001200199490000700211520125800218653003901476653002901515653001501544653001001559653001101569653001101580653000901591653003001600653001301630100001601643700002001659856009801679 2001 eng d00aNCLEX-RN performance: predicting success on the computerized examination0 aNCLEXRN performance predicting success on the computerized exami cJul-Aug a158-1650 v173 aSince the adoption of the Computerized Adaptive Testing (CAT) format of the National Certification Licensure Examination for Registered Nurses (NCLEX-RN), no studies have been reported in the literature on predictors of successful performance by baccalaureate nursing graduates on the licensure examination. In this study, a discriminant analysis was used to identify which of 21 variables can be significant predictors of success on the CAT NCLEX-RN. The convenience sample consisted of 289 individuals who graduated from a baccalaureate nursing program between 1995 and 1998. Seven significant predictor variables were identified. The total number of C+ or lower grades earned in nursing theory courses was the best predictor, followed by grades in several individual nursing courses. More than 93 per cent of graduates were correctly classified. Ninety-four per cent of NCLEX "passes" were correctly classified, as were 92 per cent of NCLEX failures. This degree of accuracy in classifying CAT NCLEX-RN failures represents a marked improvement over results reported in previous studies of licensure examinations, and suggests the discriminant function will be helpful in identifying future students in danger of failure. J Prof Nurs 17:158-165, 2001.10a*Education, Nursing, Baccalaureate10a*Educational Measurement10a*Licensure10aAdult10aFemale10aHumans10aMale10aPredictive Value of Tests10aSoftware1 aBeeman, P B1 aWaterhouse, J K uhttp://www.iacat.org/content/nclex-rn-performance-predicting-success-computerized-examination01705nas a2200181 4500008004100000245007300041210006900114300001100183490000700194520110100201653002101302653003001323653002501353653001501378100001701393700001501410856009801425 2001 eng d00aOutlier measures and norming methods for computerized adaptive tests0 aOutlier measures and norming methods for computerized adaptive t a85-1040 v263 aNotes that the problem of identifying outliers has 2 important aspects: the choice of outlier measures and the method to assess the degree of outlyingness (norming) of those measures. Several classes of measures for identifying outliers in Computerized Adaptive Tests (CATs) are introduced. Some of these measures are constructed to take advantage of CATs' sequential choice of items; other measures are taken directly from paper and pencil (P&P) tests and are used for baseline comparisons. Assessing the degree of outlyingness of CAT responses, however, can not be applied directly from P&P tests because stopping rules associated with CATs yield examinee responses of varying lengths. Standard outlier measures are highly correlated with the varying lengths which makes comparison across examinees impossible. Therefore, 4 methods are presented and compared which map outlier statistics to a familiar probability scale (a p value). The methods are explored in the context of CAT data from a 1995 Nationally Administered Computerized Examination (NACE). (PsycINFO Database Record (c) 2005 APA )10aAdaptive Testing10aComputer Assisted Testing10aStatistical Analysis10aTest Norms1 aBradlow, E T1 aWeiss, R E uhttp://www.iacat.org/content/outlier-measures-and-norming-methods-computerized-adaptive-tests00625nas a2200097 4500008004100000245023400041210007200275100002400347700001500371856014100386 2001 eng d00aPour une évaluation sur mesure pour chaque étudiant : défis et enjeux du testing adaptatif par ordinateur en éducation [Tailored testing for each student : Principles and stakes of computerized adaptive testing in education]0 aPour une évaluation sur mesure pour chaque étudiant défis et enj1 aRaîche, Blais, J G1 aBoiteau, N uhttp://www.iacat.org/content/pour-une-%C3%A9valuation-sur-mesure-pour-chaque-%C3%A9tudiant-d%C3%A9fis-et-enjeux-du-testing-adaptatif-par00567nas a2200121 4500008004100000245012200041210006900163260004700232100001200279700001700291700001100308856012600319 2001 eng d00aUser's guide for SCORIGHT (version 1): A computer program for scoring tests built of testlets (Research Report 01-06)0 aUsers guide for SCORIGHT version 1 A computer program for scorin aPrinceton NJ: Educational Testing Service.1 aWang, X1 aBradlow, E T1 aWainer uhttp://www.iacat.org/content/users-guide-scoright-version-1-computer-program-scoring-tests-built-testlets-research-report00567nas a2200121 4500008004100000245012200041210006900163260004700232100001200279700001700291700001100308856012600319 2001 eng d00aUsers guide for SCORIGHT (version 2) : A computer program for scoring tests built of testlets (Research Report 01-06)0 aUsers guide for SCORIGHT version 2 A computer program for scorin aPrinceton NJ: Educational Testing Service.1 aWang, X1 aBradlow, E T1 aWainer uhttp://www.iacat.org/content/users-guide-scoright-version-2-computer-program-scoring-tests-built-testlets-research-report00470nas a2200133 4500008004100000245006900041210006900110260001600179100001200195700001100207700001300218700001100231856009400242 2000 eng d00aAssembling parallel item pools for computerized adaptive testing0 aAssembling parallel item pools for computerized adaptive testing aNew Orleans1 aWang, T1 aFan, Q1 aBan, J C1 aZhu, D uhttp://www.iacat.org/content/assembling-parallel-item-pools-computerized-adaptive-testing01587nas a2200241 4500008004100000245005800041210005800099300001200157490000600169520081000175653001400985653001400999653004801013653005701061653001101118653001801129653003101147653003701178100001301215700001701228700001601245856008401261 2000 eng d00aCAT administration of language placement examinations0 aCAT administration of language placement examinations a292-3020 v13 aThis article describes the development of a computerized adaptive test for Cegep de Jonquiere, a community college located in Quebec, Canada. Computerized language proficiency testing allows the simultaneous presentation of sound stimuli as the question is being presented to the test-taker. With a properly calibrated bank of items, the language proficiency test can be offered in an adaptive framework. By adapting the test to the test-taker's level of ability, an assessment can be made with significantly fewer items. We also describe our initial attempt to detect instances in which "cheating low" is occurring. In the "cheating low" situation, test-takers deliberately answer questions incorrectly, questions that they are fully capable of answering correctly had they been taking the test honestly.10a*Language10a*Software10aAptitude Tests/*statistics & numerical data10aEducational Measurement/*statistics & numerical data10aHumans10aPsychometrics10aReproducibility of Results10aResearch Support, Non-U.S. Gov't1 aStahl, J1 aBergstrom, B1 aGershon, RC uhttp://www.iacat.org/content/cat-administration-language-placement-examinations00586nas a2200133 4500008004100000245009000041210006900131260007900200100001600279700001600295700001800311700001400329856010900343 2000 eng d00aComputerized adaptive rating scales (CARS): Development and evaluation of the concept0 aComputerized adaptive rating scales CARS Development and evaluat a(Institute Rep No. 350). Tampa FL: Personnel Decisions Research Institute.1 aBorman, W C1 aHanson, M A1 aKubisiak, U C1 aBuck, D E uhttp://www.iacat.org/content/computerized-adaptive-rating-scales-cars-development-and-evaluation-concept03274nas a2200217 4500008004100000245020800041210007000249300001000319490000700329520241300336653002102749653002402770653003202794653001302826100001902839700001802858700001702876700001802893700001702911856012802928 2000 eng d00aDiagnostische programme in der Demenzfrüherkennung: Der Adaptive Figurenfolgen-Lerntest (ADAFI) [Diagnostic programs in the early detection of dementia: The Adaptive Figure Series Learning Test (ADAFI)]0 aDiagnostische programme in der Demenzfrüherkennung Der Adaptive  a16-290 v133 aZusammenfassung: Untersucht wurde die Eignung des computergestützten Adaptiven Figurenfolgen-Lerntests (ADAFI), zwischen gesunden älteren Menschen und älteren Menschen mit erhöhtem Demenzrisiko zu differenzieren. Der im ADAFI vorgelegte Aufgabentyp der fluiden Intelligenzdimension (logisches Auffüllen von Figurenfolgen) hat sich in mehreren Studien zur Erfassung des intellektuellen Leistungspotentials (kognitive Plastizität) älterer Menschen als günstig für die genannte Differenzierung erwiesen. Aufgrund seiner Konzeption als Diagnostisches Programm fängt der ADAFI allerdings einige Kritikpunkte an Vorgehensweisen in diesen bisherigen Arbeiten auf. Es konnte gezeigt werden, a) daß mit dem ADAFI deutliche Lokationsunterschiede zwischen den beiden Gruppen darstellbar sind, b) daß mit diesem Verfahren eine gute Vorhersage des mentalen Gesundheitsstatus der Probanden auf Einzelfallebene gelingt (Sensitivität: 80 %, Spezifität: 90 %), und c) daß die Vorhersageleistung statusdiagnostischer Tests zur Informationsverarbeitungsgeschwindigkeit und zum Arbeitsgedächtnis geringer ist. Die Ergebnisse weisen darauf hin, daß die plastizitätsorientierte Leistungserfassung mit dem ADAFI vielversprechend für die Frühdiagnostik dementieller Prozesse sein könnte.The aim of this study was to examine the ability of the computerized Adaptive Figure Series Learning Test (ADAFI) to differentiate among old subjects at risk for dementia and old healthy controls. Several studies on the subject of measuring the intellectual potential (cognitive plasticity) of old subjects have shown the usefulness of the fluid intelligence type of task used in the ADAFI (completion of figure series) for this differentiation. Because the ADAFI has been developed as a Diagnostic Program it is able to counter some critical issues in those studies. It was shown a) that distinct differences between both groups are revealed by the ADAFI, b) that the prediction of the cognitive health status of individual subjects is quite good (sensitivity: 80 %, specifity: 90 %), and c) that the prediction of the cognitive health status with tests of processing speed and working memory is worse than with the ADAFI. The results indicate that the ADAFI might be a promising plasticity-oriented tool for the measurement of cognitive decline in the elderly, and thus might be useful for the early detection of dementia.10aAdaptive Testing10aAt Risk Populations10aComputer Assisted Diagnosis10aDementia1 aSchreiber, M D1 aSchneider, RJ1 aSchweizer, A1 aBeckmann, J F1 aBaltissen, R uhttp://www.iacat.org/content/diagnostische-programme-der-demenzfr%C3%BCherkennung-der-adaptive-figurenfolgen-lerntest-adafi00475nas a2200133 4500008004100000245007200041210006900113260001900182100001300201700001200214700001000226700001600236856008900252 2000 eng d00aEffects of nonequivalence of item pools on ability estimates in CAT0 aEffects of nonequivalence of item pools on ability estimates in  aNew Orleans LA1 aBan, J C1 aWang, T1 aYi, Q1 aHarris, D J uhttp://www.iacat.org/content/effects-nonequivalence-item-pools-ability-estimates-cat02315nas a2200205 4500008004100000245012100041210006900162300000800231490000700239520159200246653002101838653003001859653002201889653001801911653001601929653000901945653001801954100001401972856012301986 2000 eng d00aAn examination of the reliability and validity of performance ratings made using computerized adaptive rating scales0 aexamination of the reliability and validity of performance ratin a5700 v613 aThis study compared the psychometric properties of performance ratings made using recently-developed computerized adaptive rating scales (CARS) to the psyc hometric properties of ratings made using more traditional paper-and-pencil rati ng formats, i.e., behaviorally-anchored and graphic rating scales. Specifically, the reliability, validity and accuracy of the performance ratings from each for mat were examined. One hundred twelve participants viewed six 5-minute videotape s of office situations and rated the performance of a target person in each vide otape on three contextual performance dimensions-Personal Support, Organizationa l Support, and Conscientious Initiative-using CARS and either behaviorally-ancho red or graphic rating scales. Performance rating properties were measured using Shrout and Fleiss's intraclass correlation (2, 1), Borman's differential accurac y measure, and Cronbach's accuracy components as indexes of rating reliability, validity, and accuracy, respectively. Results found that performance ratings mad e using the CARS were significantly more reliable and valid than performance rat ings made using either of the other formats. Additionally, CARS yielded more acc urate performance ratings than the paper-and-pencil formats. The nature of the C ARS system (i.e., its adaptive nature and scaling methodology) and its paired co mparison judgment task are offered as possible reasons for the differences found in the psychometric properties of the performance ratings made using the variou s rating formats. (PsycINFO Database Record (c) 2005 APA )10aAdaptive Testing10aComputer Assisted Testing10aPerformance Tests10aRating Scales10aReliability10aTest10aTest Validity1 aBuck, D E uhttp://www.iacat.org/content/examination-reliability-and-validity-performance-ratings-made-using-computerized-adaptive00448nas a2200109 4500008004100000245007600041210006900117260002800186100001700214700001400231856009300245 2000 eng d00aFrom simulation to application: Examinees react to computerized testing0 aFrom simulation to application Examinees react to computerized t aNew Orleans, April 20001 aPommerich, M1 aBurden, T uhttp://www.iacat.org/content/simulation-application-examinees-react-computerized-testing00555nas a2200133 4500008004100000245011800041210006900159300001000228490000700238100001700245700002100262700001500283856012300298 2000 eng d00aLimiting answer review and change on computerized adaptive vocabulary tests: Psychometric and attitudinal results0 aLimiting answer review and change on computerized adaptive vocab a21-380 v371 aVispoel, W P1 aHendrickson, A B1 aBleiler, T uhttp://www.iacat.org/content/limiting-answer-review-and-change-computerized-adaptive-vocabulary-tests-psychometric-and00498nas a2200133 4500008004100000245006100041210006000102260005900162300001200221100001600233700001100249700001700260856008700277 2000 eng d00aMML and EAP estimation in testlet-based adaptive testing0 aMML and EAP estimation in testletbased adaptive testing aDordrecht, The NetherlandsbKluwer Academic Publishers a271-2871 aGlas, C A W1 aWainer1 aBradlow, E T uhttp://www.iacat.org/content/mml-and-eap-estimation-testlet-based-adaptive-testing02579nas a2200145 4500008004100000245008100041210006900122300001000191490000700201520207600208100001502284700001602299700002002315856009802335 2000 eng d00aA real data simulation of computerized adaptive administration of the MMPI-A0 areal data simulation of computerized adaptive administration of  a83-960 v163 aA real data simulation of computerized adaptive administration of the Minnesota Multiphasic Inventory-Adolescent (MMPI-A) was conducted using item responses from three groups of participants. The first group included 196 adolescents (age range 14-18) tested at a midwestern residential treatment facility for adolescents. The second group was the normative sample used in the standardization of the MMPI-A (Butcher, Williams, Graham, Archer, Tellegen, Ben-Porath, & Kaemmer, 1992. Minnesota Multiphasic Inventory-Adolescent (MMPI-A): manual for administration, scoring, and interpretation. Minneapolis: University of Minnesota Press.). The third group was the clinical sample: used in the validation of the MMPI-A (Williams & Butcher, 1989. An MMPI study of adolescents: I. Empirical validation of the study's scales. Personality assessment, 1, 251-259.). The MMPI-A data for each group of participants were run through a modified version of the MMPI-2 adaptive testing computer program (Roper, Ben-Porath & Butcher, 1995. Comparability and validity of computerized adaptive testing with the MMPI-2. Journal of Personality Assessment, 65, 358-371.). To determine the optimal amount of item savings, each group's MMPI-A item responses were used to simulate three different orderings of the items: (1) from least to most frequently endorsed in the keyed direction; (2) from least to most frequently endorsed in the keyed direction with the first 120 items rearranged into their booklet order; and (3) all items in booklet order. The mean number of items administered for each group was computed for both classification and full- scale elevations for T-score cut-off values of 60 and 65. Substantial item administration savings were achieved for all three groups, and the mean number of items saved ranged from 50 items (10.7% of the administered items) to 123 items (26.4% of the administered items), depending upon the T-score cut-off, classification method (i.e. classification only or full-scale elevation), and group. (C) 2000 Elsevier Science Ltd. All rights reserved.1 aFobey, J D1 aHandel, R W1 aBen-Porath, Y S uhttp://www.iacat.org/content/real-data-simulation-computerized-adaptive-administration-mmpi-000492nas a2200133 4500008004100000245008100041210006900122300001000191490000700201100001600208700001600224700002000240856009800260 2000 eng d00aA real data simulation of computerized adaptive administration of the MMPI-A0 areal data simulation of computerized adaptive administration of  a83-960 v161 aForbey, J D1 aHandel, R W1 aBen-Porath, Y S uhttp://www.iacat.org/content/real-data-simulation-computerized-adaptive-administration-mmpi-100638nas a2200133 4500008004100000245020600041210006900247300001000316490000700326100001400333700001700347700001600364856012400380 2000 eng d00aResponse to Hays et al and McHorney and Cohen: Practical implications of item response theory and computerized adaptive testing: A brief summary of ongoing studies of widely used headache impact scales0 aResponse to Hays et al and McHorney and Cohen Practical implicat a73-820 v381 aWare, Jr.1 aBjorner, J B1 aKosinski, M uhttp://www.iacat.org/content/response-hays-et-al-and-mchorney-and-cohen-practical-implications-item-response-theory-and00617nas a2200121 4500008004100000245009800041210006900139260013700208100001100345700001700356700001000373856011200383 2000 eng d00aTestlet response theory: An analog for the 3PL model useful in testlet-based adaptive testing0 aTestlet response theory An analog for the 3PL model useful in te aW. J. van der Linden and C. A. W. Glas (Eds.), Computerized Adaptive Testing: Theory and Practice (pp. 245-270). Norwell MA: Kluwer.1 aWainer1 aBradlow, E T1 aDu, Z uhttp://www.iacat.org/content/testlet-response-theory-analog-3pl-model-useful-testlet-based-adaptive-testing00596nas a2200109 4500008004100000245016200041210006900203260006200272100001700334700001300351856012200364 2000 eng d00aVariations in mean response times for questions on the computer-adaptive GRE general test: Implications for fair assessment (GRE Board Professional Report No0 aVariations in mean response times for questions on the computera a96-20P: Educational Testing Service Research Report 00-7)1 aBridgeman, B1 aCline, F uhttp://www.iacat.org/content/variations-mean-response-times-questions-computer-adaptive-gre-general-test-implications00506nas a2200145 4500008004100000245007100041210006900112260002100181100001200202700001000214700001300224700001600237700001600253856009100269 1999 eng d00aAdjusting "scores" from a CAT following successful item challenges0 aAdjusting scores from a CAT following successful item challenges aMontreal, Canada1 aWang, T1 aYi, Q1 aBan, J C1 aHarris, D J1 aHanson, B A uhttp://www.iacat.org/content/adjusting-scores-cat-following-successful-item-challenges00404nas a2200133 4500008004100000245005000041210004700091300001200138490000800150100001700158700001100175700001200186856007200198 1999 eng d00aA Bayesian random effects model for testlets 0 aBayesian random effects model for testlets a153-1680 v 641 aBradlow, E T1 aWainer1 aWang, X uhttp://www.iacat.org/content/bayesian-random-effects-model-testlets00575nas a2200145 4500008004100000245011800041210006900159300001200228490000700240100001700247700001700264700001200281700001500293856012100308 1999 eng d00aCan examinees use a review option to obtain positively biased ability estimates on a computerized adaptive test? 0 aCan examinees use a review option to obtain positively biased ab a141-1570 v361 aVispoel, W P1 aRocklin, T R1 aWang, T1 aBleiler, T uhttp://www.iacat.org/content/can-examinees-use-review-option-obtain-positively-biased-ability-estimates-computerized00409nas a2200121 4500008004100000245005100041210005100092260002100143100001300164700001600177700001700193856007700210 1999 eng d00aCAT administration of language placement exams0 aCAT administration of language placement exams aMontreal, Canada1 aStahl, J1 aGershon, RC1 aBergstrom, B uhttp://www.iacat.org/content/cat-administration-language-placement-exams01276nas a2200145 4500008004100000245004000041210004000081260004600121300001000167520081600177653003400993100002401027700001401051856006501065 1999 eng d00aCAT for certification and licensure0 aCAT for certification and licensure aMahwah, N.J.bLawrence Erlbaum Associates a67-913 a(from the chapter) This chapter discusses implementing computerized adaptive testing (CAT) for high-stakes examinations that determine whether or not a particular candidate will be certified or licensed. The experience of several boards who have chosen to administer their licensure or certification examinations using the principles of CAT illustrates the process of moving into this mode of administration. Examples of the variety of options that can be utilized within a CAT administration are presented, the decisions that boards must make to implement CAT are discussed, and a timetable for completing the tasks that need to be accomplished is provided. In addition to the theoretical aspects of CAT, practical issues and problems are reviewed. (PsycINFO Database Record (c) 2002 APA, all rights reserved).10acomputerized adaptive testing1 aBergstrom, Betty, A1 aLunz, M E uhttp://www.iacat.org/content/cat-certification-and-licensure00525nas a2200121 4500008004100000245012600041210006900167260001600236100001100252700001200263700001000275856011800285 1999 eng d00aComparison of the a-stratified method, the Sympson-Hetter method, and the matched difficulty method in CAT administration0 aComparison of the astratified method the SympsonHetter method an aLawrence KS1 aBan, J1 aWang, T1 aYi, Q uhttp://www.iacat.org/content/comparison-stratified-method-sympson-hetter-method-and-matched-difficulty-method-cat01772nas a2200265 4500008004100000245004900041210004800090300001000138490000600148520092600154653002501080653005701105653001501162653001201177653001001189653002101199653006401220653001101284653002201295653001101317653000901328653007801337100001701415856007401432 1999 eng d00aCompetency gradient for child-parent centers0 aCompetency gradient for childparent centers a35-520 v33 aThis report describes an implementation of the Rasch model during the longitudinal evaluation of a federally-funded early childhood preschool intervention program. An item bank is described for operationally defining a psychosocial construct called community life-skills competency, an expected teenage outcome of the preschool intervention. This analysis examined the position of teenage students on this scale structure, and investigated a pattern of cognitive operations necessary for students to pass community life-skills test items. Then this scale structure was correlated with nationally standardized reading and math achievement scores, teacher ratings, and school records to assess its validity as a measure of the community-related outcome goal for this intervention. The results show a functional relationship between years of early intervention and magnitude of effect on the life-skills competency variable.10a*Models, Statistical10aActivities of Daily Living/classification/psychology10aAdolescent10aChicago10aChild10aChild, Preschool10aEarly Intervention (Education)/*statistics & numerical data10aFemale10aFollow-Up Studies10aHumans10aMale10aOutcome and Process Assessment (Health Care)/*statistics & numerical data1 aBezruczko, N uhttp://www.iacat.org/content/competency-gradient-child-parent-centers00478nas a2200133 4500008004100000245007500041210006900116300001200185490000700197100001600204700002000220700001400240856009000254 1999 eng d00aComputerized adaptive assessment with the MMPI-2 in a clinical setting0 aComputerized adaptive assessment with the MMPI2 in a clinical se a369-3800 v111 aHandel, R W1 aBen-Porath, Y S1 aWatt, M E uhttp://www.iacat.org/content/computerized-adaptive-assessment-mmpi-2-clinical-setting00503nas a2200121 4500008004100000245009700041210006900138300001000207100001400217700001700231700001600248856011700264 1999 eng d00aDynamic health assessments: The search for more practical and more precise outcomes measures0 aDynamic health assessments The search for more practical and mor a11-131 aWare, Jr.1 aBjorner, J B1 aKosinski, M uhttp://www.iacat.org/content/dynamic-health-assessments-search-more-practical-and-more-precise-outcomes-measures00378nas a2200121 4500008004100000245003900041210003800080260002100118100002000139700001700159700001500176856006500191 1999 eng d00aFairness in computer-based testing0 aFairness in computerbased testing aMontreal, Canada1 aGallagher, Aand1 aBridgeman, B1 aCalahan, C uhttp://www.iacat.org/content/fairness-computer-based-testing00627nas a2200157 4500008004100000245011800041210006900159260002100228100001700249700001900266700001500285700001600300700001500316700001300331856012500344 1999 eng d00aLimiting answer review and change on computerized adaptive vocabulary tests: Psychometric and attitudinal results0 aLimiting answer review and change on computerized adaptive vocab aMontreal, Canada1 aVispoel, W P1 aHendrickson, A1 aBleiler, T1 aWidiatmo, H1 aShrairi, S1 aIhrig, D uhttp://www.iacat.org/content/limiting-answer-review-and-change-computerized-adaptive-vocabulary-tests-psychometric-and-000446nas a2200097 4500008004100000245009500041210006900136260002100205100001500226856010700241 1999 eng d00aOn-the-fly adaptive tests: An application of generative modeling to quantitative reasoning0 aOnthefly adaptive tests An application of generative modeling to aMontreal, Canada1 aBejar, I I uhttp://www.iacat.org/content/fly-adaptive-tests-application-generative-modeling-quantitative-reasoning02646nas a2200133 4500008004100000245007300041210006900114300000900183490000700192520216800199653003402367100001602401856009502417 1999 eng d00aOptimal design for item calibration in computerized adaptive testing0 aOptimal design for item calibration in computerized adaptive tes a42200 v593 aItem Response Theory is the psychometric model used for standardized tests such as the Graduate Record Examination. A test-taker's response to an item is modelled as a binary response with success probability depending on parameters for both the test-taker and the item. Two popular models are the two-parameter logistic (2PL) model and the three-parameter logistic (3PL) model. For the 2PL model, the logit of the probability of a correct response equals ai(theta j-bi), where ai and bi are item parameters, while thetaj is the test-taker's parameter, known as "proficiency." The 3PL model adds a nonzero left asymptote to model random response behavior by low theta test-takers. Assigning scores to students requires accurate estimation of theta s, while accurate estimation of theta s requires accurate estimation of the item parameters. The operational implementation of Item Response Theory, particularly following the advent of computerized adaptive testing, generally involves handling these two estimation problems separately. This dissertation addresses the optimal design for item parameter estimation. Most current designs calibrate items with a sample drawn from the overall test-taking population. For 2PL models a sequential design based on the D-optimality criterion has been proposed, while no 3PL design is in the literature. In this dissertation, we design the calibration with the ultimate use of the items in mind, namely to estimate test-takers' proficiency parameters. For both the 2PL and 3PL models, this criterion leads to a locally L-optimal design criterion, named the Minimal Information Loss criterion. In turn, this criterion and the General Equivalence Theorem give a two point design for the 2PL model and a three point design for the 3PL model. A sequential implementation of this optimal design is presented. For the 2PL model, this design is almost 55% more efficient than the simple random sample approach, and 12% more efficient than the locally D-optimal design. For the 3PL model, the proposed design is 34% more efficient than the simple random sample approach. (PsycINFO Database Record (c) 2003 APA, all rights reserved).10acomputerized adaptive testing1 aBuyske, S G uhttp://www.iacat.org/content/optimal-design-item-calibration-computerized-adaptive-testing01291nas a2200145 4500008004100000245007300041210006900114300001200183490000700195520080400202100001701006700001501023700001101038856009601049 1998 eng d00aBayesian identification of outliers in computerized adaptive testing0 aBayesian identification of outliers in computerized adaptive tes a910-9190 v933 aWe consider the problem of identifying examinees with aberrant response patterns in a computerized adaptive test (CAT). The vec-tor of responses yi of person i from the CAT comprise a multivariate response vector. Multivariate observations may be outlying in manydi erent directions and we characterize speci c directions as corre- sponding to outliers with different interpretations. We develop a class of outlier statistics to identify different types of outliers based on a con-trol chart type methodology. The outlier methodology is adaptable to general longitudinal discrete data structures. We consider several procedures to judge how extreme a particular outlier is. Data from the National Council Licensure EXamination (NCLEX) motivates our development and is used to illustrate the results.1 aBradlow, E T1 aWeiss, R E1 aCho, M uhttp://www.iacat.org/content/bayesian-identification-outliers-computerized-adaptive-testing00729nas a2200157 4500008004100000245018900041210006900230260004700299100001700346700001700363700002100380700001300401700001700414700001500431856012500446 1998 eng d00aComparability of paper-and-pencil and computer adaptive test scores on the GRE General Test (GRE Board Professional Report No 95-08P; Educational Testing Service Research Report 98-38)0 aComparability of paperandpencil and computer adaptive test score aPrinceton, NJ: Educational Testing Service1 aSchaeffer, G1 aBridgeman, B1 aGolub-Smith, M L1 aLewis, C1 aPotenza, M T1 aSteffen, M uhttp://www.iacat.org/content/comparability-paper-and-pencil-and-computer-adaptive-test-scores-gre-general-test-gre-board00687nas a2200169 4500008004100000020003000041245009600071210006900167260006400236100001900300700001700319700002100336700001300357700001700370700001500387856011500402 1998 eng d aETS Research Report 98-3800aComparability of paper-and-pencil and computer adaptive test scores on the GRE General Test0 aComparability of paperandpencil and computer adaptive test score aPrinceton, N.J.bEducational Testing ServicescAugust, 19981 aSchaeffer, G A1 aBridgeman, B1 aGolub-Smith, M L1 aLewis, C1 aPotenza, M T1 aSteffen, M uhttp://www.iacat.org/content/comparability-paper-and-pencil-and-computer-adaptive-test-scores-gre-general-test00557nas a2200157 4500008004100000245007600041210006900117260001400186100001600200700001600216700002000232700001500252700001400267700001800281856010000299 1998 eng d00aComputerized adaptive rating scales that measure contextual performance0 aComputerized adaptive rating scales that measure contextual perf aDallas TX1 aBorman, W C1 aHanson, M A1 aMontowidlo, S J1 aDrasgow, F1 aFoster, L1 aKubisiak, U C uhttp://www.iacat.org/content/computerized-adaptive-rating-scales-measure-contextual-performance00446nas a2200121 4500008004100000245006400041210006400105260001500169100001900184700001500203700001600218856009000234 1998 eng d00aComputerized adaptive testing with multiple form structures0 aComputerized adaptive testing with multiple form structures aUrbana, IL1 aArmstrong, R D1 aJones, D H1 aBerliner, N uhttp://www.iacat.org/content/computerized-adaptive-testing-multiple-form-structures-000523nas a2200109 4500008004100000245010600041210006900147260004100216100001400257700001800271856012400289 1998 eng d00aFeasibility studies of two-stage testing in large-scale educational assessment: Implications for NAEP0 aFeasibility studies of twostage testing in largescale educationa aAmerican Institutes for Research, CA1 aBock, R D1 aZimowski, M F uhttp://www.iacat.org/content/feasibility-studies-two-stage-testing-large-scale-educational-assessment-implications-naep00584nas a2200121 4500008004100000245014200041210006900183260004700252100001700299700001400316700001400330856011800344 1998 eng d00aThree response types for broadening the conception of mathematical problem solving in computerized-adaptive tests (Research Report 98-45)0 aThree response types for broadening the conception of mathematic aPrinceton NJ : Educational Testing Service1 aBennett, R E1 aMorley, M1 aQuardt, D uhttp://www.iacat.org/content/three-response-types-broadening-conception-mathematical-problem-solving-computerized00457nas a2200121 4500008004100000245006900041210006700110260001500177100001600192700001600208700001600224856009500240 1997 eng d00aAssessing speededness in variable-length computer-adaptive tests0 aAssessing speededness in variablelength computeradaptive tests aChicago IL1 aBontempo, B1 aJulian, E R1 aGorham, J L uhttp://www.iacat.org/content/assessing-speededness-variable-length-computer-adaptive-tests00491nas a2200109 4500008004100000245010400041210006900145100001600214700002000230700001200250856011900262 1997 eng d00aComparability and validity of computerized adaptive testing with the MMPI-2 using a clinical sample0 aComparability and validity of computerized adaptive testing with1 aHandel, R W1 aBen-Porath, Y S1 aWatt, M uhttp://www.iacat.org/content/comparability-and-validity-computerized-adaptive-testing-mmpi-2-using-clinical-sample00567nas a2200133 4500008004100000245013800041210006900179300001000248490000700258100001700265700001200282700001500294856012400309 1997 eng d00aComputerized adaptive and fixed-item testing of music listening skill: A comparison of efficiency, precision, and concurrent validity0 aComputerized adaptive and fixeditem testing of music listening s a43-630 v341 aVispoel, W P1 aWang, T1 aBleiler, T uhttp://www.iacat.org/content/computerized-adaptive-and-fixed-item-testing-music-listening-skill-comparison-efficiency-002024nas a2200289 4500008004100000245012700041210006900168300001300237490000800250520105800258653003401316653003301350653002301383653001501406653001001421653002601431653001001457653001501467653001801482653003101500100001501531700001601546700001401562700001701576700001601593856012501609 1997 eng d00aA computerized adaptive testing system for speech discrimination measurement: The Speech Sound Pattern Discrimination Test0 acomputerized adaptive testing system for speech discrimination m a2289-2980 v1013 aA computerized, adaptive test-delivery system for the measurement of speech discrimination, the Speech Sound Pattern Discrimination Test, is described and evaluated. Using a modified discrimination task, the testing system draws on a pool of 130 items spanning a broad range of difficulty to estimate an examinee's location along an underlying continuum of speech processing ability, yet does not require the examinee to possess a high level of English language proficiency. The system is driven by a mathematical measurement model which selects only test items which are appropriate in difficulty level for a given examinee, thereby individualizing the testing experience. Test items were administered to a sample of young deaf adults, and the adaptive testing system evaluated in terms of respondents' sensory and perceptual capabilities, acoustic and phonetic dimensions of speech, and theories of speech perception. Data obtained in this study support the validity, reliability, and efficiency of this test as a measure of speech processing ability.10a*Diagnosis, Computer-Assisted10a*Speech Discrimination Tests10a*Speech Perception10aAdolescent10aAdult10aAudiometry, Pure-Tone10aHuman10aMiddle Age10aPsychometrics10aReproducibility of Results1 aBochner, J1 aGarrison, W1 aPalmer, L1 aMacKenzie, D1 aBraveman, A uhttp://www.iacat.org/content/computerized-adaptive-testing-system-speech-discrimination-measurement-speech-sound-pattern00468nas a2200133 4500008004100000245006100041210006100102260002400163100001700187700001500204700001300219700001400232856008800246 1997 eng d00aComputerized adaptive testing through the World Wide Web0 aComputerized adaptive testing through the World Wide Web a(ERIC No. ED414536)1 aShermis, M D1 aMzumara, H1 aBrown, M1 aLillig, C uhttp://www.iacat.org/content/computerized-adaptive-testing-through-world-wide-web-000548nas a2200097 4500008003900000245009000039210006900129260012700198100001400325856011100339 1997 d00aComputerized adaptive testing using the partial credit model for attitude measurement0 aComputerized adaptive testing using the partial credit model for aM. Wilson, G. Engelhard Jr and K. Draney (Eds.), Objective measurement: Theory into practice, volume 4. Norwood NJ: Ablex.1 aBaek, S G uhttp://www.iacat.org/content/computerized-adaptive-testing-using-partial-credit-model-attitude-measurement00500nas a2200121 4500008004100000245008900041210006900130260001500199100001700214700001500231700001500246856011700261 1997 eng d00aControlling test and computer anxiety: Test performance under CAT and SAT conditions0 aControlling test and computer anxiety Test performance under CAT aChicago IL1 aShermis, M D1 aMzumara, H1 aBublitz, S uhttp://www.iacat.org/content/controlling-test-and-computer-anxiety-test-performance-under-cat-and-sat-conditions00578nas a2200133 4500008003900000245013100039210006900170100001700239700001500256700001700271700001400288700001700302856012500319 1997 d00aEvaluating an automatically scorable, open-ended response type for measuring mathematical reasoning in computer-adaptive tests0 aEvaluating an automatically scorable openended response type for1 aBennett, R E1 aSteffen, M1 aSingley, M K1 aMorley, M1 aJacquemin, D uhttp://www.iacat.org/content/evaluating-automatically-scorable-open-ended-response-type-measuring-mathematical-reasoning00620nas a2200121 4500008004100000245007200041210006900113260017000182100001600352700001600368700001600384856009800400 1997 eng d00aEvaluating item calibration medium in computerized adaptive testing0 aEvaluating item calibration medium in computerized adaptive test aW.A. Sands, B.K. Waters and J.R. McBride, Computerized adaptive testing: From inquiry to operation (pp. 161-168). Washington, DC: American Psychological Association.1 aHetter, R D1 aSegall, D O1 aBloxom, B M uhttp://www.iacat.org/content/evaluating-item-calibration-medium-computerized-adaptive-testing01318nas a2200265 4500008004100000245005500041210005400096300001200150490000600162520053000168653003800698653002000736653001400756653003500770653003100805653001100836653001900847653001800866653002800884100001300912700001500925700001700940700001400957856008100971 1997 eng d00aOn-line performance assessment using rating scales0 aOnline performance assessment using rating scales a173-1910 v13 aThe purpose of this paper is to report on the development of the on-line performance assessment instrument--the Assessment of Motor and Process Skills (AMPS). Issues that will be addressed in the paper include: (a) the establishment of the scoring rubric and its implementation in an extended Rasch model, (b) training of raters, (c) validation of the scoring rubric and procedures for monitoring the internal consistency of raters, and (d) technological implementation of the assessment instrument in a computerized program.10a*Outcome Assessment (Health Care)10a*Rehabilitation10a*Software10a*Task Performance and Analysis10aActivities of Daily Living10aHumans10aMicrocomputers10aPsychometrics10aPsychomotor Performance1 aStahl, J1 aShumway, R1 aBergstrom, B1 aFisher, A uhttp://www.iacat.org/content/line-performance-assessment-using-rating-scales00613nas a2200133 4500008004100000245005600041210005500097260018200152100001600334700001600350700001600366700001600382856008100398 1997 eng d00aPsychometric procedures for administering CAT-ASVAB0 aPsychometric procedures for administering CATASVAB aW. A. Sands, B. K. Waters, and J. R. McBride (Eds.), Computerized adaptive testing: From inquiry to operation (pp. 131-140). Washington D.C.: American Psychological Association.1 aSegall, D O1 aMoreno, K E1 aBloxom, B M1 aHetter, R D uhttp://www.iacat.org/content/psychometric-procedures-administering-cat-asvab00412nas a2200121 4500008004100000245005800041210005800099300001200157490000700169100001100176700002000187856008300207 1997 eng d00aSome new item selection criteria for adaptive testing0 aSome new item selection criteria for adaptive testing a203-2260 v221 aBerger1 aVeerkamp, W J J uhttp://www.iacat.org/content/some-new-item-selection-criteria-adaptive-testing00414nas a2200121 4500008004100000245005800041210005800099300001200157490000700169100001300176700001800189856008500207 1997 eng d00aSome new item selection criteria for adaptive testing0 aSome new item selection criteria for adaptive testing a203-2260 v221 aVeerkamp1 aBerger, M P F uhttp://www.iacat.org/content/some-new-item-selection-criteria-adaptive-testing-000647nas a2200133 4500008004100000245020300041210006900244260001600313100001700329700001700346700001200363700001700375856012100392 1996 eng d00aCan examinees use a review option to positively bias their scores on a computerized adaptive test? Paper presented at the annual meeting of the National council on Measurement in Education, New York0 aCan examinees use a review option to positively bias their score aNew York NY1 aRocklin, T R1 aVispoel, W P1 aWang, T1 aBleiler, T L uhttp://www.iacat.org/content/can-examinees-use-review-option-positively-bias-their-scores-computerized-adaptive-test00440nas a2200109 4500008004100000245007700041210006900118300001200187490000700199100002400206856010000230 1996 eng d00aComputerized adaptive testing for the national certification examination0 aComputerized adaptive testing for the national certification exa a119-1240 v641 aBergstrom, Betty, A uhttp://www.iacat.org/content/computerized-adaptive-testing-national-certification-examination-000395nas a2200085 4500008004100000245007700041210006900118100002400187856009800211 1996 eng d00aComputerized adaptive testing for the national certification examination0 aComputerized adaptive testing for the national certification exa1 aBergstrom, Betty, A uhttp://www.iacat.org/content/computerized-adaptive-testing-national-certification-examination02576nas a2200133 4500008004100000245009100041210006900132300000900201490000700210520206600217653003402283100001402317856011102331 1996 eng d00aDynamic scaling: An ipsative procedure using techniques from computer adaptive testing0 aDynamic scaling An ipsative procedure using techniques from comp a58240 v563 aThe purpose of this study was to create a prototype method for scaling items using computer adaptive testing techniques and to demonstrate the method with a working model program. The method can be used to scale items, rank individuals with respect to the scaled items, and to re-scale the items with respect to the individuals' responses. When using this prototype method, the items to be scaled are part of a database that contains not only the items, but measures of how individuals respond to each item. After completion of all presented items, the individual is assigned an overall scale value which is then compared with each item responded to, and an individual "error" term is stored with each item. After several individuals have responded to the items, the item error terms are used to revise the placement of the scaled items. This revision feature allows the natural adaptation of one general list to reflect subgroup differences, for example, differences among geographic areas or ethnic groups. It also provides easy revision and limited authoring of the scale items by the computer program administrator. This study addressed the methodology, the instrumentation needed to handle the scale-item administration, data recording, item error analysis, and scale-item database editing required by the method, and the behavior of a prototype vocabulary test in use. Analyses were made of item ordering, response profiles, item stability, reliability and validity. Although slow, the movement of unordered words used as items in the prototype program was accurate as determined by comparison with an expert word ranking. Person scores obtained by multiple administrations of the prototype test were reliable and correlated at.94 with a commercial paper-and-pencil vocabulary test, while holding a three-to-one speed advantage in administration. Although based upon self-report data, dynamic scaling instruments like the model vocabulary test could be very useful for self-assessment, for pre (PsycINFO Database Record (c) 2003 APA, all rights reserved).10acomputerized adaptive testing1 aBerg, S R uhttp://www.iacat.org/content/dynamic-scaling-ipsative-procedure-using-techniques-computer-adaptive-testing00570nas a2200121 4500008004100000245015700041210006900198100001700267700001600284700001300300700001500313856012000328 1996 eng d00aEffects of answer feedback and test anxiety on the psychometric and motivational characteristics of computer-adaptive and self-adaptive vocabulary tests0 aEffects of answer feedback and test anxiety on the psychometric 1 aVispoel, W P1 aBrunsman, B1 aForte, E1 aBleiler, T uhttp://www.iacat.org/content/effects-answer-feedback-and-test-anxiety-psychometric-and-motivational-characteristics00557nas a2200121 4500008004100000245015500041210006900196260001300265100001500278700001300293700001100306856011800317 1996 eng d00aEffects of answer review and test anxiety on the psychometric and motivational characteristics of computer-adaptive and self-adaptive vocabulary tests0 aEffects of answer review and test anxiety on the psychometric an aNew York1 aVispoel, W1 aForte, E1 aBoo, J uhttp://www.iacat.org/content/effects-answer-review-and-test-anxiety-psychometric-and-motivational-characteristics00637nas a2200145 4500008004500000245018700045210006900232300001000301490000700311100001300318700001500331700001600346700001400362856011500376 1996 Spandsh 00aPropiedades psicometricas du un test adaptivo informatizado do vocabulario ingles [Psychometric properties of a computerized adaptive tests for the measurement of English vocabulary]0 aPropiedades psicometricas du un test adaptivo informatizado do v a61-730 v551 aOlea., J1 aPonsoda, V1 aRevuelta, J1 aBelchi, J uhttp://www.iacat.org/content/propiedades-psicometricas-du-un-test-adaptivo-informatizado-do-vocabulario-ingles01549nas a2200181 4500008004100000020002200041245008000063210006900143250001500212260000800227300001100235490000700246520096300253100001501216700002001231700001701251856009901268 1995 eng d a0022-3891 (Print)00aComparability and validity of computerized adaptive testing with the MMPI-20 aComparability and validity of computerized adaptive testing with a1995/10/01 cOct a358-710 v653 aThe comparability and validity of a computerized adaptive (CA) Minnesota Multiphasic Personality Inventory-2 (MMPI-2) were assessed in a sample of 571 undergraduate college students. The CA MMPI-2 administered adaptively Scales L, E the 10 clinical scales, and the 15 content scales, utilizing the countdown method (Butcher, Keller, & Bacon, 1985). All subjects completed the MMPI-2 twice, with three experimental conditions: booklet test-retest, booklet-CA, and conventional computerized (CC)-CA. Profiles across administration modalities show a high degree of similarity, providing evidence for the comparability of the three forms. Correlations between MMPI-2 scales and other psychometric measures (Beck Depression Inventory; Symptom Checklist-Revised; State-Trait Anxiety and Anger Scales; and the Anger Expression Scale) support the validity of the CA MMPI-2. Substantial item savings may be realized with the implementation of the countdown procedure.1 aRoper, B L1 aBen-Porath, Y S1 aButcher, J N uhttp://www.iacat.org/content/comparability-and-validity-computerized-adaptive-testing-mmpi-2-000522nas a2200109 4500008004100000245012500041210006900166260002100235100001700256700001900273856012000292 1995 eng d00aA comparison of gender differences on paper-and-pencil and computer-adaptive versions of the Graduate Record Examination0 acomparison of gender differences on paperandpencil and computera aSan Francisco CA1 aBridgeman, B1 aSchaeffer, G A uhttp://www.iacat.org/content/comparison-gender-differences-paper-and-pencil-and-computer-adaptive-versions-graduate00474nam a2200097 4500008004100000245007400041210006900115260007900184100001400263856009900277 1995 eng d00aComputerized adaptive attitude testing using the partial credit model0 aComputerized adaptive attitude testing using the partial credit  aDissertation Abstracts International-A, 55(7-A), 1922 (UMI No. AAM9430378)1 aBaek, S G uhttp://www.iacat.org/content/computerized-adaptive-attitude-testing-using-partial-credit-model01388nas a2200133 4500008004100000245007200041210006900113300001200182490000700194520091500201100001401116700002401130856010001154 1995 eng d00aComputerized adaptive testing: Tracking candidate response patterns0 aComputerized adaptive testing Tracking candidate response patter a151-1620 v133 aTracked the effect of candidate response patterns on a computerized adaptive test. Data were from a certification examination in laboratory science administered in 1992 to 155 candidates, using a computerized adaptive algorithm. The 90-item certification examination was divided into 9 units of 10 items each to track the pattern of initial responses and response alterations on ability estimates and test precision across the 9 test units. The precision of the test was affected most by response alterations during early segments of the test. While candidates generally benefited from altering responses, individual candidates showed different patterns of response alterations across test segments. Test precision was minimally affected, suggesting that the tailoring of computerized adaptive testing is minimally affected by response alterations. (PsycINFO Database Record (c) 2002 APA, all rights reserved).1 aLunz, M E1 aBergstrom, Betty, A uhttp://www.iacat.org/content/computerized-adaptive-testing-tracking-candidate-response-patterns00328nas a2200109 4500008004100000245003400041210003300075260001800108100001600126700001700142856005900159 1995 eng d00aDoes cheating on CAT pay: Not0 aDoes cheating on CAT pay Not aSan Francisco1 aGershon, RC1 aBergstrom, B uhttp://www.iacat.org/content/does-cheating-cat-pay-not00500nas a2200109 4500008004100000245010300041210006900144260001800213100001400231700002400245856012100269 1995 eng d00aEquating computerized adaptive certification examinations: The Board of Registry series of studies0 aEquating computerized adaptive certification examinations The Bo aSan Francisco1 aLunz, M E1 aBergstrom, Betty, A uhttp://www.iacat.org/content/equating-computerized-adaptive-certification-examinations-board-registry-series-studies00583nas a2200097 4500008004100000245007600041210006900117260019000186100001500376856009400391 1995 eng d00aFrom adaptive testing to automated scoring of architectural simulations0 aFrom adaptive testing to automated scoring of architectural simu aL. E. Mancall and P. G. Bashook (Eds.), Assessing clinical reasoning: The oral examination and alternative methods (pp. 115-130. Evanston IL: The American Board of Medical Specialities.1 aBejar, I I uhttp://www.iacat.org/content/adaptive-testing-automated-scoring-architectural-simulations00480nas a2200133 4500008004100000245007400041210006900115300001200184490000700196100001600203700001600219700001600235856009500251 1994 eng d00aA comparison of item calibration media in computerized adaptive tests0 acomparison of item calibration media in computerized adaptive te a197-2040 v181 aHetter, R D1 aSegall, D O1 aBloxom, B M uhttp://www.iacat.org/content/comparison-item-calibration-media-computerized-adaptive-tests00464nas a2200121 4500008004500000245007600045210006900121490000700190100001600197700001600213700001600229856009700245 1994 Engldsh 00aA Comparison of Item Calibration Media in Computerized Adaptive Testing0 aComparison of Item Calibration Media in Computerized Adaptive Te0 v181 aHetter, R D1 aSegall, D O1 aBloxom, B M uhttp://www.iacat.org/content/comparison-item-calibration-media-computerized-adaptive-testing00368nas a2200133 4500008004100000245003000041210003000071300001200101490000600113100001400119700002400133700001600157856006100173 1994 eng d00aComputer adaptive testing0 aComputer adaptive testing a623-6340 v61 aLunz, M E1 aBergstrom, Betty, A1 aGershon, RC uhttp://www.iacat.org/content/computer-adaptive-testing-100496nas a2200109 4500008004100000245010200041210006900143260001900212100001700231700001600248856012200264 1994 eng d00aComputerized adaptive testing exploring examinee response time using hierarchical linear modeling0 aComputerized adaptive testing exploring examinee response time u aNew Orleans LA1 aBergstrom, B1 aGershon, RC uhttp://www.iacat.org/content/computerized-adaptive-testing-exploring-examinee-response-time-using-hierarchical-linear00452nas a2200121 4500008004100000245006600041210006600107300001000173490001600183100002400199700001600223856009100239 1994 eng d00aComputerized adaptive testing for licensure and certification0 aComputerized adaptive testing for licensure and certification a25-270 vWinter 19941 aBergstrom, Betty, A1 aGershon, RC uhttp://www.iacat.org/content/computerized-adaptive-testing-licensure-and-certification00490nas a2200133 4500008004100000245007900041210006900120260000800189300001200197490000700209100001400216700002400230856010200254 1994 eng d00aAn empirical study of computerized adaptive test administration conditions0 aempirical study of computerized adaptive test administration con cFal a251-2630 v311 aLunz, M E1 aBergstrom, Betty, A uhttp://www.iacat.org/content/empirical-study-computerized-adaptive-test-administration-conditions00609nas a2200145 4500008004100000245010000041210006900141260004400210300001200254490000600266653003400272100002400306700001400330856011900344 1994 eng d00aThe equivalence of Rasch item calibrations and ability estimates across modes of administration0 aequivalence of Rasch item calibrations and ability estimates acr aNorwood, N.J. USAbAblex Publishing Co. a122-1280 v210acomputerized adaptive testing1 aBergstrom, Betty, A1 aLunz, M E uhttp://www.iacat.org/content/equivalence-rasch-item-calibrations-and-ability-estimates-across-modes-administration00472nas a2200109 4500008004500000245009500045210006900140300001200209490000700221100001800228856011600246 1994 Engldsh 00aA General Approach to Algorithmic Design of Fixed-Form Tests, Adaptive Tests, and Testlets0 aGeneral Approach to Algorithmic Design of FixedForm Tests Adapti a141-1530 v181 aBerger, M P F uhttp://www.iacat.org/content/general-approach-algorithmic-design-fixed-form-tests-adaptive-tests-and-testlets-000466nas a2200109 4500008004100000245009500041210006900136300001200205490000700217100001800224856011400242 1994 eng d00aA general approach to algorithmic design of fixed-form tests, adaptive tests, and testlets0 ageneral approach to algorithmic design of fixedform tests adapti a141-1530 v181 aBerger, M P F uhttp://www.iacat.org/content/general-approach-algorithmic-design-fixed-form-tests-adaptive-tests-and-testlets00500nas a2200097 4500008004100000245012400041210007200165100001500237700001500252856013500267 1994 eng d00aL'évaluation nationale individualisée et assistée par ordinateur [Large scale assessment: Tailored and computerized]0 aLévaluation nationale individualisée et assistée par ordinateur 1 aRaîche, G1 aBéland, A uhttp://www.iacat.org/content/l%C3%A9valuation-nationale-individualis%C3%A9e-et-assist%C3%A9e-par-ordinateur-large-scale-assessment00443nas a2200133 4500008004100000245005300041210005300094260002200147490000700169100001400176700002400190700001600214856007900230 1994 eng d00aReliability of alternate computer adaptive tests0 aReliability of alternate computer adaptive tests aNew JerseybAblex0 vII1 aLunz, M E1 aBergstrom, Betty, A1 aWright, B D uhttp://www.iacat.org/content/reliability-alternate-computer-adaptive-tests00545nas a2200109 4500008004100000245007800041210006900119260011000188100001800298700001800316856010100334 1994 eng d00aSome new item selection criteria for adaptive testing (Research Rep 94-6)0 aSome new item selection criteria for adaptive testing Research R aEnschede, The Netherlands: University of Twente, Department of Educational Measurement and Data Analysis.1 aVeerkamp, W J1 aBerger, M P F uhttp://www.iacat.org/content/some-new-item-selection-criteria-adaptive-testing-research-rep-94-600533nas a2200121 4500008004100000245011600041210006900157260001500226100001700241700001200258700001500270856012600285 1993 eng d00aThe efficiency, reliability, and concurrent validity of adaptive and fixed-item tests of music listening skills0 aefficiency reliability and concurrent validity of adaptive and f aAtlanta GA1 aVispoel, W P1 aWang, T1 aBleiler, T uhttp://www.iacat.org/content/efficiency-reliability-and-concurrent-validity-adaptive-and-fixed-item-tests-music-listening00543nas a2200121 4500008004100000245009600041210006900137260005100206100001600257700001600273700001600289856011600305 1993 eng d00aItem Calibration: Medium-of-administration effect on computerized adaptive scores (TR-93-9)0 aItem Calibration Mediumofadministration effect on computerized a aNavy Personnel Research and Development Center1 aHetter, R D1 aBloxom, B M1 aSegall, D O uhttp://www.iacat.org/content/item-calibration-medium-administration-effect-computerized-adaptive-scores-tr-93-900487nas a2200121 4500008004100000245008400041210006900125260001500194100001400209700001500223700002400238856010300262 1993 eng d00aTest targeting and precision before and after review on computer-adaptive tests0 aTest targeting and precision before and after review on computer aAtlanta GA1 aLunz, M E1 aStahl, J A1 aBergstrom, Betty, A uhttp://www.iacat.org/content/test-targeting-and-precision-and-after-review-computer-adaptive-tests00468nas a2200097 4500008003900000245010200039210006900141260001800210100001700228856012500245 1992 d00aAbility measure equivalence of computer adaptive and paper and pencil tests: A research synthesis0 aAbility measure equivalence of computer adaptive and paper and p aSan Francisco1 aBergstrom, B uhttp://www.iacat.org/content/ability-measure-equivalence-computer-adaptive-and-paper-and-pencil-tests-research-synthesis01220nas a2200157 4500008004100000245006600041210006600107300001200173490000600185520069800191653003400889100002400923700001400947700001600961856008500977 1992 eng d00aAltering the level of difficulty in computer adaptive testing0 aAltering the level of difficulty in computer adaptive testing a137-1490 v53 aExamines the effect of altering test difficulty on examinee ability measures and test length in a computer adaptive test. The 225 Ss were randomly assigned to 3 test difficulty conditions and given a variable length computer adaptive test. Examinees in the hard, medium, and easy test condition took a test targeted at the 50%, 60%, or 70% probability of correct response. The results show that altering the probability of a correct response does not affect estimation of examinee ability and that taking an easier computer adaptive test only slightly increases the number of items necessary to reach specified levels of precision. (PsycINFO Database Record (c) 2002 APA, all rights reserved).10acomputerized adaptive testing1 aBergstrom, Betty, A1 aLunz, M E1 aGershon, RC uhttp://www.iacat.org/content/altering-level-difficulty-computer-adaptive-testing00410nas a2200097 4500008004100000245006900041210006900110100002400179700001500203856009400218 1992 eng d00aAssessing existing item bank depth for computer adaptive testing0 aAssessing existing item bank depth for computer adaptive testing1 aBergstrom, Betty, A1 aStahl, J A uhttp://www.iacat.org/content/assessing-existing-item-bank-depth-computer-adaptive-testing00441nas a2200109 4500008004100000245007300041210006900114260002100183100001700204700001600221856009400237 1992 eng d00aComparison of item targeting strategies for pass/fail adaptive tests0 aComparison of item targeting strategies for passfail adaptive te aSan Francisco CA1 aBergstrom, B1 aGershon, RC uhttp://www.iacat.org/content/comparison-item-targeting-strategies-passfail-adaptive-tests00400nam a2200097 4500008004100000245005200041210005000093260006100143100001700204856008100221 1992 eng d00aComputer adaptive versus paper-and-pencil tests0 aComputer adaptive versus paperandpencil tests aUnpublished doctoral dissertation, University of Chicago1 aBergstrom, B uhttp://www.iacat.org/content/computer-adaptive-versus-paper-and-pencil-tests00419nas a2200109 4500008004100000245007000041210006900111300001000180490000700190100001600197856009600213 1992 eng d00aComputer-based adaptive testing in music research and instruction0 aComputerbased adaptive testing in music research and instruction a49-630 v101 aBowers, D R uhttp://www.iacat.org/content/computer-based-adaptive-testing-music-research-and-instruction00399nas a2200121 4500008004100000245005600041210005600097300001000153490001100163100000900174700001400183856008000197 1992 eng d00aComputerized adaptive testing with different groups0 aComputerized adaptive testing with different groups a23-270 v11 (2)1 aLegg1 aBuhr, D C uhttp://www.iacat.org/content/computerized-adaptive-testing-different-groups00527nas a2200109 4500008004100000245012700041210006900168260001900237100002000256700001500276856012600291 1992 eng d00aComputerized adaptive testing with the MMPI-2: Reliability, validity, and comparability to paper and pencil administration0 aComputerized adaptive testing with the MMPI2 Reliability validit aMinneapolis MN1 aBen-Porath, Y S1 aRoper, B L uhttp://www.iacat.org/content/computerized-adaptive-testing-mmpi-2-reliability-validity-and-comparability-paper-and-pencil00477nas a2200109 4500008004100000245009400041210006900135300001200204490001000216100002400226856011700250 1992 eng d00aConfidence in pass/fail decisions for computer adaptive and paper and pencil examinations0 aConfidence in passfail decisions for computer adaptive and paper a435-4640 v15(4)1 aBergstrom, Betty, A uhttp://www.iacat.org/content/confidence-passfail-decisions-computer-adaptive-and-paper-and-pencil-examinations-100474nas a2200109 4500008004100000245009400041210006900135300001200204490000700216100002400223856011700247 1992 eng d00aConfidence in pass/fail decisions for computer adaptive and paper and pencil examinations0 aConfidence in passfail decisions for computer adaptive and paper a435-4640 v151 aBergstrom, Betty, A uhttp://www.iacat.org/content/confidence-passfail-decisions-computer-adaptive-and-paper-and-pencil-examinations-001198nas a2200133 4500008004100000245009400041210006900135300001200204490000700216520068800223100002400911700001400935856011500949 1992 eng d00aConfidence in pass/fail decisions for computer adaptive and paper and pencil examinations0 aConfidence in passfail decisions for computer adaptive and paper a453-4640 v153 aCompared the level of confidence in pass/fail decisions obtained with computer adaptive tests (CADTs) and pencil-and-paper tests (PPTs). 600 medical technology students took a variable-length CADT and 2 fixed-length PPTs. The CADT was stopped when the examinee ability estimate was either 1.3 times the standard error of measurement above or below the pass/fail point or when a maximum test length was reached. Results show that greater confidence in the accuracy of the pass/fail decisions was obtained for more examinees when the CADT implemented a 90% confidence stopping rule than with PPTs of comparable test length. (PsycINFO Database Record (c) 2002 APA, all rights reserved).1 aBergstrom, Betty, A1 aLunz, M E uhttp://www.iacat.org/content/confidence-passfail-decisions-computer-adaptive-and-paper-and-pencil-examinations01335nas a2200145 4500008004100000245009600041210006900137300001000206490000700216520079300223100001401016700002401030700002401054856011101078 1992 eng d00aThe effect of review on student ability and test efficiency for computerized adaptive tests0 aeffect of review on student ability and test efficiency for comp a33-400 v163 a220 students were randomly assigned to a review condition for a medical technology test; their test instructions indicated that each item must be answered when presented, but that the responses could be reviewed and altered at the end of the test. A sample of 492 students did not have the opportunity to review and alter responses. Within the review condition, examinee ability estimates before and after review were correlated .98. The average efficiency of the test was decreased by 1% after review. Approximately 32% of the examinees improved their ability estimates after review but did not change their pass/fail status. Disallowing review on adaptive tests administered under these rules is not supported by these data. (PsycINFO Database Record (c) 2002 APA, all rights reserved).1 aLunz, M E1 aBergstrom, Betty, A1 aWright, Benjamin, D uhttp://www.iacat.org/content/effect-review-student-ability-and-test-efficiency-computerized-adaptive-tests00522nas a2200133 4500008004500000245009600045210006900141300001000210490000700220100001400227700001800241700001600259856011300275 1992 Engldsh 00aThe Effect of Review on Student Ability and Test Efficiency for Computerized Adaptive Tests0 aEffect of Review on Student Ability and Test Efficiency for Comp a33-400 v161 aLunz, M E1 aBerstrom, B A1 aWright, B D uhttp://www.iacat.org/content/effect-review-student-ability-and-test-efficiency-computerized-adaptive-tests-000572nas a2200121 4500008004100000245013200041210006900173260004700242100001200289700001700301700001100318856012100329 1992 eng d00aA general Bayesian model for testlets: theory and applications (Research Report 92-21; GRE Board Professional Report No 99-01P)0 ageneral Bayesian model for testlets theory and applications Rese aPrinceton NJ: Educational Testing Service.1 aWang, X1 aBradlow, E T1 aWainer uhttp://www.iacat.org/content/general-bayesian-model-testlets-theory-and-applications-research-report-92-21-gre-board00573nas a2200145 4500008004100000245009700041210006900138260002100207100001700228700001200245700001900257700001500276700001300291856012300304 1992 eng d00aHow review options and administration mode influence scores on computerized vocabulary tests0 aHow review options and administration mode influence scores on c aSan Francisco CA1 aVispoel, W P1 aWang, T1 aDe la Torre, R1 aBleiler, T1 aDings, J uhttp://www.iacat.org/content/how-review-options-and-administration-mode-influence-scores-computerized-vocabulary-tests00457nas a2200121 4500008004100000245006700041210006600108260002100174100001300195700001700208700001400225856009600239 1992 eng d00aStudent attitudes toward computer-adaptive test administration0 aStudent attitudes toward computeradaptive test administration aSan Francisco CA1 aBaghi, H1 aFerrara, S F1 aGabrys, R uhttp://www.iacat.org/content/student-attitudes-toward-computer-adaptive-test-administration00416nas a2200121 4500008004100000245005800041210005700099260001500156100001300171700001400184700001500198856008100213 1991 eng d00aApplications of computer-adaptive testing in Maryland0 aApplications of computeradaptive testing in Maryland aChicago IL1 aBaghi, H1 aGabrys, R1 aFerrara, S uhttp://www.iacat.org/content/applications-computer-adaptive-testing-maryland00515nas a2200145 4500008004100000245008200041210006900123300001200192490000600204100001100210700001300221700001400234700001600248856010500264 1991 eng d00aBuilding algebra testlets: A comparison of hierarchical and linear structures0 aBuilding algebra testlets A comparison of hierarchical and linea axxx-xxx0 v81 aWainer1 aLewis, C1 aKaplan, B1 aBraswell, J uhttp://www.iacat.org/content/building-algebra-testlets-comparison-hierarchical-and-linear-structures01284nas a2200181 4500008004100000020002200041245008400063210006900147250001500216260000800231300001200239490000700251520069100258100001500949700002000964700001700984856010101001 1991 eng d a0022-3891 (Print)00aComparability of computerized adaptive and conventional testing with the MMPI-20 aComparability of computerized adaptive and conventional testing  a1991/01/01 cOct a278-2900 v573 aA computerized adaptive version and the standard version of the Minnesota Multiphasic Personality Inventory-2 (MMPI-2) were administered 1 week apart to a sample of 155 college students to assess the comparability of the two versions. The countdown method was used to adaptively administer Scales L, F, the I0 clinical scales, and the 15 new content scales. Profiles across administration modalities show a high degree of similarity, providing evidence for the comparability of computerized adaptive and conventional testing with the MMPI-2. Substantial item savings were found with the adaptive version. Future directions in the study of adaptive testing with the MMPI-2 are discussed.1 aRoper, B L1 aBen-Porath, Y S1 aButcher, J N uhttp://www.iacat.org/content/comparability-computerized-adaptive-and-conventional-testing-mmpi-200465nas a2200121 4500008004100000245007800041210006900119300001000188490000700198100001400205700002400219856010000243 1991 eng d00aComparability of decisions for computer adaptive and written examinations0 aComparability of decisions for computer adaptive and written exa a15-230 v201 aLunz, M E1 aBergstrom, Betty, A uhttp://www.iacat.org/content/comparability-decisions-computer-adaptive-and-written-examinations00465nas a2200109 4500008004100000245006400041210006400105260005800169100002400227700001400251856009000265 1991 eng d00aComparisons of computer adaptive and pencil and paper tests0 aComparisons of computer adaptive and pencil and paper tests aChicago IL: American Society of Clinical Pathologists1 aBergstrom, Betty, A1 aLunz, M E uhttp://www.iacat.org/content/comparisons-computer-adaptive-and-pencil-and-paper-tests00479nas a2200109 4500008004100000245009400041210006900135260001500204100001900219700001400238856011700252 1991 eng d00aConfidence in pass/fail decisions for computer adaptive and paper and pencil examinations0 aConfidence in passfail decisions for computer adaptive and paper aChicago IL1 aBergstrom, B B1 aLunz, M E uhttp://www.iacat.org/content/confidence-passfail-decisions-computer-adaptive-and-paper-and-pencil-examinations-200468nas a2200097 4500008004100000245010200041210006900143100001600212700001700228856012500245 1991 eng d00aIndividual differences in computer adaptive testing: Anxiety, computer literacy, and satisfaction0 aIndividual differences in computer adaptive testing Anxiety comp1 aGershon, RC1 aBergstrom, B uhttp://www.iacat.org/content/individual-differences-computer-adaptive-testing-anxiety-computer-literacy-and-satisfaction00555nas a2200133 4500008004100000245010600041210006900147260003100216100001100247700001300258700001100271700001600282856012300298 1990 eng d00aAn adaptive algebra test: A testlet-based, hierarchically structured test with validity-based scoring0 aadaptive algebra test A testletbased hierarchically structured t aETS Technical Report 90-921 aWainer1 aLewis, C1 aKaplan1 aBraswell, J uhttp://www.iacat.org/content/adaptive-algebra-test-testlet-based-hierarchically-structured-test-validity-based-scoring00412nas a2200121 4500008003900000245005500039210005100094260001900145100002000164700001500184700001700199856007400216 1990 d00aAn empirical study of the computer adaptive MMPI-20 aempirical study of the computer adaptive MMPI2 aMinneapolis MN1 aBen-Porath, Y S1 aRoper, B L1 aButcher, J N uhttp://www.iacat.org/content/empirical-study-computer-adaptive-mmpi-200619nas a2200169 4500008004100000245009000041210006900131300001200200490000700212653001500219653001500234653003700249653002300286653001800309100001600327856010600343 1990 eng d00aFuture directions for the National Council: the Computerized Adaptive Testing Project0 aFuture directions for the National Council the Computerized Adap a1, 3, 50 v1110a*Computers10a*Licensure10aEducational Measurement/*methods10aSocieties, Nursing10aUnited States1 aBouchard, J uhttp://www.iacat.org/content/future-directions-national-council-computerized-adaptive-testing-project00487nas a2200097 4500008004100000245009000041210006900131260006500200100001600265856010800281 1990 eng d00aFuture directions for the National Council: The Computerized Adaptive Testing Project0 aFuture directions for the National Council The Computerized Adap aIssues, 11, 1-5(National Council of State Boards of Nursing)1 aBouchard, J uhttp://www.iacat.org/content/future-directions-national-council-computerized-adaptive-testing-project-000443nas a2200121 4500008004100000245006600041210006500107260001400172100001500186700002000201700001700221856008300238 1990 eng d00aIllustration of computerized adaptive testing with the MMPI-20 aIllustration of computerized adaptive testing with the MMPI2 aBoston MA1 aRoper, B L1 aBen-Porath, Y S1 aButcher, J N uhttp://www.iacat.org/content/illustration-computerized-adaptive-testing-mmpi-200470nas a2200109 4500008004100000245008900041210006900130260001500199100002400214700001400238856010800252 1990 eng d00aThe stability of Rasch pencil and paper item calibrations on computer adaptive tests0 astability of Rasch pencil and paper item calibrations on compute aChicago IL1 aBergstrom, Betty, A1 aLunz, M E uhttp://www.iacat.org/content/stability-rasch-pencil-and-paper-item-calibrations-computer-adaptive-tests00436nas a2200121 4500008004100000245005600041210005400097260002800151100001400179700002400193700001600217856008100233 1990 eng d00aTest-retest consistency of computer adaptive tests.0 aTestretest consistency of computer adaptive tests aBoston, MA USAc04/19901 aLunz, M E1 aBergstrom, Betty, A1 aGershon, RC uhttp://www.iacat.org/content/test-retest-consistency-computer-adaptive-tests00471nas a2200109 4500008004100000245009300041210006900134260002100203100001400224700001400238856010900252 1989 eng d00aInvestigating the validity of a computerized adaptive test for different examinee groups0 aInvestigating the validity of a computerized adaptive test for d aSan Francisco CA1 aBuhr, D C1 aLegg, S M uhttp://www.iacat.org/content/investigating-validity-computerized-adaptive-test-different-examinee-groups01449nas a2200157 4500008004100000245007900041210006900120300001000189490000600199520090200205653003401107100002001141700001701161700001701178856009601195 1989 eng d00aA real-data simulation of computerized adaptive administration of the MMPI0 arealdata simulation of computerized adaptive administration of t a18-220 v13 aA real-data simulation of computerized adaptive administration of the MMPI was conducted with data obtained from two personnel-selection samples and two clinical samples. A modification of the countdown method was tested to determine the usefulness, in terms of item administration savings, of several different test administration procedures. Substantial item administration savings were achieved for all four samples, though the clinical samples required administration of more items to achieve accurate classification and/or full-scale scores than did the personnel-selection samples. The use of normative item endorsement frequencies was found to be as effective as sample-specific frequencies for the determination of item administration order. The role of computerized adaptive testing in the future of personality assessment is discussed., (C) 1989 by the American Psychological Association10acomputerized adaptive testing1 aBen-Porath, Y S1 aSlutske, W S1 aButcher, J N uhttp://www.iacat.org/content/real-data-simulation-computerized-adaptive-administration-mmpi00495nas a2200121 4500008004100000245009400041210006900135300001200204490000700216100001300223700002500236856011200261 1989 eng d00aTailored interviewing: An application of item response theory for personality measurement0 aTailored interviewing An application of item response theory for a502-5190 v531 aKamakura1 aBalasubramanian, S K uhttp://www.iacat.org/content/tailored-interviewing-application-item-response-theory-personality-measurement00524nas a2200133 4500008004100000245009300041210006900134260001500203100002000218700001600238700001700254700001700271856010200288 1988 eng d00aA comparison of two methods for the adaptive administration of the MMPI-2 content scales0 acomparison of two methods for the adaptive administration of the aAtlanta GA1 aBen-Porath, Y S1 aWaller, N G1 aSlutske, W S1 aButcher, J N uhttp://www.iacat.org/content/comparison-two-methods-adaptive-administration-mmpi-2-content-scales00525nas a2200121 4500008003900000245008900039210006900128260004700197100001900244700001600263700001500279856010900294 1988 d00aThe four generations of computerized educational measurement (Research Report 98-35)0 afour generations of computerized educational measurement Researc aPrinceton NJ: Educational Testing Service.1 aBunderson, C V1 aInouye, D K1 aOlsen, J B uhttp://www.iacat.org/content/four-generations-computerized-educational-measurement-research-report-98-3500456nas a2200133 4500008004100000245006600041210006600107300001200173490000700185100000900192700001400201700002200215856008500237 1988 eng d00aItem pool maintenance in the presence of item parameter drift0 aItem pool maintenance in the presence of item parameter drift a275-2850 v251 aBock1 aMuraki, E1 aPfeiffenberger, W uhttp://www.iacat.org/content/item-pool-maintenance-presence-item-parameter-drift00437nas a2200121 4500008004100000245005900041210005600100260002200156100001700178700002000195700001700215856008300232 1988 eng d00aA real-data simulation of adaptive MMPI administration0 arealdata simulation of adaptive MMPI administration aSt. Petersburg FL1 aSlutske, W S1 aBen-Porath, Y S1 aButcher, J N uhttp://www.iacat.org/content/real-data-simulation-adaptive-mmpi-administration00443nas a2200133 4500008004100000245006200041210006100103300001000164490000600174100001000180700001500190700001400205856009000219 1987 eng d00aComputerized psychological testing: Overview and critique0 aComputerized psychological testing Overview and critique a42-510 v11 aBurke1 aNormand, J1 aRaju, N M uhttp://www.iacat.org/content/computerized-psychological-testing-overview-and-critique00513nas a2200109 4500008004100000245008700041210006900128260007500197100001400272700001400286856010300300 1987 eng d00aFinal report: Feasibility study of a computerized test administration of the CLAST0 aFinal report Feasibility study of a computerized test administra aUniversity of Florida: Institute for Student Assessment and Evaluation1 aLegg, S M1 aBuhr, D C uhttp://www.iacat.org/content/final-report-feasibility-study-computerized-test-administration-clast00529nas a2200109 4500008004100000245011300041210006900154260003800223100001800261700001400279856012600293 1987 eng d00aFull-information item factor analysis from the ASVAB CAT item pool (Methodology Research Center Report 87-1)0 aFullinformation item factor analysis from the ASVAB CAT item poo aChicago IL: University of Chicago1 aZimowski, M F1 aBock, R D uhttp://www.iacat.org/content/full-information-item-factor-analysis-asvab-cat-item-pool-methodology-research-center-report00540nas a2200121 4500008004100000245011700041210006900158260002700227100001200254700001300266700001400279856012500293 1987 eng d00aFunctional and design specifications for the National Council of State Boards of Nursing adaptive testing system0 aFunctional and design specifications for the National Council of aUnpublished manuscript1 aZara, A1 aBosma, J1 aKaplan, R uhttp://www.iacat.org/content/functional-and-design-specifications-national-council-state-boards-nursing-adaptive-testing00520nas a2200109 4500008004100000245012700041210006900168260002100237100001600258700001400274856012200288 1987 eng d00aMultidimensional adaptive testing: A procedure for sequential estimation of the posterior centroid and dispersion of theta0 aMultidimensional adaptive testing A procedure for sequential est aMontreal, Canada1 aBloxom, B M1 aVale, C D uhttp://www.iacat.org/content/multidimensional-adaptive-testing-procedure-sequential-estimation-posterior-centroid-and01524nas a2200157 4500008004100000020001400041245008900055210006900144300001000213490000700223520095700230653003401187100001801221700002001239856010701259 1986 eng d a0013-164400aAn application of computer adaptive testing with communication handicapped examinees0 aapplication of computer adaptive testing with communication hand a23-350 v463 aThis study was conducted to evaluate a computerized adaptive testing procedure for the measurement of mathematical skills of entry level deaf college students. The theoretical basis of the study was the Rasch model for person measurement. Sixty persons were tested using an Apple II Plus microcomputer. Ability estimates provided by the computerized procedure were compared for stability with those obtained six to eight weeks earlier from conventional (written) testing of the same subject matter. Students' attitudes toward their testing experiences also were measured. Substantial increases in measurement efficiency (by reducing test length) were realized through the adaptive testing procedure. Because the item pool used was not specifically designed for adaptive testing purposes, the psychometric quality of measurements resulting from the different testing methods was approximately equal. Attitudes toward computerized testing were favorable.10acomputerized adaptive testing1 aGarrison, W M1 aBaumgarten, B S uhttp://www.iacat.org/content/application-computer-adaptive-testing-communication-handicapped-examinees00431nas a2200097 4500008004100000245007000041210006700111260004700178100001500225856009300240 1986 eng d00aFinal report: Adaptive testing of spatial abilities (ONR 150 531)0 aFinal report Adaptive testing of spatial abilities ONR 150 531 aPrinceton, NJ: Educational Testing Service1 aBejar, I I uhttp://www.iacat.org/content/final-report-adaptive-testing-spatial-abilities-onr-150-53100522nas a2200121 4500008004100000245006500041210006100106260009600167100001900263700001600282700001500298856008700313 1986 eng d00aThe four generations of computerized educational measurement0 afour generations of computerized educational measurement aIn R. L. Linn (Ed.), Educational Measurement (3rd ed and pp. 367-407). New York: Macmillan.1 aBunderson, C V1 aInouye, D K1 aOlsen, J B uhttp://www.iacat.org/content/four-generations-computerized-educational-measurement01634nas a2200145 4500008004100000245008600041210006900127300001200196490000700208520111300215100001701328700001601345700001501361856011201376 1985 eng d00aCurrent developments and future directions in computerized personality assessment0 aCurrent developments and future directions in computerized perso a803-8150 v533 aAlthough computer applications in personality assessment have burgeoned rapidly in recent years, the majority of these uses capitalize on the computer's speed, accuracy, and memory capacity rather than its potential for the development of new, flexible assessment strategies. A review of current examples of computer usage in personality assessment reveals wide acceptance of automated clerical tasks such as test scoring and even test administration. The computer is also assuming tasks previously reserved for expert clinicians, such as writing narrative interpretive reports from test results. All of these functions represent automation of established assessment devices and interpretive strategies. The possibility also exists of harnessing some of the computer's unique adaptive capabilities to alter standard devices and even develop new ones. Three proposed strategies for developing computerized adaptive personality tests are described, with the conclusion that the computer's potential in this area justifies a call for further research efforts., (C) 1985 by the American Psychological Association1 aButcher, J N1 aKeller, L S1 aBacon, S F uhttp://www.iacat.org/content/current-developments-and-future-directions-computerized-personality-assessment00549nas a2200121 4500008004100000245008200041210006900123260008300192100001800275700001800293700001500311856010100326 1984 eng d00aApplication of adaptive testing to a fraction test (Research Report 84-3-NIE)0 aApplication of adaptive testing to a fraction test Research Repo aUrbana IL: Univerity of Illinois, Computer-Based Education Research Laboratory1 aTatsuoka, K K1 aTatsuoka, M M1 aBaillie, R uhttp://www.iacat.org/content/application-adaptive-testing-fraction-test-research-report-84-3-nie00486nam a2200097 4500008004100000245009300041210006900134260006300203100001400266856010800280 1984 eng d00aA comparison of the maximum likelihood strategy and stradaptive test on a micro-computer0 acomparison of the maximum likelihood strategy and stradaptive te aUnpublished M.S. thesis, University of Wisconsin, Madison.1 aBill, B C uhttp://www.iacat.org/content/comparison-maximum-likelihood-strategy-and-stradaptive-test-micro-computer00542nas a2200133 4500008004100000245010100041210006900142100001400211700001400225700001900239700001300258700001700271856012000288 1984 eng d00aEvaluation plan for the computerized adaptive vocational aptitude battery (Research Report 82-1)0 aEvaluation plan for the computerized adaptive vocational aptitud1 aGreen, BF1 aBock, R D1 aHumphreys, L G1 aLinn, RL1 aReckase, M D uhttp://www.iacat.org/content/evaluation-plan-computerized-adaptive-vocational-aptitude-battery-research-report-82-100556nas a2200157 4500008004100000245009200041210006900133300001200202490000700214100001400221700000900235700001300244700001300257700001700270856011100287 1984 eng d00aA plan for scaling the computerized adaptive Armed Services Vocational Aptitude Battery0 aplan for scaling the computerized adaptive Armed Services Vocati a347-3600 v211 aGreen, BF1 aBock1 aLinn, RL1 aLord, FM1 aReckase, M D uhttp://www.iacat.org/content/plan-scaling-computerized-adaptive-armed-services-vocational-aptitude-battery00655nas a2200205 4500008004100000020001400041245006700055210006700122300001200189490000700201653003400208653001700242653002100259100001400280700001400294700001900308700001300327700001700340856009200357 1984 eng d a1745-398400aTechnical guidelines for assessing computerized adaptive tests0 aTechnical guidelines for assessing computerized adaptive tests a347-3600 v2110acomputerized adaptive testing10aMode effects10apaper-and-pencil1 aGreen, BF1 aBock, R D1 aHumphreys, L G1 aLinn, RL1 aReckase, M D uhttp://www.iacat.org/content/technical-guidelines-assessing-computerized-adaptive-tests00369nas a2200121 4500008004100000245003400041210003400075260003800109300001000147100001300157700001400170856006300184 1983 eng d00aSmall N justifies Rasch model0 aSmall N justifies Rasch model aNew York, NY. USAbAcademic Press a51-611 aLord, FM1 aBock, R D uhttp://www.iacat.org/content/small-n-justifies-rasch-model00437nas a2200121 4500008004100000245007000041210006900111300001200180490000600192100000900198700001700207856009100224 1982 eng d00aAdaptive EAP estimation of ability in a microcomputer environment0 aAdaptive EAP estimation of ability in a microcomputer environmen a431-4440 v61 aBock1 aMislevy, R J uhttp://www.iacat.org/content/adaptive-eap-estimation-ability-microcomputer-environment00433nas a2200109 4500008004100000245007000041210006900111260001300180100001800193700002000211856009200231 1982 eng d00aAssessing mathematics achievement with a tailored testing program0 aAssessing mathematics achievement with a tailored testing progra aNew York1 aGarrison, W M1 aBaumgarten, B S uhttp://www.iacat.org/content/assessing-mathematics-achievement-tailored-testing-program00520nas a2200133 4500008004100000245009100041210006900132300001200201490000700213100001000220700001800230700001600248856012200264 1982 eng d00aAutomated tailored testing using Raven’s Matrices and the Mill Hill vocabulary tests0 aAutomated tailored testing using Raven s Matrices and the Mill H a331-3440 v171 aWatts1 aBaddeley, A D1 aWilliams, M uhttp://www.iacat.org/content/automated-tailored-testing-using-raven%E2%80%99s-matrices-and-mill-hill-vocabulary-tests00605nas a2200109 4500008004100000245014400041210006900185260008500254100001600339700001700355856012300372 1979 eng d00aThe danger of relying solely on diagnostic adaptive testing when prior and subsequent instructional methods are different (CERL Report E-5)0 adanger of relying solely on diagnostic adaptive testing when pri aUrbana IL: Univeristy of Illinois, Computer-Based Education Research Laboratory.1 aTatsuoka, K1 aBirenbaum, M uhttp://www.iacat.org/content/danger-relying-solely-diagnostic-adaptive-testing-when-prior-and-subsequent-instructional00512nas a2200133 4500008004100000245009100041210006900132300001200201490000700213100001600220700001600236700001600252856011000268 1978 eng d00aCombining auditory and visual stimuli in the adaptive testing of speech discrimination0 aCombining auditory and visual stimuli in the adaptive testing of a115-1220 v431 aSteele, J A1 aBinnie, C A1 aCooper, W A uhttp://www.iacat.org/content/combining-auditory-and-visual-stimuli-adaptive-testing-speech-discrimination00575nas a2200109 4500008003900000245008200039210006900121260014200190100001500332700001400347856010400361 1978 d00aA construct validation of adaptive achievement testing (Research Report 78-4)0 aconstruct validation of adaptive achievement testing Research Re aMinneapolis MN: University of Minnesota, Department of Psychology, Psychometric Methods Program, Computerized Adaptive Testing Laboratory1 aBejar, I I1 aWeiss, DJ uhttp://www.iacat.org/content/construct-validation-adaptive-achievement-testing-research-report-78-400364nas a2200121 4500008004100000245004300041210004300084300001200127490000700139100001400146700001500160856006700175 1978 eng d00aPredictive ability of a branching test0 aPredictive ability of a branching test a415-4190 v381 aBrooks, S1 aHartz, M A uhttp://www.iacat.org/content/predictive-ability-branching-test00538nas a2200109 4500008003900000245008700039210006900126260009700195100001500292700001400307856010700321 1977 d00aAn adaptive testing strategy for achievement test batteries (Research Rep No 77-6)0 aadaptive testing strategy for achievement test batteries Researc aMinneapolis: University of Minnesota, Department of Psychology, Psychometric Methods Program1 aBrown, J M1 aWeiss, DJ uhttp://www.iacat.org/content/adaptive-testing-strategy-achievement-test-batteries-research-rep-no-77-600593nas a2200097 4500008004100000245007800041210006900119260019100188100001500379856010100394 1977 eng d00aApplications of adaptive testing in measuring achievement and performance0 aApplications of adaptive testing in measuring achievement and pe aD. J. Weiss (Ed.), Applications of computerized adaptive testing (Research Report 77-1). Minneapolis MN: University of Minnesota, Department of Psychology, Psychometric Methods Program. 1 aBejar, I I uhttp://www.iacat.org/content/applications-adaptive-testing-measuring-achievement-and-performance00560nas a2200121 4500008004100000245009900041210006900140260007200209100001500281700001400296700001900310856010900329 1977 eng d00aCalibration of an item pool for the adaptive measurement of achievement (Research Report 77-5)0 aCalibration of an item pool for the adaptive measurement of achi aMinneapolis: Department of Psychology, Psychometric Methods Program1 aBejar, I I1 aWeiss, DJ1 aKingsbury, G G uhttp://www.iacat.org/content/calibration-item-pool-adaptive-measurement-achievement-research-report-77-500560nas a2200097 4500008004100000245006600041210006400107260018600171100001500357856009000372 1977 eng d00aA comparison of conventional and adaptive achievement testing0 acomparison of conventional and adaptive achievement testing aD. J. Weiss (Ed.), Proceedings of the 1977 Computerized Adaptive Testing Conference. Minneapolis MN: University of Minnesota, Department of Psychology, Psychometric Methods Program.1 aBejar, I I uhttp://www.iacat.org/content/comparison-conventional-and-adaptive-achievement-testing00525nam a2200097 4500008004100000245011600041210006900157260006500226100001400291856012200305 1977 eng d00aA comparison of the classification of students by two methods of administration of a mathematics placement test0 acomparison of the classification of students by two methods of a aUnpublished doctoral dissertation, Syracuse University, 19771 aBrooks, S uhttp://www.iacat.org/content/comparison-classification-students-two-methods-administration-mathematics-placement-test00468nas a2200109 4500008004500000245009500045210006900140300001200209490000600221100001400227856011700241 1977 Engldsh 00aEffects of Immediate Knowledge of Results and Adaptive Testing on Ability Test Performance0 aEffects of Immediate Knowledge of Results and Adaptive Testing o a259-2660 v11 aBetz, N E uhttp://www.iacat.org/content/effects-immediate-knowledge-results-and-adaptive-testing-ability-test-performance-000462nas a2200109 4500008004100000245009500041210006900136300001200205490000600217100001400223856011500237 1977 eng d00aEffects of immediate knowledge of results and adaptive testing on ability test performance0 aEffects of immediate knowledge of results and adaptive testing o a259-2660 v21 aBetz, N E uhttp://www.iacat.org/content/effects-immediate-knowledge-results-and-adaptive-testing-ability-test-performance00605nas a2200121 4500008004100000245013200041210006900173260007200242100001500314700001400329700001800343856012200361 1977 eng d00aAn information comparison of conventional and adaptive tests in the measurement of classroom achievement (Research Report 77-7)0 ainformation comparison of conventional and adaptive tests in the aMinneapolis: Department of Psychology, Psychometric Methods Program1 aBejar, I I1 aWeiss, DJ1 aGialluca, K A uhttp://www.iacat.org/content/information-comparison-conventional-and-adaptive-tests-measurement-classroom-achievement00551nas a2200109 4500008003900000245005400039210005300093260018600146100001400332700001500346856008000361 1977 d00aMulti-Content Adaptive Measurement of Achievement0 aMultiContent Adaptive Measurement of Achievement aD. J. Weiss (Ed.), Proceedings of the 1977 Computerized Adaptive Testing Conference. Minneapolis MN: University of Minnesota, Department of Psychology, Psychometric Methods Program.1 aWeiss, DJ1 aBrown, J M uhttp://www.iacat.org/content/multi-content-adaptive-measurement-achievement00629nas a2200109 4500008004100000245011800041210006900159260013900228100001400367700001400381856012400395 1976 eng d00aEffects of immediate knowledge of results and adaptive testing on ability test performance (Research Report 76-3)0 aEffects of immediate knowledge of results and adaptive testing o aMinneapolis: University of Minnesota, Department of Psychology, Psychometric Methods Program, Computerized Adaptive Testing Laboratory1 aBetz, N E1 aWeiss, DJ uhttp://www.iacat.org/content/effects-immediate-knowledge-results-and-adaptive-testing-ability-test-performance-research00620nas a2200109 4500008004100000245011200041210006900153260013900222100001400361700001400375856012100389 1976 eng d00aPsychological effects of immediate knowledge of results and adaptive ability testing (Research Report 76-4)0 aPsychological effects of immediate knowledge of results and adap aMinneapolis: University of Minnesota, Department of Psychology, Psychometric Methods Program, Computerized Adaptive Testing Laboratory1 aBetz, N E1 aWeiss, DJ uhttp://www.iacat.org/content/psychological-effects-immediate-knowledge-results-and-adaptive-ability-testing-research00443nas a2200097 4500008004100000245001500041210001500056260021600071100001400287856004400301 1975 eng d00aDiscussion0 aDiscussion aD. J. Weiss (Ed.), Computerized adaptive trait measurement: Problems and Prospects (Research Report 75-5), pp. 46-49. Minneapolis: University of Minnesota, Department of Psychology, Psychometric Methods Program.1 aBock, R D uhttp://www.iacat.org/content/discussion00524nas a2200109 4500008004100000245009000041210006900131260007200200100001400272700001400286856011400300 1975 eng d00aEmpirical and simulation studies of flexilevel ability testing (Research Report 75-3)0 aEmpirical and simulation studies of flexilevel ability testing R aMinneapolis: Department of Psychology, Psychometric Methods Program1 aBetz, N E1 aWeiss, DJ uhttp://www.iacat.org/content/empirical-and-simulation-studies-flexilevel-ability-testing-research-report-75-300575nas a2200097 4500008004100000245006000041210006000101260021600161100001400377856008600391 1975 eng d00aNew types of information and psychological implications0 aNew types of information and psychological implications aD. J. Weiss (Ed.), Computerized adaptive trait measurement: Problems and Prospects (Research Report 75-5), pp. 32-43. Minneapolis: University of Minnesota, Department of Psychology, Psychometric Methods Program.1 aBetz, N E uhttp://www.iacat.org/content/new-types-information-and-psychological-implications00543nas a2200121 4500008004100000245006900041210006700110260010600177100001700283700001400300700001600314856009100330 1974 eng d00aDevelopment of a programmed testing system (Technical Paper 259)0 aDevelopment of a programmed testing system Technical Paper 259 aArlington VA: US Army Research Institute for the Behavioral and Social Sciences. NTIS No. AD A001534)1 aBayroff, A G1 aRoss, R M1 aFischl, M A uhttp://www.iacat.org/content/development-programmed-testing-system-technical-paper-25900494nas a2200109 4500008004100000245007500041210006900116260007200185100001400257700001400271856009900285 1974 eng d00aSimulation studies of two-stage ability testing (Research Report 74-4)0 aSimulation studies of twostage ability testing Research Report 7 aMinneapolis: Department of Psychology, Psychometric Methods Program1 aBetz, N E1 aWeiss, DJ uhttp://www.iacat.org/content/simulation-studies-two-stage-ability-testing-research-report-74-400518nas a2200109 4500008004100000245007400041210006900115260009700184100001400281700001400295856009900309 1973 eng d00aAbility measurement: Conventional or adaptive? 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