00670nas 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-testing01760nas a2200145 4500008003900000245008000039210006900119300000900188490000700197520132100204100001601525700001501541700001301556856004501569 2020 d00aNew Efficient and Practicable Adaptive Designs for Calibrating Items Online0 aNew Efficient and Practicable Adaptive Designs for Calibrating I a3-160 v443 aWhen calibrating new items online, it is practicable to first compare all new items according to some criterion and then assign the most suitable one to the current examinee who reaches a seeding location. The modified D-optimal design proposed by van der Linden and Ren (denoted as D-VR design) works within this practicable framework with the aim of directly optimizing the estimation of item parameters. However, the optimal design point for a given new item should be obtained by comparing all examinees in a static examinee pool. Thus, D-VR design still has room for improvement in calibration efficiency from the view of traditional optimal design. To this end, this article incorporates the idea of traditional optimal design into D-VR design and proposes a new online calibration design criterion, namely, excellence degree (ED) criterion. Four different schemes are developed to measure the information provided by the current examinee when implementing this new criterion, and four new ED designs equipped with them are put forward accordingly. Simulation studies were conducted under a variety of conditions to compare the D-VR design and the four proposed ED designs in terms of calibration efficiency. Results showed that the four ED designs outperformed D-VR design in almost all simulation conditions.1 aHe, Yinhong1 aChen, Ping1 aLi, Yong uhttps://doi.org/10.1177/014662161882485401598nas a2200157 4500008003900000245012200039210006900161300001200230490000700242520104300249100002401292700001601316700002001332700002501352856006301377 2019 d00aComputerized Adaptive Testing in Early Education: Exploring the Impact of Item Position Effects on Ability Estimation0 aComputerized Adaptive Testing in Early Education Exploring the I a437-4510 v563 aAbstract Studies have shown that item difficulty can vary significantly based on the context of an item within a test form. In particular, item position may be associated with practice and fatigue effects that influence item parameter estimation. The purpose of this research was to examine the relevance of item position specifically for assessments used in early education, an area of testing that has received relatively limited psychometric attention. In an initial study, multilevel item response models fit to data from an early literacy measure revealed statistically significant increases in difficulty for items appearing later in a 20-item form. The estimated linear change in logits for an increase of 1 in position was .024, resulting in a predicted change of .46 logits for a shift from the beginning to the end of the form. A subsequent simulation study examined impacts of item position effects on person ability estimation within computerized adaptive testing. Implications and recommendations for practice are discussed.1 aAlbano, Anthony, D.1 aCai, Liuhan1 aLease, Erin, M.1 aMcConnell, Scott, R. uhttps://onlinelibrary.wiley.com/doi/abs/10.1111/jedm.1221502022nas a2200193 4500008003900000245010500039210006900144300001200213490000700225520140200232100002301634700001901657700001801676700002101694700002201715700002801737700001801765856004501783 2019 d00aAn Investigation of Exposure Control Methods With Variable-Length CAT Using the Partial Credit Model0 aInvestigation of Exposure Control Methods With VariableLength CA a624-6380 v433 aThe purpose of this simulation study was to investigate the effect of several different item exposure control procedures in computerized adaptive testing (CAT) with variable-length stopping rules using the partial credit model. Previous simulation studies on CAT exposure control methods with polytomous items rarely considered variable-length tests. The four exposure control techniques examined were the randomesque with a group of three items, randomesque with a group of six items, progressive-restricted standard error (PR-SE), and no exposure control. The two variable-length stopping rules included were the SE and predicted standard error reduction (PSER), along with three item pools of varied sizes (43, 86, and 172 items). Descriptive statistics on number of nonconvergent cases, measurement precision, testing burden, item overlap, item exposure, and pool utilization were calculated. Results revealed that the PSER stopping rule administered fewer items on average while maintaining measurement precision similar to the SE stopping rule across the different item pool sizes and exposure controls. The PR-SE exposure control procedure surpassed the randomesque methods by further reducing test overlap, maintaining maximum exposure rates at the target rate or lower, and utilizing all items from the pool with a minimal increase in number of items administered and nonconvergent cases.1 aLeroux, Audrey, J.1 aWaid-Ebbs, Kay1 aWen, Pey-Shan1 aHelmer, Drew, A.1 aGraham, David, P.1 aO’Connor, Maureen, K.1 aRay, Kathleen uhttps://doi.org/10.1177/014662161882485601341nas a2200133 4500008003900000245010900039210006900148300001200217490000700229520088900236100001801125700001901143856004501162 2019 d00aItem Selection Criteria With Practical Constraints in Cognitive Diagnostic Computerized Adaptive Testing0 aItem Selection Criteria With Practical Constraints in Cognitive  a335-3570 v793 aFor item selection in cognitive diagnostic computerized adaptive testing (CD-CAT), ideally, a single item selection index should be created to simultaneously regulate precision, exposure status, and attribute balancing. For this purpose, in this study, we first proposed an attribute-balanced item selection criterion, namely, the standardized weighted deviation global discrimination index (SWDGDI), and subsequently formulated the constrained progressive index (CP\_SWDGDI) by casting the SWDGDI in a progressive algorithm. A simulation study revealed that the SWDGDI method was effective in balancing attribute coverage and the CP\_SWDGDI method was able to simultaneously balance attribute coverage and item pool usage while maintaining acceptable estimation precision. This research also demonstrates the advantage of a relatively low number of attributes in CD-CAT applications.1 aLin, Chuan-Ju1 aChang, Hua-Hua uhttps://doi.org/10.1177/001316441879063401927nas a2200157 4500008003900000245010900039210006900148300001200217490000700229520138500236100002201621700002001643700002201663700002101685856006301706 2019 d00aRouting Strategies and Optimizing Design for Multistage Testing in International Large-Scale Assessments0 aRouting Strategies and Optimizing Design for Multistage Testing  a192-2130 v563 aAbstract This study investigates the effect of several design and administration choices on item exposure and person/item parameter recovery under a multistage test (MST) design. In a simulation study, we examine whether number-correct (NC) or item response theory (IRT) methods are differentially effective at routing students to the correct next stage(s) and whether routing choices (optimal versus suboptimal routing) have an impact on achievement precision. Additionally, we examine the impact of testlet length on both person and item recovery. Overall, our results suggest that no single approach works best across the studied conditions. With respect to the mean person parameter recovery, IRT scoring (via either Fisher information or preliminary EAP estimates) outperformed classical NC methods, although differences in bias and root mean squared error were generally small. Item exposure rates were found to be more evenly distributed when suboptimal routing methods were used, and item recovery (both difficulty and discrimination) was most precisely observed for items with moderate difficulties. Based on the results of the simulation study, we draw conclusions and discuss implications for practice in the context of international large-scale assessments that recently introduced adaptive assessment in the form of MST. Future research directions are also discussed.1 aSvetina, Dubravka1 aLiaw, Yuan-Ling1 aRutkowski, Leslie1 aRutkowski, David uhttps://onlinelibrary.wiley.com/doi/abs/10.1111/jedm.1220601434nas a2200133 4500008003900000245010800039210006900147300001200216490000700228520097100235100001201206700001901218856006301237 2018 d00aA Comparison of Constraint Programming and Mixed-Integer Programming for Automated Test-Form Generation0 aComparison of Constraint Programming and MixedInteger Programmin a435-4560 v553 aAbstract The final step of the typical process of developing educational and psychological tests is to place the selected test items in a formatted form. The step involves the grouping and ordering of the items to meet a variety of formatting constraints. As this activity tends to be time-intensive, the use of mixed-integer programming (MIP) has been proposed to automate it. The goal of this article is to show how constraint programming (CP) can be used as an alternative to automate test-form generation problems with a large variety of formatting constraints, and how it compares with MIP-based form generation as for its models, solutions, and running times. Two empirical examples are presented: (i) automated generation of a computerized fixed-form; and (ii) automated generation of shadow tests for multistage testing. Both examples show that CP works well with feasible solutions and running times likely to be better than that for MIP-based applications.1 aLi, Jie1 aLinden, Wim, J uhttps://onlinelibrary.wiley.com/doi/abs/10.1111/jedm.1218701674nas a2200157 4500008003900000245014600039210006900185300001200254490000700266520111500273100001801388700001701406700001301423700001701436856006301453 2018 d00aEvaluation of a New Method for Providing Full Review Opportunities in Computerized Adaptive Testing—Computerized Adaptive Testing With Salt0 aEvaluation of a New Method for Providing Full Review Opportuniti a582-5940 v553 aAbstract Allowing item review in computerized adaptive testing (CAT) is getting more attention in the educational measurement field as more and more testing programs adopt CAT. The research literature has shown that allowing item review in an educational test could result in more accurate estimates of examinees’ abilities. The practice of item review in CAT, however, is hindered by the potential danger of test-manipulation strategies. To provide review opportunities to examinees while minimizing the effect of test-manipulation strategies, researchers have proposed different algorithms to implement CAT with restricted revision options. In this article, we propose and evaluate a new method that implements CAT without any restriction on item review. In particular, we evaluate the new method in terms of the accuracy on ability estimates and the robustness against test-manipulation strategies. This study shows that the newly proposed method is promising in a win-win situation: examinees have full freedom to review and change answers, and the impacts of test-manipulation strategies are undermined.1 aCui, Zhongmin1 aLiu, Chunyan1 aHe, Yong1 aChen, Hanwei uhttps://onlinelibrary.wiley.com/doi/abs/10.1111/jedm.1219301331nas a2200121 4500008003900000245010900039210006900148300002100217520088900238100001801127700001901145856004501164 2018 d00aItem Selection Criteria With Practical Constraints in Cognitive Diagnostic Computerized Adaptive Testing0 aItem Selection Criteria With Practical Constraints in Cognitive  a00131644187906343 aFor item selection in cognitive diagnostic computerized adaptive testing (CD-CAT), ideally, a single item selection index should be created to simultaneously regulate precision, exposure status, and attribute balancing. For this purpose, in this study, we first proposed an attribute-balanced item selection criterion, namely, the standardized weighted deviation global discrimination index (SWDGDI), and subsequently formulated the constrained progressive index (CP\_SWDGDI) by casting the SWDGDI in a progressive algorithm. A simulation study revealed that the SWDGDI method was effective in balancing attribute coverage and the CP\_SWDGDI method was able to simultaneously balance attribute coverage and item pool usage while maintaining acceptable estimation precision. This research also demonstrates the advantage of a relatively low number of attributes in CD-CAT applications.1 aLin, Chuan-Ju1 aChang, Hua-Hua uhttps://doi.org/10.1177/001316441879063401532nas a2200169 4500008003900000245007100039210006900110300001200179490000700191520103000198100001601228700001801244700001801262700001801280700001901298856004501317 2018 d00aLatent Class Analysis of Recurrent Events in Problem-Solving Items0 aLatent Class Analysis of Recurrent Events in ProblemSolving Item a478-4980 v423 aComputer-based assessment of complex problem-solving abilities is becoming more and more popular. In such an assessment, the entire problem-solving process of an examinee is recorded, providing detailed information about the individual, such as behavioral patterns, speed, and learning trajectory. The problem-solving processes are recorded in a computer log file which is a time-stamped documentation of events related to task completion. As opposed to cross-sectional response data from traditional tests, process data in log files are massive and irregularly structured, calling for effective exploratory data analysis methods. Motivated by a specific complex problem-solving item “Climate Control” in the 2012 Programme for International Student Assessment, the authors propose a latent class analysis approach to analyzing the events occurred in the problem-solving processes. The exploratory latent class analysis yields meaningful latent classes. Simulation studies are conducted to evaluate the proposed approach.1 aXu, Haochen1 aFang, Guanhua1 aChen, Yunxiao1 aLiu, Jingchen1 aYing, Zhiliang uhttps://doi.org/10.1177/014662161774832501848nas a2200145 4500008003900000245011000039210006900149300001200218490000700230520135600237100001801593700001301611700001501624856006301639 2018 d00aOn-the-Fly Constraint-Controlled Assembly Methods for Multistage Adaptive Testing for Cognitive Diagnosis0 aOntheFly ConstraintControlled Assembly Methods for Multistage Ad a595-6130 v553 aAbstract This study applied the mode of on-the-fly assembled multistage adaptive testing to cognitive diagnosis (CD-OMST). Several and several module assembly methods for CD-OMST were proposed and compared in terms of measurement precision, test security, and constrain management. The module assembly methods in the study included the maximum priority index method (MPI), the revised maximum priority index (RMPI), the weighted deviation model (WDM), and the two revised Monte Carlo methods (R1-MC, R2-MC). Simulation results showed that on the whole the CD-OMST performs well in that it not only has acceptable attribute pattern correct classification rates but also satisfies both statistical and nonstatistical constraints; the RMPI method was generally better than the MPI method, the R2-MC method was generally better than the R1-MC method, and the two revised Monte Carlo methods performed best in terms of test security and constraint management, whereas the RMPI and WDM methods worked best in terms of measurement precision. The study is not only expected to provide information about how to combine MST and CD using an on-the-fly method and how do these assembled methods in CD-OMST perform relative to each other but also offer guidance for practitioners to assemble modules in CD-OMST with both statistical and nonstatistical constraints.1 aLiu, Shuchang1 aCai, Yan1 aTu, Dongbo uhttps://onlinelibrary.wiley.com/doi/abs/10.1111/jedm.1219401396nas a2200133 4500008003900000245007900039210006900118300001200187490000700199520096200206100001401168700001701182856006301199 2018 d00aA Top-Down Approach to Designing the Computerized Adaptive Multistage Test0 aTopDown Approach to Designing the Computerized Adaptive Multista a243-2630 v553 aAbstract The top-down approach to designing a multistage test is relatively understudied in the literature and underused in research and practice. This study introduced a route-based top-down design approach that directly sets design parameters at the test level and utilizes the advanced automated test assembly algorithm seeking global optimality. The design process in this approach consists of five sub-processes: (1) route mapping, (2) setting objectives, (3) setting constraints, (4) routing error control, and (5) test assembly. Results from a simulation study confirmed that the assembly, measurement and routing results of the top-down design eclipsed those of the bottom-up design. Additionally, the top-down design approach provided unique insights into design decisions that could be used to refine the test. Regardless of these advantages, it is recommended applying both top-down and bottom-up approaches in a complementary manner in practice.1 aLuo, Xiao1 aKim, Doyoung uhttps://onlinelibrary.wiley.com/doi/abs/10.1111/jedm.1217401501nas a2200133 4500008003900000245010600039210006900145300001000214490000700224520105500231100002001286700001601306856004501322 2018 d00aUsing Automatic Item Generation to Create Solutions and Rationales for Computerized Formative Testing0 aUsing Automatic Item Generation to Create Solutions and Rational a42-570 v423 aComputerized testing provides many benefits to support formative assessment. However, the advent of computerized formative testing has also raised formidable new challenges, particularly in the area of item development. Large numbers of diverse, high-quality test items are required because items are continuously administered to students. Hence, hundreds of items are needed to develop the banks necessary for computerized formative testing. One promising approach that may be used to address this test development challenge is automatic item generation. Automatic item generation is a relatively new but rapidly evolving research area where cognitive and psychometric modeling practices are used to produce items with the aid of computer technology. The purpose of this study is to describe a new method for generating both the items and the rationales required to solve the items to produce the required feedback for computerized formative testing. The method for rationale generation is demonstrated and evaluated in the medical education domain.1 aGierl, Mark, J.1 aLai, Hollis uhttps://doi.org/10.1177/014662161772678802166nas a2200157 4500008003900000245007600039210006900115300001200184490000700196520167900203100002001882700001801902700001801920700002501938856004501963 2017 d00aIs a Computerized Adaptive Test More Motivating Than a Fixed-Item Test?0 aComputerized Adaptive Test More Motivating Than a FixedItem Test a495-5110 v413 aComputer adaptive tests provide important measurement advantages over traditional fixed-item tests, but research on the psychological reactions of test takers to adaptive tests is lacking. In particular, it has been suggested that test-taker engagement, and possibly test performance as a consequence, could benefit from the control that adaptive tests have on the number of test items examinees answer correctly. However, previous research on this issue found little support for this possibility. This study expands on previous research by examining this issue in the context of a mathematical ability assessment and by considering the possible effect of immediate feedback of response correctness on test engagement, test anxiety, time on task, and test performance. Middle school students completed a mathematics assessment under one of three test type conditions (fixed, adaptive, or easier adaptive) and either with or without immediate feedback about the correctness of responses. Results showed little evidence for test type effects. The easier adaptive test resulted in higher engagement and lower anxiety than either the adaptive or fixed-item tests; however, no significant differences in performance were found across test types, although performance was significantly higher across all test types when students received immediate feedback. In addition, these effects were not related to ability level, as measured by the state assessment achievement levels. The possibility that test experiences in adaptive tests may not in practice be significantly different than in fixed-item tests is raised and discussed to explain the results of this and previous studies.1 aLing, Guangming1 aAttali, Yigal1 aFinn, Bridgid1 aStone, Elizabeth, A. uhttps://doi.org/10.1177/014662161770755603031nas a2200169 4500008004100000245004800041210004300089260005500132520252300187653001002710653001802720100001902738700001702757700001402774700001602788856005702804 2017 eng d00aThe Development of a Web-Based CAT in China0 aDevelopment of a WebBased CAT in China aNiigata, JapanbNiigata Seiryo Universityc08/20173 a

Cognitive ability assessment has been widely used as the recruitment tool in hiring potential employees. Traditional cognitive ability tests have been encountering threats from item-exposures and long time for answering. Especially in China, campus recruitment thinks highly of short answering time and anti-cheating. Beisen, as the biggest native online assessment software provider, developed a web-based CAT for cognitive ability which assessing verbal, quantitative, logical and spatial ability in order to decrease answering times, improve assessment accuracy and reduce threats from cheating and faking in online ability test. The web-based test provides convenient testing for examinees who can access easily to the test via internet just by login the test website at any time and any place through any Internet-enabled devices (e.g., laptops, IPADs, and smart phones).

We designed the CAT following strategies of establishing item bank, setting starting point, item selection, scoring and terminating. Additionally, we pay close attention to administrating the test via web. For the CAT procedures, we employed online calibration for establishing a stable and expanding item bank, and integrated maximum Fisher information, α-stratified strategy and randomization for item selection and coping with item exposures. Fixed-length and variable-length strategies were combined in terminating the test. For fulfilling the fluid web-based testing, we employed cloud computing techniques and designed each computing process subtly. Distributed computation was used to process scoring which executes EAP and item selecting at high speed. Caching all items to the servers in advance helps shortening the process of loading items to examinees’ terminal equipment. Horizontally scalable cloud servers function coping with great concurrency. The massive computation in item selecting was conversed to searching items from an information matrix table.

We examined the average accuracy, bank usage and computing performance in the condition of laboratory and real testing. According to a test for almost 28000 examinees, we found that bank usage is averagely 50%, and that 80% tests terminate at test information of 10 and averagely at 9.6. In context of great concurrency, the testing is unhindered and the process of scoring and item selection only takes averagely 0.23s for each examiner.

Session Video

10aChina10aWeb-Based CAT1 aLiang, Chongli1 aWang, Danjun1 aZhou, Dan1 aZhan, Peida uhttp://www.iacat.org/development-web-based-cat-china02300nas a2200133 4500008004100000245006100041210005800102260005500160520182900215653000902044653002302053100001302076856007702089 2017 eng d00aAn Empirical Simulation Study Using mstR for MST Designs0 aEmpirical Simulation Study Using mstR for MST Designs aNiigata, JapanbNiigata Seiryo Universityc08/20173 a

Unlike other systems of adaptive testing, multistage testing (MST) provides many benefits of adaptive testing and linear testing, and has become the most sought-after form for computerized testing in educational assessment recently. It is greatly fit for testing educational achievement and can be adapted to practical educational surveys testing. However, there are many practical considerations for MST design for operational implementations including costs and benefits. As a practitioner, we need to start with various simulations to evaluate the various MST designs and their performances before the implementations. A recently developed statistical tool mstR, an open source R package, was released to support the researchers and practitioners to aid their MST simulations for implementations.

Conventional MST design has three stages of module (i.e., 1-2-3 design) structure. Alternatively, the composition of modules diverges from one design to another (e.g., 1-3 design). For advance planning of equivalence studies, this paper utilizes both 1-2-3 design and 1-3 design for the MST structures. In order to study the broad structure of these values, this paper evaluates the different MST designs through simulations using the R package mstR. The empirical simulation study provides an introductory overview of mstR and describes what mstR offers using different MST structures from 2PL item bank. Further comparisons will show the advantages of the different MST designs (e.g., 1-2-3 design and 1-3 design) for different practical implementations.

As an open-source statistical environment R, mstR provides a great simulation tool and allows psychologists, social scientists, and educational measurement scientists to apply it to innovative future assessments in the operational use of MST.

10amstR10amultistage testing1 aLee, Soo uhttp://www.iacat.org/empirical-simulation-study-using-mstr-mst-designs-003610nas a2200169 4500008004100000245006900041210006600110260005500176520302300231653000803254653002403262653003303286100001503319700001803334700001703352856007103369 2017 eng d00aAn Imputation Approach to Handling Incomplete Computerized Tests0 aImputation Approach to Handling Incomplete Computerized Tests aNiigata, JapanbNiigata Seiryo Universityc08/20173 a

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

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

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

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

Session Video

10aCAT10aimputation approach10aincomplete computerized test1 aChen, Troy1 aHuang, Chi-Yu1 aLiu, Chunyan uhttps://drive.google.com/open?id=1vznZeO3nsZZK0k6_oyw5c9ZTP8uyGnXh03876nas a2200193 4500008004100000245007700041210006900118260005500187520320800242653000803450653002103458653001603479100002003495700001803515700002003533700003803553700002003591856007103611 2017 eng d00aMulti-stage Testing for a Multi-disciplined End-of primary-school Test 0 aMultistage Testing for a Multidisciplined Endof primaryschool Te aNiigata, JapanbNiigata Seiryo Universityc08/20173 a

The Dutch secondary education system consists of five levels: basic, lower, and middle vocational education, general secondary education, and pre-academic education. The individual decision for level of secondary education is based on a combination of the teacher’s judgment and an end-of-primaryschool placement test.

This placement test encompasses the measurement of reading, language, mathematics and writing; each skill consisting of one to four subdomains. The Dutch end-of-primaryschool test is currently administered in two linear 200-item paper-based versions. The two versions differ in difficulty so as to motivate both less able and more able students, and measure both groups of students precisely. The primary goal of the test is providing a placement advice for five levels of secondary education. The secondary goal is the assessment of six different fundamental reference levels defined on reading, language, and mathematics. Because of the high stakes advice of the test, the Dutch parliament has instructed to change the format to a multistage test. A major advantage of multistage testing is that the tailoring of the tests is more strongly related to the ability of the students than to the teacher’s judgment. A separate multistage test is under development for each of the three skills measured by the reference levels to increase the classification accuracy for secondary education placement and to optimally measure the performance on the reference-level-related skills.

This symposium consists of three presentations discussing the challenges in transitioning from a linear paper-based test to a computer-based multistage test within an existing curriculum and the specification of the multistage test to meet the measurement purposes. The transitioning to a multistage test has to improve both classification accuracy and measurement precision.

First, we describe the Dutch educational system and the role of the end-of-primary-school placement test within this system. Special attention will be paid to the advantages of multistage testing over both linear testing and computerized adaptive testing, and on practical implications related to the transitioning from a linear to a multistage test.

Second, we discuss routing and reporting on the new multi-stage test. Both topics have a major impact on the quality of the placement advice and the reference mastery decisions. Several methods for routing and reporting are compared.

Third, the linear test contains 200 items to cover a broad range of different skills and to obtain a precise measurement of those skills separately. Multistage testing creates opportunities to reduce the cognitive burden for the students while maintaining the same quality of placement advice and assessment of mastering of reference levels. This presentation focuses on optimal allocation of items to test modules, optimal number of stages and modules per stage and test length reduction.

Session Video 1

Session Video 2

10amst10aMultidisciplined10aproficiency1 aStraat, Hendrik1 aGroen, Maaike1 aZijlstra, Wobbe1 aKeizer-Mittelhaëuser, Marie-Anne1 aLamoré, Michel uhttps://drive.google.com/open?id=1C5ys178p_Wl9eemQuIsI56IxDTck2z8P02365nas a2200277 4500008004100000245007100041210006900112260005500181520152900236653000801765653001501773653002801788100001501816700002101831700001501852700001401867700001601881700001501897700001601912700001601928700001601944700001801960700001901978700001901997856007102016 2017 eng d00aNew Challenges (With Solutions) and Innovative Applications of CAT0 aNew Challenges With Solutions and Innovative Applications of CAT aNiigata, JapanbNiigata Seiryo Universityc08/20173 a

Over the past several decades, computerized adaptive testing (CAT) has profoundly changed the administration of large-scale aptitude tests, state-wide achievement tests, professional licensure exams, and health outcome measures. While many challenges of CAT have been successfully addressed due to the continual efforts of researchers in the field, there are still many remaining, longstanding challenges that have yet to be resolved. This symposium will begin with three presentations, each of which provides a sound solution to one of the unresolved challenges. They are (1) item calibration when responses are “missing not at random” from CAT administration; (2) online calibration of new items when person traits have non-ignorable measurement error; (3) establishing consistency and asymptotic normality of latent trait estimation when allowing item response revision in CAT. In addition, this symposium also features innovative applications of CAT. In particular, there is emerging interest in using cognitive diagnostic CAT to monitor and detect learning progress (4th presentation). Last but not least, the 5th presentation illustrates the power of multidimensional polytomous CAT that permits rapid identification of hospitalized patients’ rehabilitative care needs in health outcomes measurement. We believe this symposium covers a wide range of interesting and important topics in CAT.

Session Video

10aCAT10achallenges10ainnovative applications1 aWang, Chun1 aWeiss, David, J.1 aZhang, Xue1 aTao, Jian1 aHe, Yinhong1 aChen, Ping1 aWang, Shiyu1 aZhang, Susu1 aLin, Haiyan1 aGao, Xiaohong1 aChang, Hua-Hua1 aShang, Zhuoran uhttps://drive.google.com/open?id=1Wvgxw7in_QCq_F7kzID6zCZuVXWcFDPa01828nas a2200169 4500008003900000020001400039245009100053210006900144260001500213300001400228490000700242520131200249100001401561700001701575700002101592856004501613 2017 d a0146-621600aProjection-Based Stopping Rules for Computerized Adaptive Testing in Licensure Testing0 aProjectionBased Stopping Rules for Computerized Adaptive Testing c2018/06/01 a275 - 2900 v423 aThe confidence interval (CI) stopping rule is commonly used in licensure settings to make classification decisions with fewer items in computerized adaptive testing (CAT). However, it tends to be less efficient in the near-cut regions of the ? scale, as the CI often fails to be narrow enough for an early termination decision prior to reaching the maximum test length. To solve this problem, this study proposed the projection-based stopping rules that base the termination decisions on the algorithmically projected range of the final ? estimate at the hypothetical completion of the CAT. A simulation study and an empirical study were conducted to show the advantages of the projection-based rules over the CI rule, in which the projection-based rules reduced the test length without jeopardizing critical psychometric qualities of the test, such as the ? and classification precision. Operationally, these rules do not require additional regularization parameters, because the projection is simply a hypothetical extension of the current test within the existing CAT environment. Because these new rules are specifically designed to address the decreased efficiency in the near-cut regions as opposed to for the entire scale, the authors recommend using them in conjunction with the CI rule in practice.1 aLuo, Xiao1 aKim, Doyoung1 aDickison, Philip uhttps://doi.org/10.1177/014662161772679003598nas a2200169 4500008004100000245004300041210004100084260005500125520306600180653000803246653002303254653002303277100001703300700002003317700002003337856007103357 2017 eng d00aScripted On-the-fly Multistage Testing0 aScripted Onthefly Multistage Testing aNiigata, JapanbNiigata Seiryo Universityc08/20173 a

On-the-fly multistage testing (OMST) was introduced recently as a promising alternative to preassembled MST. A decidedly appealing feature of both is the reviewability of items within the current stage. However, the fundamental difference is that, instead of routing to a preassembled module, OMST adaptively assembles a module at each stage according to an interim ability estimate. This produces more individualized forms with finer measurement precision, but imposing nonstatistical constraints and controlling item exposure become more cumbersome. One recommendation is to use the maximum priority index followed by a remediation step to satisfy content constraints, and the Sympson-Hetter method with a stratified item bank for exposure control.

However, these methods can be computationally expensive, thereby impeding practical implementation. Therefore, this study investigated the script method as a simpler solution to the challenge of strict content balancing and effective item exposure control in OMST. The script method was originally devised as an item selection algorithm for CAT and generally proceeds as follows: For a test with m items, there are m slots to be filled, and an item is selected according to pre-defined rules for each slot. For the first slot, randomly select an item from a designated content area (collection). For each subsequent slot, 1) Discard any enemies of items already administered in previous slots; 2) Draw a designated number of candidate items (selection length) from the designated collection according to the current ability estimate; 3) Randomly select one item from the set of candidates. There are two distinct features of the script method. First, a predetermined sequence of collections guarantees meeting content specifications. The specific ordering may be determined either randomly or deliberately by content experts. Second, steps 2 and 3 depict a method of exposure control, in which selection length balances item usage at the possible expense of ability estimation accuracy. The adaptation of the script method to OMST is straightforward. For the first module, randomly select each item from a designated collection. For each subsequent module, the process is the same as in scripted CAT (SCAT) except the same ability estimate is used for the selection of all items within the module. A series of simulations was conducted to evaluate the performance of scripted OMST (SOMST, with 3 or 4 evenly divided stages) relative to SCAT under various item exposure restrictions. In all conditions, reliability was maximized by programming an optimization algorithm that searches for the smallest possible selection length for each slot within the constraints. Preliminary results indicated that SOMST is certainly a capable design with performance comparable to that of SCAT. The encouraging findings and ease of implementation highly motivate the prospect of operational use for large-scale assessments.

Presentation Video

10aCAT10amultistage testing10aOn-the-fly testing1 aChoe, Edison1 aWilliams, Bruce1 aLee, Sung-Hyuck uhttps://drive.google.com/open?id=1wKuAstITLXo6BM4APf2mPsth1BymNl-y01678nas a2200145 4500008003900000245012000039210006900159300001200228490000700240520117900247100001501426700002001441700001801461856005301479 2016 d00aExploration of Item Selection in Dual-Purpose Cognitive Diagnostic Computerized Adaptive Testing: Based on the RRUM0 aExploration of Item Selection in DualPurpose Cognitive Diagnosti a625-6400 v403 aCognitive diagnostic computerized adaptive testing (CD-CAT) can be divided into two broad categories: (a) single-purpose tests, which are based on the subject’s knowledge state (KS) alone, and (b) dual-purpose tests, which are based on both the subject’s KS and traditional ability level ( ). This article seeks to identify the most efficient item selection method for the latter type of CD-CAT corresponding to various conditions and various evaluation criteria, respectively, based on the reduced reparameterized unified model (RRUM) and the two-parameter logistic model of item response theory (IRT-2PLM). The Shannon entropy (SHE) and Fisher information methods were combined to produce a new synthetic item selection index, that is, the “dapperness with information (DWI)” index, which concurrently considers both KS and within one step. The new method was compared with four other methods. The results showed that, in most conditions, the new method exhibited the best performance in terms of KS estimation and the second-best performance in terms of estimation. Item utilization uniformity and computing time are also considered for all the competing methods.1 aDai, Buyun1 aZhang, Minqiang1 aLi, Guangming uhttp://apm.sagepub.com/content/40/8/625.abstract01608nas a2200169 4500008003900000022001400039245009800053210006900151300001200220490000700232520108900239100001601328700001601344700001901360700001801379856004101397 2016 d a1745-398400aHybrid Computerized Adaptive Testing: From Group Sequential Design to Fully Sequential Design0 aHybrid Computerized Adaptive Testing From Group Sequential Desig a45–620 v533 aComputerized adaptive testing (CAT) and multistage testing (MST) have become two of the most popular modes in large-scale computer-based sequential testing.  Though most designs of CAT and MST exhibit strength and weakness in recent large-scale implementations, there is no simple answer to the question of which design is better because different modes may fit different practical situations. This article proposes a hybrid adaptive framework to combine both CAT and MST, inspired by an analysis of the history of CAT and MST. The proposed procedure is a design which transitions from a group sequential design to a fully sequential design. This allows for the robustness of MST in early stages, but also shares the advantages of CAT in later stages with fine tuning of the ability estimator once its neighborhood has been identified. Simulation results showed that hybrid designs following our proposed principles provided comparable or even better estimation accuracy and efficiency than standard CAT and MST designs, especially for examinees at the two ends of the ability range.1 aWang, Shiyu1 aLin, Haiyan1 aChang, Hua-Hua1 aDouglas, Jeff uhttp://dx.doi.org/10.1111/jedm.1210001362nas a2200145 4500008003900000022001400039245005800053210005800111300001400169490000700183520095400190100001901144700001201163856004101175 2016 d a1745-398400aMonitoring Items in Real Time to Enhance CAT Security0 aMonitoring Items in Real Time to Enhance CAT Security a131–1510 v533 aAn IRT-based sequential procedure is developed to monitor items for enhancing test security. The procedure uses a series of statistical hypothesis tests to examine whether the statistical characteristics of each item under inspection have changed significantly during CAT administration. This procedure is compared with a previously developed CTT-based procedure through simulation studies. The results show that when the total number of examinees is fixed both procedures can control the rate of type I errors at any reasonable significance level by choosing an appropriate cutoff point and meanwhile maintain a low rate of type II errors. Further, the IRT-based method has a much lower type II error rate or more power than the CTT-based method when the number of compromised items is small (e.g., 5), which can be achieved if the IRT-based procedure can be applied in an active mode in the sense that flagged items can be replaced with new items.1 aZhang, Jinming1 aLi, Jie uhttp://dx.doi.org/10.1111/jedm.1210401483nas a2200157 4500008003900000245004600039210004600085300001200131490000700143520104600150100001901196700002601215700001201241700001901253856005301272 2016 d00aOptimal Reassembly of Shadow Tests in CAT0 aOptimal Reassembly of Shadow Tests in CAT a469-4850 v403 aEven in the age of abundant and fast computing resources, concurrency requirements for large-scale online testing programs still put an uninterrupted delivery of computer-adaptive tests at risk. In this study, to increase the concurrency for operational programs that use the shadow-test approach to adaptive testing, we explored various strategies aiming for reducing the number of reassembled shadow tests without compromising the measurement quality. Strategies requiring fixed intervals between reassemblies, a certain minimal change in the interim ability estimate since the last assembly before triggering a reassembly, and a hybrid of the two strategies yielded substantial reductions in the number of reassemblies without degradation in the measurement accuracy. The strategies effectively prevented unnecessary reassemblies due to adapting to the noise in the early test stages. They also highlighted the practicality of the shadow-test approach by minimizing the computational load involved in its use of mixed-integer programming.1 aChoi, Seung, W1 aMoellering, Karin, T.1 aLi, Jie1 aLinden, Wim, J uhttp://apm.sagepub.com/content/40/7/469.abstract01791nas a2200133 4500008003900000245009200039210006900131300001200200490000700212520135400219100001601573700001501589856005301604 2015 d00aThe Effect of Upper and Lower Asymptotes of IRT Models on Computerized Adaptive Testing0 aEffect of Upper and Lower Asymptotes of IRT Models on Computeriz a551-5650 v393 aIn this article, the effect of the upper and lower asymptotes in item response theory models on computerized adaptive testing is shown analytically. This is done by deriving the step size between adjacent latent trait estimates under the four-parameter logistic model (4PLM) and two models it subsumes, the usual three-parameter logistic model (3PLM) and the 3PLM with upper asymptote (3PLMU). The authors show analytically that the large effect of the discrimination parameter on the step size holds true for the 4PLM and the two models it subsumes under both the maximum information method and the b-matching method for item selection. Furthermore, the lower asymptote helps reduce the positive bias of ability estimates associated with early guessing, and the upper asymptote helps reduce the negative bias induced by early slipping. Relative step size between modeling versus not modeling the upper or lower asymptote under the maximum Fisher information method (MI) and the b-matching method is also derived. It is also shown analytically why the gain from early guessing is smaller than the loss from early slipping when the lower asymptote is modeled, and vice versa when the upper asymptote is modeled. The benefit to loss ratio is quantified under both the MI and the b-matching method. Implications of the analytical results are discussed.1 aCheng, Ying1 aLiu, Cheng uhttp://apm.sagepub.com/content/39/7/551.abstract01415nas 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.abstract01322nas a2200145 4500008003900000245005100039210004900090300000900139490000700148520091500155100001801070700001801088700001901106856005101125 2015 d00aOnline Item Calibration for Q-Matrix in CD-CAT0 aOnline Item Calibration for QMatrix in CDCAT a5-150 v393 a

Item replenishment is important for maintaining a large-scale item bank. In this article, the authors consider calibrating new items based on pre-calibrated operational items under the deterministic inputs, noisy-and-gate model, the specification of which includes the so-called -matrix, as well as the slipping and guessing parameters. Making use of the maximum likelihood and Bayesian estimators for the latent knowledge states, the authors propose two methods for the calibration. These methods are applicable to both traditional paper–pencil–based tests, for which the selection of operational items is prefixed, and computerized adaptive tests, for which the selection of operational items is sequential and random. Extensive simulations are done to assess and to compare the performance of these approaches. Extensions to other diagnostic classification models are also discussed.

1 aChen, Yunxiao1 aLiu, Jingchen1 aYing, Zhiliang uhttp://apm.sagepub.com/content/39/1/5.abstract01273nas a2200121 4500008003900000245006200039210006000101490000700161520088200168100001201050700001201062856007701074 2015 d00aUsing Out-of-Level Items in Computerized Adaptive Testing0 aUsing OutofLevel Items in Computerized Adaptive Testing0 v153 aOut-of-level testing refers to the practice of assessing a student with a test that is intended for students at a higher or lower grade level. Although the appropriateness of out-of-level testing for accountability purposes has been questioned by educators and policymakers, incorporating out-of-level items in formative assessments for accurate feedback is recommended. This study made use of a commercial item bank with vertically scaled items across grades and simulated student responses in a computerized adaptive testing (CAT) environment. Results of the study suggested that administration of out-of-level items improved measurement accuracy and test efficiency for students who perform significantly above or below their grade-level peers. This study has direct implications with regards to the relevance, applicability, and benefits of using out-of-level items in CAT.1 aWei, H.1 aLin, J. uhttp://www.iacat.org/using-out-level-items-computerized-adaptive-testing00491nam a2200133 4500008004100000020002500041245006100066210006000127260002900187100001600216700002500232700001900257856008100276 2014 eng d a13-978-1-4665-0577-300aComputerized multistage testing: Theory and applications0 aComputerized multistage testing Theory and applications aBoca Raton FLbCRC Press1 aYan, Duanli1 avon Davier, Alina, A1 aLewis, Charles uhttp://www.iacat.org/computerized-multistage-testing-theory-and-applications01889nas a2200157 4500008003900000245006900039210006800108300001200176490000700188520141000195100001901605700001601624700002001640700001801660856005301678 2014 d00aGeneral Test Overlap Control: Improved Algorithm for CAT and CCT0 aGeneral Test Overlap Control Improved Algorithm for CAT and CCT a229-2440 v383 a

This article proposed a new online test overlap control algorithm that is an improvement of Chen’s algorithm in controlling general test overlap rate for item pooling among a group of examinees. Chen’s algorithm is not very efficient in that not only item pooling between current examinee and prior examinees is controlled for but also item pooling between previous examinees, which would have been controlled for when they were current examinees. The proposed improvement increases efficiency by only considering item pooling between current and previous examinees, and its improved performance over Chen is demonstrated in a simulated computerized adaptive testing (CAT) environment. Moreover, the proposed algorithm is adapted for computerized classification testing (CCT) using the sequential probability ratio test procedure and is evaluated against some existing exposure control procedures. The proposed algorithm appears to work best in controlling general test overlap rate among the exposure control procedures examined without sacrificing much classification precision, though longer tests might be required for more stringent control of item pooling among larger groups. Given the capability of the proposed algorithm in controlling item pooling among a group of examinees of any size and its ease of implementation, it appears to be a good test overlap control method.

1 aChen, Shu-Ying1 aLei, Pui-Wa1 aChen, Jyun-Hong1 aLiu, Tzu-Chen uhttp://apm.sagepub.com/content/38/3/229.abstract01640nas a2200157 4500008003900000245007600039210006900115300001200184490000700196520114800203100002301351700001801374700001601392700002101408856005301429 2013 d00aA Comparison of Exposure Control Procedures in CATs Using the 3PL Model0 aComparison of Exposure Control Procedures in CATs Using the 3PL  a857-8740 v733 a

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

1 aLeroux, Audrey, J.1 aLopez, Myriam1 aHembry, Ian1 aDodd, Barbara, G uhttp://epm.sagepub.com/content/73/5/857.abstract00532nas a2200145 4500008004500000245008500045210006900130300001000199490000600209100001700215700001700232700001700249700001000266856011000276 2013 Engldsh 00aEstimating Measurement Precision in Reduced-Length Multi-Stage Adaptive Testing 0 aEstimating Measurement Precision in ReducedLength MultiStage Ada a67-870 v11 aCrotts, K.M.1 aZenisky, A L1 aSireci, S.G.1 aLi, X uhttp://www.iacat.org/content/estimating-measurement-precision-reduced-length-multi-stage-adaptive-testing01277nas a2200133 4500008003900000245006600039210006500105300001200170490000700182520086900189100001301058700001901071856005301090 2013 d00aIntegrating Test-Form Formatting Into Automated Test Assembly0 aIntegrating TestForm Formatting Into Automated Test Assembly a361-3740 v373 a

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

1 aDiao, Qi1 aLinden, Wim, J uhttp://apm.sagepub.com/content/37/5/361.abstract00533nas a2200145 4500008004100000245009500041210006900136300001000205490000600215100001900221700001100240700001000251700001300261856011300274 2013 en d00aItem Ordering in Stochastically Curtailed Health Questionnaires With an Observable Outcome0 aItem Ordering in Stochastically Curtailed Health Questionnaires  a38-660 v11 aFinkelman, M D1 aKim, W1 aHe, Y1 aLai, A M uhttp://www.iacat.org/content/item-ordering-stochastically-curtailed-health-questionnaires-observable-outcome01599nas a2200145 4500008003900000245010600039210006900145300001200214490000700226520111100233100002001344700001801364700001801382856005301400 2013 d00aThe Random-Threshold Generalized Unfolding Model and Its Application of Computerized Adaptive Testing0 aRandomThreshold Generalized Unfolding Model and Its Application  a179-2000 v373 a

The random-threshold generalized unfolding model (RTGUM) was developed by treating the thresholds in the generalized unfolding model as random effects rather than fixed effects to account for the subjective nature of the selection of categories in Likert items. The parameters of the new model can be estimated with the JAGS (Just Another Gibbs Sampler) freeware, which adopts a Bayesian approach for estimation. A series of simulations was conducted to evaluate the parameter recovery of the new model and the consequences of ignoring the randomness in thresholds. The results showed that the parameters of RTGUM were recovered fairly well and that ignoring the randomness in thresholds led to biased estimates. Computerized adaptive testing was also implemented on RTGUM, where the Fisher information criterion was used for item selection and the maximum a posteriori method was used for ability estimation. The simulation study showed that the longer the test length, the smaller the randomness in thresholds, and the more categories in an item, the more precise the ability estimates would be.

1 aWang, Wen-Chung1 aLiu, Chen-Wei1 aWu, Shiu-Lien uhttp://apm.sagepub.com/content/37/3/179.abstract01189nas a2200133 4500008003900000245003700039210003700076300001200113490000700125520082900132100001900961700001800980856005700998 2013 d00aSpeededness and Adaptive Testing0 aSpeededness and Adaptive Testing a418-4380 v383 a

Two simple constraints on the item parameters in a response–time model are proposed to control the speededness of an adaptive test. As the constraints are additive, they can easily be included in the constraint set for a shadow-test approach (STA) to adaptive testing. Alternatively, a simple heuristic is presented to control speededness in plain adaptive testing without any constraints. Both types of control are easy to implement and do not require any other real-time parameter estimation during the test than the regular update of the test taker’s ability estimate. Evaluation of the two approaches using simulated adaptive testing showed that the STA was especially effective. It guaranteed testing times that differed less than 10 seconds from a reference test across a variety of conditions.

1 aLinden, Wim, J1 aXiong, Xinhui uhttp://jeb.sagepub.com/cgi/content/abstract/38/4/41801847nas a2200169 4500008004100000245012200041210006900163300001200232490000700244520124800251100001201499700001101511700001401522700001101536700001401547856011601561 2012 eng d00aComparison Between Dichotomous and Polytomous Scoring of Innovative Items in a Large-Scale Computerized Adaptive Test0 aComparison Between Dichotomous and Polytomous Scoring of Innovat a493-5090 v723 a

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

1 aJiao, H1 aLiu, J1 aHaynie, K1 aWoo, A1 aGorham, J uhttp://www.iacat.org/content/comparison-between-dichotomous-and-polytomous-scoring-innovative-items-large-scale01906nas a2200133 4500008003900000245013200039210006900171300001200240490000700252520142100259100001801680700002101698856005301719 2012 d00aComparison of Exposure Controls, Item Pool Characteristics, and Population Distributions for CAT Using the Partial Credit Model0 aComparison of Exposure Controls Item Pool Characteristics and Po a159-1750 v723 a

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

1 aLee, HwaYoung1 aDodd, Barbara, G uhttp://epm.sagepub.com/content/72/1/159.abstract01556nas a2200169 4500008003900000245012400039210006900163300001000232490000700242520099400249100001901243700001801262700001801280700001601298700002001314856005201334 2012 d00aAn Empirical Evaluation of the Slip Correction in the Four Parameter Logistic Models With Computerized Adaptive Testing0 aEmpirical Evaluation of the Slip Correction in the Four Paramete a75-870 v363 a

In a selected response test, aberrant responses such as careless errors and lucky guesses might cause error in ability estimation because these responses do not actually reflect the knowledge that examinees possess. In a computerized adaptive test (CAT), these aberrant responses could further cause serious estimation error due to dynamic item administration. To enhance the robust performance of CAT against aberrant responses, Barton and Lord proposed the four-parameter logistic (4PL) item response theory (IRT) model. However, most studies relevant to the 4PL IRT model were conducted based on simulation experiments. This study attempts to investigate the performance of the 4PL IRT model as a slip-correction mechanism with an empirical experiment. The results showed that the 4PL IRT model could not only reduce the problematic underestimation of the examinees’ ability introduced by careless mistakes in practical situations but also improve measurement efficiency.

1 aYen, Yung-Chin1 aHo, Rong-Guey1 aLaio, Wen-Wei1 aChen, Li-Ju1 aKuo, Ching-Chin uhttp://apm.sagepub.com/content/36/2/75.abstract01089nas a2200157 4500008003900000022001400039245007000053210006900123300001400192490000700206520061300213100001600826700001700842700001700859856005500876 2012 d a1745-398400aInvestigating the Effect of Item Position in Computer-Based Tests0 aInvestigating the Effect of Item Position in ComputerBased Tests a362–3790 v493 a

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

1 aLi, Feiming1 aCohen, Allan1 aShen, Linjun uhttp://dx.doi.org/10.1111/j.1745-3984.2012.00181.x01899nas a2200157 4500008003900000245009300039210007100132300001200203490000700215520139800222100001401620700002101634700001601655700001701671856005301688 2012 d00aA Mixture Rasch Model–Based Computerized Adaptive Test for Latent Class Identification0 aMixture Rasch Model–Based Computerized Adaptive Test for Latent  a469-4930 v363 a

This study explored a computerized adaptive test delivery algorithm for latent class identification based on the mixture Rasch model. Four item selection methods based on the Kullback–Leibler (KL) information were proposed and compared with the reversed and the adaptive KL information under simulated testing conditions. When item separation was large, all item selection methods did not differ evidently in terms of accuracy in classifying examinees into different latent classes and estimating latent ability. However, when item separation was small, two methods with class-specific ability estimates performed better than the other two methods based on a single latent ability estimate across all latent classes. The three types of KL information distributions were compared. The KL and the reversed KL information could be the same or different depending on the ability level and the item difficulty difference between latent classes. Although the KL information and the reversed KL information were different at some ability levels and item difficulty difference levels, the use of the KL, the reversed KL, or the adaptive KL information did not affect the results substantially due to the symmetric distribution of item difficulty differences between latent classes in the simulated item pools. Item pool usage and classification convergence points were examined as well.

1 aHong Jiao1 aMacready, George1 aLiu, Junhui1 aCho, Youngmi uhttp://apm.sagepub.com/content/36/6/469.abstract01281nas a2200133 4500008003900000245009500039210006900134300001200203490000700215520083800222100001801060700001601078856005301094 2012 d00aA Stochastic Method for Balancing Item Exposure Rates in Computerized Classification Tests0 aStochastic Method for Balancing Item Exposure Rates in Computeri a181-1880 v363 a

Computerized classification tests (CCTs) classify examinees into categories such as pass/fail, master/nonmaster, and so on. This article proposes the use of stochastic methods from sequential analysis to address item overexposure, a practical concern in operational CCTs. Item overexposure is traditionally dealt with in CCTs by the Sympson-Hetter (SH) method, but this method is unable to restrict the exposure of the most informative items to the desired level. The authors’ new method of stochastic item exposure balance (SIEB) works in conjunction with the SH method and is shown to greatly reduce the number of overexposed items in a pool and improve overall exposure balance while maintaining classification accuracy comparable with using the SH method alone. The method is demonstrated using a simulation study.

1 aHuebner, Alan1 aLi, Zhushan uhttp://apm.sagepub.com/content/36/3/181.abstract01281nas a2200133 4500008003900000245009500039210006900134300001200203490000700215520083800222100001801060700001601078856005301094 2012 d00aA Stochastic Method for Balancing Item Exposure Rates in Computerized Classification Tests0 aStochastic Method for Balancing Item Exposure Rates in Computeri a181-1880 v363 a

Computerized classification tests (CCTs) classify examinees into categories such as pass/fail, master/nonmaster, and so on. This article proposes the use of stochastic methods from sequential analysis to address item overexposure, a practical concern in operational CCTs. Item overexposure is traditionally dealt with in CCTs by the Sympson-Hetter (SH) method, but this method is unable to restrict the exposure of the most informative items to the desired level. The authors’ new method of stochastic item exposure balance (SIEB) works in conjunction with the SH method and is shown to greatly reduce the number of overexposed items in a pool and improve overall exposure balance while maintaining classification accuracy comparable with using the SH method alone. The method is demonstrated using a simulation study.

1 aHuebner, Alan1 aLi, Zhushan uhttp://apm.sagepub.com/content/36/3/181.abstract01379nas a2200133 4500008003900000245008500039210006900124300001200193490000700205520094200212100002001154700001801174856005301192 2011 d00aComputerized Classification Testing Under the Generalized Graded Unfolding Model0 aComputerized Classification Testing Under the Generalized Graded a114-1280 v713 a

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

1 aWang, Wen-Chung1 aLiu, Chen-Wei uhttp://epm.sagepub.com/content/71/1/114.abstract01700nas a2200121 4500008003900000245009500039210006900134300001000203490000700213520128800220100001801508856005201526 2011 d00aItem Selection Criteria With Practical Constraints for Computerized Classification Testing0 aItem Selection Criteria With Practical Constraints for Computeri a20-360 v713 a

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

1 aLin, Chuan-Ju uhttp://epm.sagepub.com/content/71/1/20.abstract02120nas a2200193 4500008004100000245007900041210006900120260001200189520146800201653002801669653000801697653001801705100002001723700001701743700002301760700002301783700002301806856009701829 2011 eng d00aThe Use of Decision Trees for Adaptive Item Selection and Score Estimation0 aUse of Decision Trees for Adaptive Item Selection and Score Esti c10/20113 a

Conducted post-hoc simulations comparing the relative efficiency, and precision of decision trees (using CHAID and CART) vs. IRT-based CAT.

Conclusions

Decision tree methods were more efficient than CAT

But,...

Conclusions

CAT selects items based on two criteria: Item location relative to current estimate of theta, Item discrimination

Decision Trees select items that best discriminate between groups defined by the total score.

CAT is optimal only when trait level is well estimated.
Findings suggest that combining decision tree followed by CAT item selection may be advantageous.

10aadaptive item selection10aCAT10adecision tree1 aRiley, Barth, B1 aFunk, Rodney1 aDennis, Michael, L1 aLennox, Richard, D1 aFinkelman, Matthew uhttp://www.iacat.org/content/use-decision-trees-adaptive-item-selection-and-score-estimation00410nas a2200121 4500008004100000245005400041210005100095300001200146100001700158700001800175700001500193856008000208 2010 eng d00aMultistage Testing: Issues, Designs, and Research0 aMultistage Testing Issues Designs and Research a355-3721 aZenisky, A L1 aHambleton, RK1 aLuecht, RM uhttp://www.iacat.org/content/multistage-testing-issues-designs-and-research01593nas a2200145 4500008004100000020001400041245007300055210006900128300001200197490000700209520110600216100001501322700001201337856009801349 2010 eng d a0033-312300aOnline calibration via variable length computerized adaptive testing0 aOnline calibration via variable length computerized adaptive tes a140-1570 v753 aItem calibration is an essential issue in modern item response theory based psychological or educational testing. Due to the popularity of computerized adaptive testing, methods to efficiently calibrate new items have become more important than that in the time when paper and pencil test administration is the norm. There are many calibration processes being proposed and discussed from both theoretical and practical perspectives. Among them, the online calibration may be one of the most cost effective processes. In this paper, under a variable length computerized adaptive testing scenario, we integrate the methods of adaptive design, sequential estimation, and measurement error models to solve online item calibration problems. The proposed sequential estimate of item parameters is shown to be strongly consistent and asymptotically normally distributed with a prechosen accuracy. Numerical results show that the proposed method is very promising in terms of both estimation accuracy and efficiency. The results of using calibrated items to estimate the latent trait levels are also reported.1 aChang, Y I1 aLu, H Y uhttp://www.iacat.org/content/online-calibration-variable-length-computerized-adaptive-testing00496nas a2200097 4500008004100000245007500041210006900116260009700185100001500282856010100297 2009 eng d00aAdaptive computer-based tasks under an assessment engineering paradigm0 aAdaptive computerbased tasks under an assessment engineering par aD. J. Weiss (Ed.), Proceedings of the 2009 GMAC Conference on Computerized Adaptive Testing.1 aLuecht, RM uhttp://www.iacat.org/content/adaptive-computer-based-tasks-under-assessment-engineering-paradigm02651nas a2200181 4500008004100000020001400041245007900055210006900134300001000203490000700213520201300220653005202233653004002285100001502325700001302340700001502353856010102368 2009 eng d a0360-131500aAn adaptive testing system for supporting versatile educational assessment0 aadaptive testing system for supporting versatile educational ass a53-670 v523 aWith the rapid growth of computer and mobile technology, it is a challenge to integrate computer based test (CBT) with mobile learning (m-learning) especially for formative assessment and self-assessment. In terms of self-assessment, computer adaptive test (CAT) is a proper way to enable students to evaluate themselves. In CAT, students are assessed through a process that uses item response theory (IRT), a well-founded psychometric theory. Furthermore, a large item bank is indispensable to a test, but when a CAT system has a large item bank, the test item selection of IRT becomes more tedious. Besides the large item bank, item exposure mechanism is also essential to a testing system. However, IRT all lack the above-mentioned points. These reasons have motivated the authors to carry out this study. This paper describes a design issue aimed at the development and implementation of an adaptive testing system. The system can support several assessment functions and different devices. Moreover, the researchers apply a novel approach, particle swarm optimization (PSO) to alleviate the computational complexity and resolve the problem of item exposure. Throughout the development of the system, a formative evaluation was embedded into an integral part of the design methodology that was used for improving the system. After the system was formally released onto the web, some questionnaires and experiments were conducted to evaluate the usability, precision, and efficiency of the system. The results of these evaluations indicated that the system provides an adaptive testing for different devices and supports versatile assessment functions. Moreover, the system can estimate students' ability reliably and validly and conduct an adaptive test efficiently. Furthermore, the computational complexity of the system was alleviated by the PSO approach. By the approach, the test item selection procedure becomes efficient and the average best fitness values are very close to the optimal solutions.10aArchitectures for educational technology system10aDistance education and telelearning1 aHuang, Y-M1 aLin, Y-T1 aCheng, S-C uhttp://www.iacat.org/content/adaptive-testing-system-supporting-versatile-educational-assessment00590nas a2200121 4500008004100000245010000041210006900141260009700210100001600307700001500323700001500338856011500353 2009 eng d00aAdequacy of an item pool measuring proficiency in English language to implement a CAT procedure0 aAdequacy of an item pool measuring proficiency in English langua aD. J. Weiss (Ed.), Proceedings of the 2009 GMAC Conference on Computerized Adaptive Testing.1 aKarino, C A1 aCosta, D R1 aLaros, J A uhttp://www.iacat.org/content/adequacy-item-pool-measuring-proficiency-english-language-implement-cat-procedure00488nas a2200121 4500008004100000245009800041210006900139300001100208490001000219100001200229700001300241856011200254 2009 eng d00aI've fallen and I can't get up: can high-ability students recover from early mistakes in CAT?0 aIve fallen and I cant get up can highability students recover fr a83-1010 v33(2)1 aRulison1 aLoken, E uhttp://www.iacat.org/content/ive-fallen-and-i-cant-get-can-high-ability-students-recover-early-mistakes-cat01482nas a2200133 4500008003900000245009800039210006900137300001100206490000700217520103400224100002201258700001601280856005201296 2009 d00aI've Fallen and I Can't Get Up: Can High-Ability Students Recover From Early Mistakes in CAT?0 aIve Fallen and I Cant Get Up Can HighAbility Students Recover Fr a83-1010 v333 a

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

1 aRulison, Kelly, L1 aLoken, Eric uhttp://apm.sagepub.com/content/33/2/83.abstract01482nas a2200133 4500008003900000245009800039210006900137300001100206490000700217520103400224100002201258700001601280856005201296 2009 d00aI've Fallen and I Can't Get Up: Can High-Ability Students Recover From Early Mistakes in CAT?0 aIve Fallen and I Cant Get Up Can HighAbility Students Recover Fr a83-1010 v333 a

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

1 aRulison, Kelly, L1 aLoken, Eric uhttp://apm.sagepub.com/content/33/2/83.abstract00578nas 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-cat00581nas a2200109 4500008004100000245011800041210006900159260009700228100001700325700001300342856011600355 2009 eng d00aOptimizing item exposure control algorithms for polytomous computerized adaptive tests with restricted item banks0 aOptimizing item exposure control algorithms for polytomous compu aD. J. Weiss (Ed.), Proceedings of the 2009 GMAC Conference on Computerized Adaptive Testing.1 aChajewski, M1 aLewis, C uhttp://www.iacat.org/content/optimizing-item-exposure-control-algorithms-polytomous-computerized-adaptive-tests00538nas a2200121 4500008004100000245007800041210006900119260009700188100001500285700001200300700001100312856009300323 2009 eng d00aPractical issues concerning the application of the DINA model to CAT data0 aPractical issues concerning the application of the DINA model to aD. J. Weiss (Ed.), Proceedings of the 2009 GMAC Conference on Computerized Adaptive Testing.1 aHuebner, A1 aWang, B1 aLee, S uhttp://www.iacat.org/content/practical-issues-concerning-application-dina-model-cat-data01013nas a2200121 4500008003900000245005800039210005800097300001000155490000700165520064800172100001900820856005200839 2009 d00aPredictive Control of Speededness in Adaptive Testing0 aPredictive Control of Speededness in Adaptive Testing a25-410 v333 a

An adaptive testing method is presented that controls the speededness of a test using predictions of the test takers' response times on the candidate items in the pool. Two different types of predictions are investigated: posterior predictions given the actual response times on the items already administered and posterior predictions that use the responses on these items as an additional source of information. In a simulation study with an adaptive test modeled after a test from the Armed Services Vocational Aptitude Battery, the effectiveness of the methods in removing differential speededness from the test was evaluated.

1 aLinden, Wim, J uhttp://apm.sagepub.com/content/33/1/25.abstract02435nas a2200385 4500008004100000020004100041245009300082210006900175250001500244260000800259300001100267490000700278520128100285653003201566653002701598653002001625653002901645653001001674653000901684653001901693653003401712653001101746653001101757653000901768653001601777653004601793100001501839700001001854700001501864700001101879700001201890700001401902700001601916856011701932 2009 eng d a0962-9343 (Print)0962-9343 (Linking)00aReplenishing a computerized adaptive test of patient-reported daily activity functioning0 aReplenishing a computerized adaptive test of patientreported dai a2009/03/17 cMay a461-710 v183 aPURPOSE: Computerized adaptive testing (CAT) item banks may need to be updated, but before new items can be added, they must be linked to the previous CAT. The purpose of this study was to evaluate 41 pretest items prior to including them into an operational CAT. METHODS: We recruited 6,882 patients with spine, lower extremity, upper extremity, and nonorthopedic impairments who received outpatient rehabilitation in one of 147 clinics across 13 states of the USA. Forty-one new Daily Activity (DA) items were administered along with the Activity Measure for Post-Acute Care Daily Activity CAT (DA-CAT-1) in five separate waves. We compared the scoring consistency with the full item bank, test information function (TIF), person standard errors (SEs), and content range of the DA-CAT-1 to the new CAT (DA-CAT-2) with the pretest items by real data simulations. RESULTS: We retained 29 of the 41 pretest items. Scores from the DA-CAT-2 were more consistent (ICC = 0.90 versus 0.96) than DA-CAT-1 when compared with the full item bank. TIF and person SEs were improved for persons with higher levels of DA functioning, and ceiling effects were reduced from 16.1% to 6.1%. CONCLUSIONS: Item response theory and online calibration methods were valuable in improving the DA-CAT.10a*Activities of Daily Living10a*Disability Evaluation10a*Questionnaires10a*User-Computer Interface10aAdult10aAged10aCohort Studies10aComputer-Assisted Instruction10aFemale10aHumans10aMale10aMiddle Aged10aOutcome Assessment (Health Care)/*methods1 aHaley, S M1 aNi, P1 aJette, A M1 aTao, W1 aMoed, R1 aMeyers, D1 aLudlow, L H uhttp://www.iacat.org/content/replenishing-computerized-adaptive-test-patient-reported-daily-activity-functioning00525nas a2200121 4500008004100000245006800041210006800109260009700177100001100274700001300285700001500298856009000313 2009 eng d00aUsing automatic item generation to address item demands for CAT0 aUsing automatic item generation to address item demands for CAT aD. J. Weiss (Ed.), Proceedings of the 2009 GMAC Conference on Computerized Adaptive Testing.1 aLai, H1 aAlves, C1 aGierl, M J uhttp://www.iacat.org/content/using-automatic-item-generation-address-item-demands-cat02711nas a2200217 4500008004100000020004100041245010800082210006900190250001500259300001100274490000600285520189600291653003802187653002902225653005702254653001102311653001302322653002402335100001302359856012102372 2008 eng d a1529-7713 (Print)1529-7713 (Linking)00aBinary items and beyond: a simulation of computer adaptive testing using the Rasch partial credit model0 aBinary items and beyond a simulation of computer adaptive testin a2008/01/09 a81-1040 v93 aPast research on Computer Adaptive Testing (CAT) has focused almost exclusively on the use of binary items and minimizing the number of items to be administrated. To address this situation, extensive computer simulations were performed using partial credit items with two, three, four, and five response categories. Other variables manipulated include the number of available items, the number of respondents used to calibrate the items, and various manipulations of respondents' true locations. Three item selection strategies were used, and the theoretically optimal Maximum Information method was compared to random item selection and Bayesian Maximum Falsification approaches. The Rasch partial credit model proved to be quite robust to various imperfections, and systematic distortions did occur mainly in the absence of sufficient numbers of items located near the trait or performance levels of interest. The findings further indicate that having small numbers of items is more problematic in practice than having small numbers of respondents to calibrate these items. Most importantly, increasing the number of response categories consistently improved CAT's efficiency as well as the general quality of the results. In fact, increasing the number of response categories proved to have a greater positive impact than did the choice of item selection method, as the Maximum Information approach performed only slightly better than the Maximum Falsification approach. Accordingly, issues related to the efficiency of item selection methods are far less important than is commonly suggested in the literature. However, being based on computer simulations only, the preceding presumes that actual respondents behave according to the Rasch model. CAT research could thus benefit from empirical studies aimed at determining whether, and if so, how, selection strategies impact performance.10a*Data Interpretation, Statistical10a*User-Computer Interface10aEducational Measurement/*statistics & numerical data10aHumans10aIllinois10aModels, Statistical1 aLange, R uhttp://www.iacat.org/content/binary-items-and-beyond-simulation-computer-adaptive-testing-using-rasch-partial-credit03313nas 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-qol01922nas a2200217 4500008004100000020004100041245009100082210006900173250001500242260000800257300001100265490000700276520119200283653004001475653002701515653001101542100001401553700001301567700001401580856011001594 2008 eng d a0007-1102 (Print)0007-1102 (Linking)00aControlling item exposure and test overlap on the fly in computerized adaptive testing0 aControlling item exposure and test overlap on the fly in compute a2007/07/26 cNov a471-920 v613 aThis paper proposes an on-line version of the Sympson and Hetter procedure with test overlap control (SHT) that can provide item exposure control at both the item and test levels on the fly without iterative simulations. The on-line procedure is similar to the SHT procedure in that exposure parameters are used for simultaneous control of item exposure rates and test overlap rate. The exposure parameters for the on-line procedure, however, are updated sequentially on the fly, rather than through iterative simulations conducted prior to operational computerized adaptive tests (CATs). Unlike the SHT procedure, the on-line version can control item exposure rate and test overlap rate without time-consuming iterative simulations even when item pools or examinee populations have been changed. Moreover, the on-line procedure was found to perform better than the SHT procedure in controlling item exposure and test overlap for examinees who take tests earlier. Compared with two other on-line alternatives, this proposed on-line method provided the best all-around test security control. Thus, it would be an efficient procedure for controlling item exposure and test overlap in CATs.10a*Decision Making, Computer-Assisted10a*Models, Psychological10aHumans1 aChen, S-Y1 aLei, P W1 aLiao, W H uhttp://www.iacat.org/content/controlling-item-exposure-and-test-overlap-fly-computerized-adaptive-testing00469nas a2200121 4500008003900000245011200039210006900151300001200220490000600232100002500238700001900263856006500282 2008 d00aImplementing Sympson-Hetter Item-Exposure Control in a Shadow-Test Approach to Constrained Adaptive Testing0 aImplementing SympsonHetter ItemExposure Control in a ShadowTest  a272-2890 v81 aVeldkamp, Bernard, P1 aLinden, Wim, J uhttp://www.tandfonline.com/doi/abs/10.1080/1530505080226223301081nas 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-testing01614nas a2200145 4500008003900000245009500039210006900134300001200203490000700215520113800222100001801360700001801378700001901396856005301415 2008 d00aA Strategy for Controlling Item Exposure in Multidimensional Computerized Adaptive Testing0 aStrategy for Controlling Item Exposure in Multidimensional Compu a215-2320 v683 a

Although computerized adaptive tests have enjoyed tremendous growth, solutions for important problems remain unavailable. One problem is the control of item exposure rate. Because adaptive algorithms are designed to select optimal items, they choose items with high discriminating power. Thus, these items are selected more often than others, leading to both overexposure and underutilization of some parts of the item pool. Overused items are often compromised, creating a security problem that could threaten the validity of a test. Building on a previously proposed stratification scheme to control the exposure rate for one-dimensional tests, the authors extend their method to multidimensional tests. A strategy is proposed based on stratification in accordance with a functional of the vector of the discrimination parameter, which can be implemented with minimal computational overhead. Both theoretical and empirical validation studies are provided. Empirical results indicate significant improvement over the commonly used method of controlling exposure rate that requires only a reasonable sacrifice in efficiency.

1 aLee, Yi-Hsuan1 aIp, Edward, H1 aFuh, Cheng-Der uhttp://epm.sagepub.com/content/68/2/215.abstract01939nas a2200157 4500008004100000245011600041210006900157300001200226490000700238520135500245100001601600700001201616700001601628700001401644856012301658 2008 eng d00aUtilizing Rasch measurement models to develop a computer adaptive self-report of walking, climbing, and running0 aUtilizing Rasch measurement models to develop a computer adaptiv a458-4670 v303 aPurpose.The purpose of this paper is to show how the Rasch model can be used to develop a computer adaptive self-report of walking, climbing, and running.Method.Our instrument development work on the walking/climbing/running construct of the ICF Activity Measure was used to show how to develop a computer adaptive test (CAT). Fit of the items to the Rasch model and validation of the item difficulty hierarchy was accomplished using Winsteps software. Standard error was used as a stopping rule for the CAT. Finally, person abilities were connected to items difficulties using Rasch analysis ‘maps’.Results.All but the walking one mile item fit the Rasch measurement model. A CAT was developed which selectively presented items based on the last calibrated person ability measure and was designed to stop when standard error decreased to a pre-set criterion. Finally, person ability measures were connected to the ability to perform specific walking/climbing/running activities using Rasch maps.Conclusions.Rasch measurement models can be useful in developing CAT measures for rehabilitation and disability. In addition to CATs reducing respondent burden, the connection of person measures to item difficulties may be important for the clinical interpretation of measures.Read More: http://informahealthcare.com/doi/abs/10.1080/096382807016173171 aVelozo, C A1 aWang, Y1 aLehman, L A1 aWang, J H uhttp://www.iacat.org/content/utilizing-rasch-measurement-models-develop-computer-adaptive-self-report-walking-climbing01052nas a2200145 4500008003900000245005000039210005000089300001200139490000700151520063300158100002100791700002200812700001900834856005300853 2007 d00aComputerizing Organizational Attitude Surveys0 aComputerizing Organizational Attitude Surveys a658-6780 v673 a

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

1 aMueller, Karsten1 aLiebig, Christian1 aHattrup, Keith uhttp://epm.sagepub.com/content/67/4/658.abstract01361nas a2200133 4500008003900000245009700039210006900136300001200205490000700217520090200224100001901126700002501145856005701170 2007 d00aConditional Item-Exposure Control in Adaptive Testing Using Item-Ineligibility Probabilities0 aConditional ItemExposure Control in Adaptive Testing Using ItemI a398-4180 v323 a

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

1 aLinden, Wim, J1 aVeldkamp, Bernard, P uhttp://jeb.sagepub.com/cgi/content/abstract/32/4/39801549nas 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.x02893nas a2200169 4500008004100000020001400041245011300055210006900168300001200237490000700249520229000256100001302546700001602559700001302575700001402588856012102602 2007 eng d a0962-934300aThe future of outcomes measurement: item banking, tailored short-forms, and computerized adaptive assessment0 afuture of outcomes measurement item banking tailored shortforms  a133-1410 v163 aThe use of item banks and computerized adaptive testing (CAT) begins with clear definitions of important outcomes, and references those definitions to specific questions gathered into large and well-studied pools, or “banks” of items. Items can be selected from the bank to form customized short scales, or can be administered in a sequence and length determined by a computer programmed for precision and clinical relevance. Although far from perfect, such item banks can form a common definition and understanding of human symptoms and functional problems such as fatigue, pain, depression, mobility, social function, sensory function, and many other health concepts that we can only measure by asking people directly. The support of the National Institutes of Health (NIH), as witnessed by its cooperative agreement with measurement experts through the NIH Roadmap Initiative known as PROMIS (www.nihpromis.org), is a big step in that direction. Our approach to item banking and CAT is practical; as focused on application as it is on science or theory. From a practical perspective, we frequently must decide whether to re-write and retest an item, add more items to fill gaps (often at the ceiling of the measure), re-test a bank after some modifications, or split up a bank into units that are more unidimensional, yet less clinically relevant or complete. These decisions are not easy, and yet they are rarely unforgiving. We encourage people to build practical tools that are capable of producing multiple short form measures and CAT administrations from common banks, and to further our understanding of these banks with various clinical populations and ages, so that with time the scores that emerge from these many activities begin to have not only a common metric and range, but a shared meaning and understanding across users. In this paper, we provide an overview of item banking and CAT, discuss our approach to item banking and its byproducts, describe testing options, discuss an example of CAT for fatigue, and discuss models for long term sustainability of an entity such as PROMIS. Some barriers to success include limitations in the methods themselves, controversies and disagreements across approaches, and end-user reluctance to move away from the familiar. 1 aCella, D1 aGershon, RC1 aLai, J-S1 aChoi, S W uhttp://www.iacat.org/content/future-outcomes-measurement-item-banking-tailored-short-forms-and-computerized-adaptive02744nas 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-patient00473nas a2200097 4500008004100000245006700041210006700108260009700175100001300272856009000285 2007 eng d00aSome thoughts on controlling item exposure in adaptive testing0 aSome thoughts on controlling item exposure in adaptive testing aD. J. Weiss (Ed.), Proceedings of the 2007 GMAC Conference on Computerized Adaptive Testing.1 aLewis, C uhttp://www.iacat.org/content/some-thoughts-controlling-item-exposure-adaptive-testing02042nas 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-care01526nas a2200157 4500008003900000022001400039245011200053210006900165300001400234490000700248520101100255100001601266700001901282700001201301856005501313 2006 d a1745-398400aComparing Methods of Assessing Differential Item Functioning in a Computerized Adaptive Testing Environment0 aComparing Methods of Assessing Differential Item Functioning in  a245–2640 v433 a

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

1 aLei, Pui-Wa1 aChen, Shu-Ying1 aYu, Lan uhttp://dx.doi.org/10.1111/j.1745-3984.2006.00015.x01947nas a2200241 4500008004100000020002200041245011200063210006900175260004100244300001200285490000700297520102300304653003401327653002401361653004701385653002401432653002101456653007001477100001301547700001401560700001001574856012101584 2006 eng d a0022-0655 (Print)00aComparing methods of assessing differential item functioning in a computerized adaptive testing environment0 aComparing methods of assessing differential item functioning in  bBlackwell Publishing: United Kingdom a245-2640 v433 aMantel-Haenszel and SIBTEST, which have known difficulty in detecting non-unidirectional differential item functioning (DIF), have been adapted with some success for computerized adaptive testing (CAT). This study adapts logistic regression (LR) and the item-response-theory-likelihood-ratio test (IRT-LRT), capable of detecting both unidirectional and non-unidirectional DIF, to the CAT environment in which pretest items are assumed to be seeded in CATs but not used for trait estimation. The proposed adaptation methods were evaluated with simulated data under different sample size ratios and impact conditions in terms of Type I error, power, and specificity in identifying the form of DIF. The adapted LR and IRT-LRT procedures are more powerful than the CAT version of SIBTEST for non-unidirectional DIF detection. The good Type I error control provided by IRT-LRT under extremely unequal sample sizes and large impact is encouraging. Implications of these and other findings are discussed. all rights reserved)10acomputerized adaptive testing10aeducational testing10aitem response theory likelihood ratio test10alogistic regression10atrait estimation10aunidirectional & non-unidirectional differential item functioning1 aLei, P-W1 aChen, S-Y1 aYu, L uhttp://www.iacat.org/content/comparing-methods-assessing-differential-item-functioning-computerized-adaptive-testing01330nas a2200169 4500008004100000020002700041245010300068210006900171250001500240300000600255490000600261520073400267100001301001700001401014700001401028856011801042 2006 eng d a1975-5937 (Electronic)00aEstimation of an examinee's ability in the web-based computerized adaptive testing program IRT-CAT0 aEstimation of an examinees ability in the webbased computerized  a2006/01/01 a40 v33 aWe developed a program to estimate an examinee s ability in order to provide freely available access to a web-based computerized adaptive testing (CAT) program. We used PHP and Java Script as the program languages, PostgresSQL as the database management system on an Apache web server and Linux as the operating system. A system which allows for user input and searching within inputted items and creates tests was constructed. We performed an ability estimation on each test based on a Rasch model and 2- or 3-parametric logistic models. Our system provides an algorithm for a web-based CAT, replacing previous personal computer-based ones, and makes it possible to estimate an examinee's ability immediately at the end of test.1 aLee, Y H1 aPark, J H1 aPark, I Y uhttp://www.iacat.org/content/estimation-examinees-ability-web-based-computerized-adaptive-testing-program-irt-cat02398nas 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-research02160nas a2200289 4500008004100000245010000041210006900141260000800210300001200218490000700230520127700237653003401514653002101548653000901569653001201578653002201590653001101612653001101623653000901634653001601643653002901659653001901688100001301707700001501720700001301735856012201748 2006 eng d00aFactor analysis techniques for assessing sufficient unidimensionality of cancer related fatigue0 aFactor analysis techniques for assessing sufficient unidimension cSep a1179-900 v153 aBACKGROUND: Fatigue is the most common unrelieved symptom experienced by people with cancer. The purpose of this study was to examine whether cancer-related fatigue (CRF) can be summarized using a single score, that is, whether CRF is sufficiently unidimensional for measurement approaches that require or assume unidimensionality. We evaluated this question using factor analysis techniques including the theory-driven bi-factor model. METHODS: Five hundred and fifty five cancer patients from the Chicago metropolitan area completed a 72-item fatigue item bank, covering a range of fatigue-related concerns including intensity, frequency and interference with physical, mental, and social activities. Dimensionality was assessed using exploratory and confirmatory factor analysis (CFA) techniques. RESULTS: Exploratory factor analysis (EFA) techniques identified from 1 to 17 factors. The bi-factor model suggested that CRF was sufficiently unidimensional. CONCLUSIONS: CRF can be considered sufficiently unidimensional for applications that require unidimensionality. One such application, item response theory (IRT), will facilitate the development of short-form and computer-adaptive testing. This may further enable practical and accurate clinical assessment of CRF.10a*Factor Analysis, Statistical10a*Quality of Life10aAged10aChicago10aFatigue/*etiology10aFemale10aHumans10aMale10aMiddle Aged10aNeoplasms/*complications10aQuestionnaires1 aLai, J-S1 aCrane, P K1 aCella, D uhttp://www.iacat.org/content/factor-analysis-techniques-assessing-sufficient-unidimensionality-cancer-related-fatigue00471nas a2200133 4500008003900000245008700039210006900126300001200195490000700207100002200214700001500236700002000251856006600271 2006 d00aHow Big Is Big Enough? Sample Size Requirements for CAST Item Parameter Estimation0 aHow Big Is Big Enough Sample Size Requirements for CAST Item Par a241-2550 v191 aChuah, Siang Chee1 aDrasgow, F1 aLuecht, Richard uhttp://www.tandfonline.com/doi/abs/10.1207/s15324818ame1903_502186nas 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-populations02567nas a2200349 4500008004100000020002200041245016600063210006900229250001500298260000800313300001100321490000700332520142900339653002701768653001601795653001501811653001001826653002101836653001401857653005201871653001501923653001101938653001101949653003701960653001801997653001402015100001502029700001002044700001602054700002502070856012202095 2006 eng d a0003-9993 (Print)00aMeasurement precision and efficiency of multidimensional computer adaptive testing of physical functioning using the pediatric evaluation of disability inventory0 aMeasurement precision and efficiency of multidimensional compute a2006/08/29 cSep a1223-90 v873 aOBJECTIVE: To compare the measurement efficiency and precision of a multidimensional computer adaptive testing (M-CAT) application to a unidimensional CAT (U-CAT) comparison using item bank data from 2 of the functional skills scales of the Pediatric Evaluation of Disability Inventory (PEDI). DESIGN: Using existing PEDI mobility and self-care item banks, we compared the stability of item calibrations and model fit between unidimensional and multidimensional Rasch models and compared the efficiency and precision of the U-CAT- and M-CAT-simulated assessments to a random draw of items. SETTING: Pediatric rehabilitation hospital and clinics. PARTICIPANTS: Clinical and normative samples. INTERVENTIONS: Not applicable. MAIN OUTCOME MEASURES: Not applicable. RESULTS: The M-CAT had greater levels of precision and efficiency than the separate mobility and self-care U-CAT versions when using a similar number of items for each PEDI subdomain. Equivalent estimation of mobility and self-care scores can be achieved with a 25% to 40% item reduction with the M-CAT compared with the U-CAT. CONCLUSIONS: M-CAT applications appear to have both precision and efficiency advantages compared with separate U-CAT assessments when content subdomains have a high correlation. Practitioners may also realize interpretive advantages of reporting test score information for each subdomain when separate clinical inferences are desired.10a*Disability Evaluation10a*Pediatrics10aAdolescent10aChild10aChild, Preschool10aComputers10aDisabled Persons/*classification/rehabilitation10aEfficiency10aHumans10aInfant10aOutcome Assessment (Health Care)10aPsychometrics10aSelf Care1 aHaley, S M1 aNi, P1 aLudlow, L H1 aFragala-Pinkham, M A uhttp://www.iacat.org/content/measurement-precision-and-efficiency-multidimensional-computer-adaptive-testing-physical00444nas 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_202219nas a2200241 4500008004100000020004100041245009600082210006900178250001500247260000800262300001100270490000700281520139600288653002701684653003701711653002701748653001101775653002601786100001501812700001901827700001301846856011801859 2005 eng d a0007-1102 (Print)0007-1102 (Linking)00aComputerized adaptive testing: a mixture item selection approach for constrained situations0 aComputerized adaptive testing a mixture item selection approach  a2005/11/19 cNov a239-570 v583 aIn computerized adaptive testing (CAT), traditionally the most discriminating items are selected to provide the maximum information so as to attain the highest efficiency in trait (theta) estimation. The maximum information (MI) approach typically results in unbalanced item exposure and hence high item-overlap rates across examinees. Recently, Yi and Chang (2003) proposed the multiple stratification (MS) method to remedy the shortcomings of MI. In MS, items are first sorted according to content, then difficulty and finally discrimination parameters. As discriminating items are used strategically, MS offers a better utilization of the entire item pool. However, for testing with imposed non-statistical constraints, this new stratification approach may not maintain its high efficiency. Through a series of simulation studies, this research explored the possible benefits of a mixture item selection approach (MS-MI), integrating the MS and MI approaches, in testing with non-statistical constraints. In all simulation conditions, MS consistently outperformed the other two competing approaches in item pool utilization, while the MS-MI and the MI approaches yielded higher measurement efficiency and offered better conformity to the constraints. Furthermore, the MS-MI approach was shown to perform better than MI on all evaluation criteria when control of item exposure was imposed.10a*Computer-Aided Design10a*Educational Measurement/methods10a*Models, Psychological10aHumans10aPsychometrics/methods1 aLeung, C K1 aChang, Hua-Hua1 aHau, K T uhttp://www.iacat.org/content/computerized-adaptive-testing-mixture-item-selection-approach-constrained-situations00685nas a2200121 4500008004100000245017000041210006900211260011000280100001800390700002000408700001600428856011900444 2005 eng d00aComputerizing statewide assessments in Minnesota: A report on the feasibility of converting the Minnesota Comprehensive Assessments to a computerized adaptive format0 aComputerizing statewide assessments in Minnesota A report on the bOffice of Educational Accountability, College of Education and Human Development, University of Minnesota1 aPeterson, K A1 aL., Davison., M1 aHjelseth, L uhttp://www.iacat.org/content/computerizing-statewide-assessments-minnesota-report-feasibility-converting-minnesota00471nas a2200121 4500008004100000245008000041210006900121300001400190490001000204100001400214700001300228856010800241 2005 eng d00aControlling item exposure and test overlap in computerized adaptive testing0 aControlling item exposure and test overlap in computerized adapt a204–2170 v29(2)1 aChen, S Y1 aLei, P W uhttp://www.iacat.org/content/controlling-item-exposure-and-test-overlap-computerized-adaptive-testing-001320nas a2200133 4500008003900000245008000039210006900119300001200188490000700200520089100207100001901098700001601117856005301133 2005 d00aControlling Item Exposure and Test Overlap in Computerized Adaptive Testing0 aControlling Item Exposure and Test Overlap in Computerized Adapt a204-2170 v293 a

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

1 aChen, Shu-Ying1 aLei, Pui-Wa uhttp://apm.sagepub.com/content/29/3/204.abstract01559nas a2200169 4500008004100000245008000041210006900121300001200190490000700202520094200209653002101151653003001172653005401202100001401256700001301270856010601283 2005 eng d00aControlling item exposure and test overlap in computerized adaptive testing0 aControlling item exposure and test overlap in computerized adapt a204-2170 v293 aThis article proposes an item exposure control method, which is the extension of the Sympson and Hetter procedure and can provide item exposure control at both the item and test levels. Item exposure rate and test overlap rate are two indices commonly used to track item exposure in computerized adaptive tests. By considering both indices, item exposure can be monitored at both the item and test levels. To control the item exposure rate and test overlap rate simultaneously, the modified procedure attempted to control not only the maximum value but also the variance of item exposure rates. Results indicated that the item exposure rate and test overlap rate could be controlled simultaneously by implementing the modified procedure. Item exposure control was improved and precision of trait estimation decreased when a prespecified maximum test overlap rate was stringent. (PsycINFO Database Record (c) 2005 APA ) (journal abstract)10aAdaptive Testing10aComputer Assisted Testing10aItem Content (Test) computerized adaptive testing1 aChen, S-Y1 aLei, P-W uhttp://www.iacat.org/content/controlling-item-exposure-and-test-overlap-computerized-adaptive-testing02214nas a2200373 4500008004100000245011500041210006900156300001100225490000700236520104400243653002101287653002001308653001001328653000901338653002801347653001101375653003801386653000901424653001601433653004101449653001801490653003701508653003001545100001401575700001301589700001301602700001501615700001701630700001501647700001901662700001601681700001801697856012501715 2005 eng d00aData pooling and analysis to build a preliminary item bank: an example using bowel function in prostate cancer0 aData pooling and analysis to build a preliminary item bank an ex a142-590 v283 aAssessing bowel function (BF) in prostate cancer can help determine therapeutic trade-offs. We determined the components of BF commonly assessed in prostate cancer studies as an initial step in creating an item bank for clinical and research application. We analyzed six archived data sets representing 4,246 men with prostate cancer. Thirty-one items from validated instruments were available for analysis. Items were classified into domains (diarrhea, rectal urgency, pain, bleeding, bother/distress, and other) then subjected to conventional psychometric and item response theory (IRT) analyses. Items fit the IRT model if the ratio between observed and expected item variance was between 0.60 and 1.40. Four of 31 items had inadequate fit in at least one analysis. Poorly fitting items included bleeding (2), rectal urgency (1), and bother/distress (1). A fifth item assessing hemorrhoids was poorly correlated with other items. Our analyses supported four related components of BF: diarrhea, rectal urgency, pain, and bother/distress.10a*Quality of Life10a*Questionnaires10aAdult10aAged10aData Collection/methods10aHumans10aIntestine, Large/*physiopathology10aMale10aMiddle Aged10aProstatic Neoplasms/*physiopathology10aPsychometrics10aResearch Support, Non-U.S. Gov't10aStatistics, Nonparametric1 aEton, D T1 aLai, J S1 aCella, D1 aReeve, B B1 aTalcott, J A1 aClark, J A1 aMcPherson, C P1 aLitwin, M S1 aMoinpour, C M uhttp://www.iacat.org/content/data-pooling-and-analysis-build-preliminary-item-bank-example-using-bowel-function-prostate02241nas a2200217 4500008004100000020002200041245014200063210006900205260004100274300001200315490000700327520142600334653001401760653003401774653002301808653001601831653002701847100001201874700001701886856012001903 2005 eng d a0022-0655 (Print)00aIncreasing the homogeneity of CAT's item-exposure rates by minimizing or maximizing varied target functions while assembling shadow tests0 aIncreasing the homogeneity of CATs itemexposure rates by minimiz bBlackwell Publishing: United Kingdom a245-2690 v423 aA computerized adaptive testing (CAT) algorithm that has the potential to increase the homogeneity of CATs item-exposure rates without significantly sacrificing the precision of ability estimates was proposed and assessed in the shadow-test (van der Linden & Reese, 1998) CAT context. This CAT algorithm was formed by a combination of maximizing or minimizing varied target functions while assembling shadow tests. There were four target functions to be separately used in the first, second, third, and fourth quarter test of CAT. The elements to be used in the four functions were associated with (a) a random number assigned to each item, (b) the absolute difference between an examinee's current ability estimate and an item difficulty, (c) the absolute difference between an examinee's current ability estimate and an optimum item difficulty, and (d) item information. The results indicated that this combined CAT fully utilized all the items in the pool, reduced the maximum exposure rates, and achieved more homogeneous exposure rates. Moreover, its precision in recovering ability estimates was similar to that of the maximum item-information method. The combined CAT method resulted in the best overall results compared with the other individual CAT item-selection methods. The findings from the combined CAT are encouraging. Future uses are discussed. (PsycINFO Database Record (c) 2007 APA, all rights reserved)10aalgorithm10acomputerized adaptive testing10aitem exposure rate10ashadow test10avaried target function1 aLi, Y H1 aSchafer, W D uhttp://www.iacat.org/content/increasing-homogeneity-cats-item-exposure-rates-minimizing-or-maximizing-varied-target02443nas 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-fatigue01743nas 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-precision10201nas 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-students01434nas a2200133 4500008003900000245010900039210006900148300000900217490000700226520097600233100001601209700002401225856005101249 2005 d00aTrait Parameter Recovery Using Multidimensional Computerized Adaptive Testing in Reading and Mathematics0 aTrait Parameter Recovery Using Multidimensional Computerized Ada a3-250 v293 a

Under a multidimensional item response theory (MIRT) computerized adaptive testing (CAT) testing scenario, a trait estimate (θ) in one dimension will provide clues for subsequently seeking a solution in other dimensions. This feature may enhance the efficiency of MIRT CAT’s item selection and its scoring algorithms compared with its counterpart, the unidimensional CAT (UCAT). The present study used existing Reading and Math test data to generate simulated item parameters. A confirmatory item factor analysis model was applied to the data using NOHARM to produce interpretable MIRT item parameters. Results showed that MIRT CAT, conditional on the constraints, was quite capable of producing accurate estimates on both measures. Compared with UCAT, MIRT CAT slightly increased the accuracy of both trait estimates, especially for the low-level or high-level trait examinees in both measures, and reduced the rate of unused items in the item pool.

1 aLi, Yuan, H1 aSchafer, William, D uhttp://apm.sagepub.com/content/29/1/3.abstract01663nas a2200133 4500008004100000020001400041245010900055210006900164300000900233490000700242520114500249100001201394856012301406 2005 eng d a0146-621600aTrait parameter recovery using multidimensional computerized adaptive testing in reading and mathematics0 aTrait parameter recovery using multidimensional computerized ada a3-250 v293 aUnder a multidimensional item response theory (MIRT) computerized adaptive testing (CAT) testing scenario, a trait estimate (θ) in onedimension will provide clues for subsequentlyseeking a solution in other dimensions. Thisfeature may enhance the efficiency of MIRT CAT’s item selection and its scoring algorithms compared with its counterpart, the unidimensional CAT (UCAT). The present study used existing Reading and Math test data to generate simulated item parameters. A confirmatory item factor analysis model was applied to the data using NOHARM to produce interpretable MIRT item parameters. Results showed that MIRT CAT, conditional on theconstraints, was quite capable of producing accurate estimates on both measures. Compared with UCAT, MIRT CAT slightly increased the accuracy of both trait estimates, especially for the low-level or high-level trait examinees in both measures, and reduced the rate of unused items in the item pool. Index terms: computerized adaptive testing (CAT), item response theory (IRT), dimensionality, 0-1 linear programming, constraints, item exposure, reading assessment, mathematics assessment. 1 aLi, Y H uhttp://www.iacat.org/content/trait-parameter-recovery-using-multidimensional-computerized-adaptive-testing-reading-and03707nas 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-care00451nas a2200121 4500008004100000245006900041210006900110300001200179490001000191100001700201700001900218856009200237 2004 eng d00aAdaptive exploration of user knowledge in computer based testing0 aAdaptive exploration of user knowledge in computer based testing a322-3270 v3 (1)1 aLamboudis, D1 aEconomides, AA uhttp://www.iacat.org/content/adaptive-exploration-user-knowledge-computer-based-testing01341nas a2200145 4500008003900000245008200039210006900121300001200190490000700202520087300209100001601082700001901098700002101117856005701138 2004 d00aAdaptive Testing With Regression Trees in the Presence of Multidimensionality0 aAdaptive Testing With Regression Trees in the Presence of Multid a293-3160 v293 a

It is unrealistic to suppose that standard item response theory (IRT) models will be appropriate for all the new and currently considered computer-based tests. In addition to developing new models, we also need to give attention to the possibility of constructing and analyzing new tests without the aid of strong models. Computerized adaptive testing currently relies heavily on IRT. Alternative, empirically based, nonparametric adaptive testing algorithms exist, but their properties are little known. This article introduces a nonparametric, tree-based algorithm for adaptive testing and shows that it may be superior to conventional, IRT-based adaptive testing in cases where the IRT assumptions are not satisfied. In particular, it shows that the tree-based approach clearly outperformed (one-dimensional) IRT when the pool was strongly two-dimensional.

1 aYan, Duanli1 aLewis, Charles1 aStocking, Martha uhttp://jeb.sagepub.com/cgi/content/abstract/29/3/29302776nas a2200421 4500008004100000020004600041245011200087210006900199250001500268260001000283300000700293490000600300520144100306653002701747653003001774653004701804653001001851653000901861653002201870653002801892653001101920653001101931653002001942653000901962653001601971653001601987653001902003653001602022653003502038653002902073653004002102653003002142100001402172700001702186700001702203700001402220856012002234 2004 eng d a1477-7525 (Electronic)1477-7525 (Linking)00aThe AMC Linear Disability Score project in a population requiring residential care: psychometric properties0 aAMC Linear Disability Score project in a population requiring re a2004/08/05 cAug 3 a420 v23 aBACKGROUND: Currently there is a lot of interest in the flexible framework offered by item banks for measuring patient relevant outcomes, including functional status. However, there are few item banks, which have been developed to quantify functional status, as expressed by the ability to perform activities of daily life. METHOD: This paper examines the psychometric properties of the AMC Linear Disability Score (ALDS) project item bank using an item response theory model and full information factor analysis. Data were collected from 555 respondents on a total of 160 items. RESULTS: Following the analysis, 79 items remained in the item bank. The remaining 81 items were excluded because of: difficulties in presentation (1 item); low levels of variation in response pattern (28 items); significant differences in measurement characteristics for males and females or for respondents under or over 85 years old (26 items); or lack of model fit to the data at item level (26 items). CONCLUSIONS: It is conceivable that the item bank will have different measurement characteristics for other patient or demographic populations. However, these results indicate that the ALDS item bank has sound psychometric properties for respondents in residential care settings and could form a stable base for measuring functional status in a range of situations, including the implementation of computerised adaptive testing of functional status.10a*Disability Evaluation10a*Health Status Indicators10aActivities of Daily Living/*classification10aAdult10aAged10aAged, 80 and over10aData Collection/methods10aFemale10aHumans10aLogistic Models10aMale10aMiddle Aged10aNetherlands10aPilot Projects10aProbability10aPsychometrics/*instrumentation10aQuestionnaires/standards10aResidential Facilities/*utilization10aSeverity of Illness Index1 aHolman, R1 aLindeboom, R1 aVermeulen, M1 aHaan, R J uhttp://www.iacat.org/content/amc-linear-disability-score-project-population-requiring-residential-care-psychometric00379nas a2200097 4500008004100000245003000041210002900071260010500100100001500205856006100220 2004 eng d00aComputer-adaptive testing0 aComputeradaptive testing aB. Everett, and D. Howell (Eds.), Encyclopedia of statistics in behavioral science. New York: Wiley.1 aLuecht, RM uhttp://www.iacat.org/content/computer-adaptive-testing-201302nas a2200133 4500008003900000245008200039210006900121300001200190490000700202520085800209100001901067700002501086856005701111 2004 d00aConstraining Item Exposure in Computerized Adaptive Testing With Shadow Tests0 aConstraining Item Exposure in Computerized Adaptive Testing With a273-2910 v293 a

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

1 aLinden, Wim, J1 aVeldkamp, Bernard, P uhttp://jeb.sagepub.com/cgi/content/abstract/29/3/27300512nas a2200109 4500008004100000245012200041210006900163260001700232100001200249700001700261856012400278 2004 eng d00aThe context effects of multidimensional CAT on the accuracy of multidimensional abilities and the item exposure rates0 acontext effects of multidimensional CAT on the accuracy of multi aSan Diego CA1 aLi, Y H1 aSchafer, W D uhttp://www.iacat.org/content/context-effects-multidimensional-cat-accuracy-multidimensional-abilities-and-item-exposure00546nas 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-testing02472nas a2200193 4500008004100000245010700041210007100148300001200219490000700231520172200238653002101960653003401981653001602015653003002031653002302061653004502084100001502129856013402144 2004 eng d00aÉvaluation et multimédia dans l'apprentissage d'une L2 [Assessment and multimedia in learning an L2]0 aÉvaluation et multimédia dans lapprentissage dune L2 Assessment  a475-4870 v163 aIn the first part of this paper different areas where technology may be used for second language assessment are described. First, item banking operations, which are generally based on item Response Theory but not necessarily restricted to dichotomously scored items, facilitate assessment task organization and require technological support. Second, technology may help to design more authentic assessment tasks or may be needed in some direct testing situations. Third, the assessment environment may be more adapted and more stimulating when technology is used to give the student more control. The second part of the paper presents different functions of assessment. The monitoring function (often called formative assessment) aims at adapting the classroom activities to students and to provide continuous feedback. Technology may be used to train the teachers in monitoring techniques, to organize data or to produce diagnostic information; electronic portfolios or quizzes that are built in some educational software may also be used for monitoring. The placement function is probably the one in which the application of computer adaptive testing procedures (e.g. French CAPT) is the most appropriate. Automatic scoring devices may also be used for placement purposes. Finally the certification function requires more valid and more reliable tools. Technology may be used to enhance the testing situation (to make it more authentic) or to facilitate data processing during the construction of a test. Almond et al. (2002) propose a four component model (Selection, Presentation, Scoring and Response) for designing assessment systems. Each component must be planned taking into account the assessment function. 10aAdaptive Testing10aComputer Assisted Instruction10aEducational10aForeign Language Learning10aProgram Evaluation10aTechnology computerized adaptive testing1 aLaurier, M uhttp://www.iacat.org/content/%C3%A9valuation-et-multim%C3%A9dia-dans-lapprentissage-dune-l2-assessment-and-multimedia-learning-l200709nas a2200157 4500008004100000245013900041210006900180260003200249653003400281653004000315653004100355100001200396700001200408700001200420856011900432 2004 eng d00aAn investigation of two combination procedures of SPRT for three-category classification decisions in computerized classification test0 ainvestigation of two combination procedures of SPRT for threecat aSan Antonio, Texasc04/200410acomputerized adaptive testing10aComputerized classification testing10asequential probability ratio testing1 aJiao, H1 aWang, S1 aLau, CA uhttp://www.iacat.org/content/investigation-two-combination-procedures-sprt-three-category-classification-decisions00613nas a2200121 4500008004100000245012400041210006900165260010500234100001200339700001200351700001100363856011700374 2004 eng d00aAn investigation of two combination procedures of SPRT for three-category decisions in computerized classification test0 ainvestigation of two combination procedures of SPRT for threecat aPaper presented at the annual meeting of the American Educational Research Association, San Diego CA1 aJiao, H1 aWang, S1 aLau, A uhttp://www.iacat.org/content/investigation-two-combination-procedures-sprt-three-category-decisions-computerized00717nas a2200205 4500008004100000020002200041245010800063210006900171260003300240300000900273490000900282100002400291700002300315700002700338700002900365700002100394700002300415700002300438856005000461 2004 eng d a978-3-540-22948-300aA Learning Environment for English for Academic Purposes Based on Adaptive Tests and Task-Based Systems0 aLearning Environment for English for Academic Purposes Based on  bSpringer Berlin / Heidelberg a1-110 v32201 aGonçalves, Jean, P1 aAluisio, Sandra, M1 aOliveira, Leandro, H M1 aOliveira Jr., Osvaldo, N1 aLester, James, C1 aVicari, Rosa Maria1 aParaguaçu, Fábio uhttp://dx.doi.org/10.1007/978-3-540-30139-4_102843nas a2200349 4500008004100000020004600041245011400087210006900201250001500270260001100285300000700296490000600303520169400309653002702003653002002030653002102050653002002071653004702091653003702138653001802175653001102193653001902204653001602223653002002239653003002259100001402289700001402303700001702317700002002334700001402354856012502368 2004 eng d a1477-7525 (Electronic)1477-7525 (Linking)00aPractical methods for dealing with 'not applicable' item responses in the AMC Linear Disability Score project0 aPractical methods for dealing with not applicable item responses a2004/06/18 cJun 16 a290 v23 aBACKGROUND: Whenever questionnaires are used to collect data on constructs, such as functional status or health related quality of life, it is unlikely that all respondents will respond to all items. This paper examines ways of dealing with responses in a 'not applicable' category to items included in the AMC Linear Disability Score (ALDS) project item bank. METHODS: The data examined in this paper come from the responses of 392 respondents to 32 items and form part of the calibration sample for the ALDS item bank. The data are analysed using the one-parameter logistic item response theory model. The four practical strategies for dealing with this type of response are: cold deck imputation; hot deck imputation; treating the missing responses as if these items had never been offered to those individual patients; and using a model which takes account of the 'tendency to respond to items'. RESULTS: The item and respondent population parameter estimates were very similar for the strategies involving hot deck imputation; treating the missing responses as if these items had never been offered to those individual patients; and using a model which takes account of the 'tendency to respond to items'. The estimates obtained using the cold deck imputation method were substantially different. CONCLUSIONS: The cold deck imputation method was not considered suitable for use in the ALDS item bank. The other three methods described can be usefully implemented in the ALDS item bank, depending on the purpose of the data analysis to be carried out. These three methods may be useful for other data sets examining similar constructs, when item response theory based methods are used.10a*Disability Evaluation10a*Health Surveys10a*Logistic Models10a*Questionnaires10aActivities of Daily Living/*classification10aData Interpretation, Statistical10aHealth Status10aHumans10aPilot Projects10aProbability10aQuality of Life10aSeverity of Illness Index1 aHolman, R1 aGlas, C A1 aLindeboom, R1 aZwinderman, A H1 aHaan, R J uhttp://www.iacat.org/content/practical-methods-dealing-not-applicable-item-responses-amc-linear-disability-score-project04032nas 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-instrumental00429nas a2200121 4500008004100000022001400041245006600055210006600121490000600187100001000193700001800203856008600221 2004 eng d a1575-910500aStatistics for detecting disclosed items in a CAT environment0 aStatistics for detecting disclosed items in a CAT environment0 v51 aLu, Y1 aHambleton, RK uhttp://www.iacat.org/content/statistics-detecting-disclosed-items-cat-environment01418nas a2200145 4500008004100000245007600041210006900117260000800186300001200194490000700206520092600213100001401139700001701153856010201170 2004 eng d00aTesting vocabulary knowledge: Size, strength, and computer adaptiveness0 aTesting vocabulary knowledge Size strength and computer adaptive cSep a399-4360 v543 a(from the journal abstract) In this article, we describe the development and trial of a bilingual computerized test of vocabulary size, the number of words the learner knows, and strength, a combination of four aspects of knowledge of meaning that are assumed to constitute a hierarchy of difficulty: passive recognition (easiest), active recognition, passive recall, and active recall (hardest). The participants were 435 learners of English as a second language. We investigated whether the above hierarchy was valid and which strength modality correlated best with classroom language performance. Results showed that the hypothesized hierarchy was present at all word frequency levels, that passive recall was the best predictor of classroom language performance, and that growth in vocabulary knowledge was different for the different strength modalities. (PsycINFO Database Record (c) 2004 APA, all rights reserved).1 aLaufer, B1 aGoldstein, Z uhttp://www.iacat.org/content/testing-vocabulary-knowledge-size-strength-and-computer-adaptiveness00478nas a2200109 4500008004100000245009600041210006900137260001500206100001200221700001700233856011800250 2003 eng d00aAccuracy of reading and mathematics ability estimates under the shadow-test constraint MCAT0 aAccuracy of reading and mathematics ability estimates under the  aChicago IL1 aLi, Y H1 aSchafer, W D uhttp://www.iacat.org/content/accuracy-reading-and-mathematics-ability-estimates-under-shadow-test-constraint-mcat00550nas a2200121 4500008004100000245006500041210006500106260011000171100001700281700001900298700002000317856009100337 2003 eng d00aAdaptive exploration of assessment results under uncertainty0 aAdaptive exploration of assessment results under uncertainty aProceedings 3rd IEEE ternational Conference on Advanced Learning Technologies, ICALT '03, 460-461, 2003.1 aLamboudis, D1 aEconomides, AA1 aPapastergiou, A uhttp://www.iacat.org/content/adaptive-exploration-assessment-results-under-uncertainty00352nas a2200109 4500008004100000245004500041210004100086260001500127100001900142700001400161856006700175 2003 eng d00aThe assembly of multiple form structures0 aassembly of multiple form structures aChicago IL1 aArmstrong, R D1 aLittle, J uhttp://www.iacat.org/content/assembly-multiple-form-structures01923nas a2200241 4500008004100000245009400041210006900135300001200204490000700216520110100223653002101324653001301345653003001358653005701388653000901445653003201454653002601486653002001512100001401532700001301546700001501559856010701574 2003 eng d00aA Bayesian method for the detection of item preknowledge in computerized adaptive testing0 aBayesian method for the detection of item preknowledge in comput a121-1370 v273 aWith the increased use of continuous testing in computerized adaptive testing, new concerns about test security have evolved, such as how to ensure that items in an item pool are safeguarded from theft. In this article, procedures to detect test takers using item preknowledge are explored. When test takers use item preknowledge, their item responses deviate from the underlying item response theory (IRT) model, and estimated abilities may be inflated. This deviation may be detected through the use of person-fit indices. A Bayesian posterior log odds ratio index is proposed for detecting the use of item preknowledge. In this approach to person fit, the estimated probability that each test taker has preknowledge of items is updated after each item response. These probabilities are based on the IRT parameters, a model specifying the probability that each item has been memorized, and the test taker's item responses. Simulations based on an operational computerized adaptive test (CAT) pool are used to demonstrate the use of the odds ratio index. (PsycINFO Database Record (c) 2005 APA )10aAdaptive Testing10aCheating10aComputer Assisted Testing10aIndividual Differences computerized adaptive testing10aItem10aItem Analysis (Statistical)10aMathematical Modeling10aResponse Theory1 aMcLeod, L1 aLewis, C1 aThissen, D uhttp://www.iacat.org/content/bayesian-method-detection-item-preknowledge-computerized-adaptive-testing00525nas a2200145 4500008004100000245008400041210006900125300001200194490000700206100001300213700001400226700001300240700001700253856010900270 2003 eng d00aCan an item response theory-based pain item bank enhance measurement precision?0 aCan an item response theorybased pain item bank enhance measurem aD34-D360 v251 aLai, J-S1 aDineen, K1 aCella, D1 aVon Roenn, J uhttp://www.iacat.org/content/can-item-response-theory-based-pain-item-bank-enhance-measurement-precision00509nas a2200133 4500008004100000245008300041210006900124260001500193100001500208700001900223700001300242700001200255856010800267 2003 eng d00aComputerized adaptive testing: A comparison of three content balancing methods0 aComputerized adaptive testing A comparison of three content bala aChicago IL1 aLeung, C-K1 aChang, Hua-Hua1 aHau, K-T1 aWen, z. uhttp://www.iacat.org/content/computerized-adaptive-testing-comparison-three-content-balancing-methods-001114nas a2200145 4500008004100000245008300041210006900124300000900193490000600202520060700208100001500815700001900830700001300849856010600862 2003 eng d00aComputerized adaptive testing: A comparison of three content balancing methods0 aComputerized adaptive testing A comparison of three content bala a1-150 v23 aContent balancing is often a practical consideration in the design of computerized adaptive testing (CAT). This study compared three content balancing methods, namely, the constrained CAT (CCAT), the modified constrained CAT (MCCAT), and the modified multinomial model (MMM), under various conditions of test length and target maximum exposure rate. Results of a series of simulation studies indicate that there is no systematic effect of content balancing method in measurement efficiency and pool utilization. However, among the three methods, the MMM appears to consistently over-expose fewer items.1 aLeung, C-K1 aChang, Hua-Hua1 aHau, K-T uhttp://www.iacat.org/content/computerized-adaptive-testing-comparison-three-content-balancing-methods00449nas a2200121 4500008004100000245007200041210006900113300001200182490000700194100001500201700001200216856009900228 2003 eng d00aComputerized adaptive testing using the nearest-neighbors criterion0 aComputerized adaptive testing using the nearestneighbors criteri a204-2160 v271 aCheng, P E1 aLiou, M uhttp://www.iacat.org/content/computerized-adaptive-testing-using-nearest-neighbors-criterion-001931nas a2200229 4500008004100000245007200041210006900113300001200182490000700194520116000201653001801361653002101379653003001400653001801430653002501448653002501473653005701498653002201555100001501577700001201592856009701604 2003 eng d00aComputerized adaptive testing using the nearest-neighbors criterion0 aComputerized adaptive testing using the nearestneighbors criteri a204-2160 v273 aItem selection procedures designed for computerized adaptive testing need to accurately estimate every taker's trait level (θ) and, at the same time, effectively use all items in a bank. Empirical studies showed that classical item selection procedures based on maximizing Fisher or other related information yielded highly varied item exposure rates; with these procedures, some items were frequently used whereas others were rarely selected. In the literature, methods have been proposed for controlling exposure rates; they tend to affect the accuracy in θ estimates, however. A modified version of the maximum Fisher information (MFI) criterion, coined the nearest neighbors (NN) criterion, is proposed in this study. The NN procedure improves to a moderate extent the undesirable item exposure rates associated with the MFI criterion and keeps sufficient precision in estimates. The NN criterion will be compared with a few other existing methods in an empirical study using the mean squared errors in θ estimates and plots of item exposure rates associated with different distributions. (PsycINFO Database Record (c) 2005 APA ) (journal abstract)10a(Statistical)10aAdaptive Testing10aComputer Assisted Testing10aItem Analysis10aItem Response Theory10aStatistical Analysis10aStatistical Estimation computerized adaptive testing10aStatistical Tests1 aCheng, P E1 aLiou, M uhttp://www.iacat.org/content/computerized-adaptive-testing-using-nearest-neighbors-criterion01804nas 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-sources00545nas a2200109 4500008004100000245015000041210006900191260001500260100001200275700001700287856013100304 2003 eng d00aThe effect of item selection method on the variability of CAT’s ability estimates when item parameters are contaminated with measurement errors0 aeffect of item selection method on the variability of CAT s abil aChicago IL1 aLi, Y H1 aSchafer, W D uhttp://www.iacat.org/content/effect-item-selection-method-variability-cat%E2%80%99s-ability-estimates-when-item-parameters-are00501nas a2200109 4500008004100000245006800041210006400109260010600173100001200279700001300291856008700304 2003 eng d00aThe effects of model misfit in computerized classification test0 aeffects of model misfit in computerized classification test aPaper presented at the annual meeting of the National Council on Measurement in Education, Chicago IL1 aJiao, H1 aLau, A C uhttp://www.iacat.org/content/effects-model-misfit-computerized-classification-test00408nas a2200109 4500008004100000245006600041210006600107260001500173100001000188700001300198856008700211 2003 eng d00aEvaluating a new approach to detect aberrant responses in CAT0 aEvaluating a new approach to detect aberrant responses in CAT aChicago IL1 aLu, Y1 aRobin, F uhttp://www.iacat.org/content/evaluating-new-approach-detect-aberrant-responses-cat00440nas a2200109 4500008004100000245007800041210006900119260001500188100001300203700001000216856010400226 2003 eng d00aEvaluating computer-based test security by generalized item overlap rates0 aEvaluating computerbased test security by generalized item overl aChicago IL1 aZhang, J1 aLu, T uhttp://www.iacat.org/content/evaluating-computer-based-test-security-generalized-item-overlap-rates00545nas a2200145 4500008004100000245009500041210006900136260001500205100001000220700001600230700001400246700001300260700001500273856011100288 2003 eng d00aEvaluating computerized adaptive testing design for the MCAT with realistic simulated data0 aEvaluating computerized adaptive testing design for the MCAT wit aChicago IL1 aLu, Y1 aPitoniak, M1 aRizavi, S1 aWay, W D1 aSteffan, M uhttp://www.iacat.org/content/evaluating-computerized-adaptive-testing-design-mcat-realistic-simulated-data00382nas a2200097 4500008004100000245006100041210006000102260001500162100001500177856009200192 2003 eng d00aExposure control using adaptive multi-stage item bundles0 aExposure control using adaptive multistage item bundles aChicago IL1 aLuecht, RM uhttp://www.iacat.org/content/exposure-control-using-adaptive-multi-stage-item-bundles-000386nas a2200097 4500008004100000245006100041210006000102260002100162100001500183856009000198 2003 eng d00aExposure control using adaptive multi-stage item bundles0 aExposure control using adaptive multistage item bundles aChicago, IL. USA1 aLuecht, RM uhttp://www.iacat.org/content/exposure-control-using-adaptive-multi-stage-item-bundles00520nas 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-testing00961nas a2200157 4500008004100000245011200041210006900153300001100222490000700233520035900240653003400599100001500633700001900648700001300667856012300680 2003 eng d00aIncorporation of Content Balancing Requirements in Stratification Designs for Computerized Adaptive Testing0 aIncorporation of Content Balancing Requirements in Stratificatio a257-700 v633 aStudied three stratification designs for computerized adaptive testing in conjunction with three well-developed content balancing methods. Simulation study results show substantial differences in item overlap rate and pool utilization among different methods. Recommends an optimal combination of stratification design and content balancing method. (SLD)10acomputerized adaptive testing1 aLeung, C-K1 aChang, Hua-Hua1 aHau, K-T uhttp://www.iacat.org/content/incorporation-content-balancing-requirements-stratification-designs-computerized-adaptive01586nas a2200145 4500008003900000245011200039210006900151300001200220490000700232520109100239100002101330700001901351700001701370856005301387 2003 d00aIncorporation Of Content Balancing Requirements In Stratification Designs For Computerized Adaptive Testing0 aIncorporation Of Content Balancing Requirements In Stratificatio a257-2700 v633 a

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

1 aLeung, Chi-Keung1 aChang, Hua-Hua1 aHau, Kit-Tai uhttp://epm.sagepub.com/content/63/2/257.abstract00537nas a2200109 4500008004100000245014400041210006900185260001500254100001200269700001700281856012900298 2003 eng d00aIncreasing the homogeneity of CAT’s item-exposure rates by minimizing or maximizing varied target functions while assembling shadow tests0 aIncreasing the homogeneity of CAT s itemexposure rates by minimi aChicago IL1 aLi, Y H1 aSchafer, W D uhttp://www.iacat.org/content/increasing-homogeneity-cat%E2%80%99s-item-exposure-rates-minimizing-or-maximizing-varied-target02748nas 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-steps00377nas a2200109 4500008004100000245005500041210005500096260001500151100001000166700001400176856007700190 2003 eng d00aMethods for item set selection in adaptive testing0 aMethods for item set selection in adaptive testing aChicago IL1 aLu, Y1 aRizavi, S uhttp://www.iacat.org/content/methods-item-set-selection-adaptive-testing00489nas a2200109 4500008004100000245009900041210006900140260001600209100001200225700001700237856012500254 2003 eng d00aMultidimensional computerized adaptive testing in recovering reading and mathematics abilities0 aMultidimensional computerized adaptive testing in recovering rea aChicago, IL1 aLi, Y H1 aSchafer, W D uhttp://www.iacat.org/content/multidimensional-computerized-adaptive-testing-recovering-reading-and-mathematics-abilities00455nas 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-designs00511nas a2200109 4500008004100000245012600041210006900167260001900236100001200255700001200267856012200279 2002 eng d00aAccuracy of the ability estimate and the item exposure rate under multidimensional adaptive testing with item constraints0 aAccuracy of the ability estimate and the item exposure rate unde aNew Orleans LA1 aLi, Y H1 aYu, N Y uhttp://www.iacat.org/content/accuracy-ability-estimate-and-item-exposure-rate-under-multidimensional-adaptive-testing00527nas a2200121 4500008004100000245009600041210006900137260004600206100001100252700001300263700001600276856011300292 2002 eng d00aAdaptive testing without IRT in the presence of multidimensionality (Research Report 02-09)0 aAdaptive testing without IRT in the presence of multidimensional aPrinceton NJ: Educational Testing Service1 aYan, D1 aLewis, C1 aStocking, M uhttp://www.iacat.org/content/adaptive-testing-without-irt-presence-multidimensionality-research-report-02-0902859nas a2200265 4500008004100000245006600041210006600107260000800173300000900181490000700190520208800197653002102285653002902306653003002335653001202365653001102377653001302388653003102401653001902432100001302451700001502464700001302479700001502492856008602507 2002 eng d00aAdvances in quality of life measurements in oncology patients0 aAdvances in quality of life measurements in oncology patients cJun a60-80 v293 aAccurate assessment of the quality of life (QOL) of patients can provide important clinical information to physicians, especially in the area of oncology. Changes in QOL are important indicators of the impact of a new cytotoxic therapy, can affect a patient's willingness to continue treatment, and may aid in defining response in the absence of quantifiable endpoints such as tumor regression. Because QOL is becoming an increasingly important aspect in the management of patients with malignant disease, it is vital that the instruments used to measure QOL are reliable and accurate. Assessment of QOL involves a multidimensional approach that includes physical, functional, social, and emotional well-being, and the most comprehensive instruments measure at least three of these domains. Instruments to measure QOL can be generic (eg, the Nottingham Health Profile), targeted toward specific illnesses (eg, Functional Assessment of Cancer Therapy - Lung), or be a combination of generic and targeted. Two of the most widely used examples of the combination, or hybrid, instruments are the European Organization for Research and Treatment of Cancer Quality of Life Questionnaire Core 30 Items and the Functional Assessment of Chronic Illness Therapy. A consequence of the increasing international collaboration in clinical trials has been the growing necessity for instruments that are valid across languages and cultures. To assure the continuing reliability and validity of QOL instruments in this regard, item response theory can be applied. Techniques such as item response theory may be used in the future to construct QOL item banks containing large sets of validated questions that represent various levels of QOL domains. As QOL becomes increasingly important in understanding and approaching the overall management of cancer patients, the tools available to clinicians and researchers to assess QOL will continue to evolve. While the instruments currently available provide reliable and valid measurement, further improvements in precision and application are anticipated.10a*Quality of Life10a*Sickness Impact Profile10aCross-Cultural Comparison10aCulture10aHumans10aLanguage10aNeoplasms/*physiopathology10aQuestionnaires1 aCella, D1 aChang, C-H1 aLai, J S1 aWebster, K uhttp://www.iacat.org/content/advances-quality-life-measurements-oncology-patients00536nas a2200121 4500008004100000245011500041210006900156260001900225100001500244700001900259700001300278856012300291 2002 eng d00aComparing three item selection approaches for computerized adaptive testing with content balancing requirement0 aComparing three item selection approaches for computerized adapt aNew Orleans LA1 aLeung, C-K1 aChang, Hua-Hua1 aHau, K-T uhttp://www.iacat.org/content/comparing-three-item-selection-approaches-computerized-adaptive-testing-content-balancing00441nas a2200109 4500008004100000245007500041210006900116260001900185100001500204700001300219856009900232 2002 eng d00aA comparison of computer mastery models when pool characteristics vary0 acomparison of computer mastery models when pool characteristics  aNew Orleans LA1 aSmith, R L1 aLewis, C uhttp://www.iacat.org/content/comparison-computer-mastery-models-when-pool-characteristics-vary00689nas a2200145 4500008004100000245003400041210003400075300001100109490000700120520029200127653003400419100001200453700001500465856006300480 2002 eng d00aComputerised adaptive testing0 aComputerised adaptive testing a619-220 v333 aConsiders the potential of computer adaptive testing (CAT). Discusses the use of CAT instead of traditional paper and pencil tests, identifies decisions that impact the efficacy of CAT, and concludes that CAT is beneficial when used to its full potential on certain types of tests. (LRW)10acomputerized adaptive testing1 aLatu, E1 aChapman, E uhttp://www.iacat.org/content/computerised-adaptive-testing00481nas 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-language00572nas a2200145 4500008004100000245011700041210006900158300000800227490001000235100001500245700001500260700001300275700001300288856012500301 2002 eng d00aFeasibility and acceptability of computerized adaptive testing (CAT) for fatigue monitoring in clinical practice0 aFeasibility and acceptability of computerized adaptive testing C a1340 v11(7)1 aDavis, K M1 aChang, C-H1 aLai, J-S1 aCella, D uhttp://www.iacat.org/content/feasibility-and-acceptability-computerized-adaptive-testing-cat-fatigue-monitoring-clinical00694nas 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-98-12-000554nas a2200133 4500008004100000245012100041210006900162300001200231490000700243100001500250700001900265700001300284856012300297 2002 eng d00aItem selection in computerized adaptive testing: Improving the a-stratified design with the Sympson-Hetter algorithm0 aItem selection in computerized adaptive testing Improving the as a376-3920 v261 aLeung, C-K1 aChang, Hua-Hua1 aHau, K-T uhttp://www.iacat.org/content/item-selection-computerized-adaptive-testing-improving-stratified-design-sympson-hetter-000578nas a2200145 4500008004100000020001400041245012100055210006900176300001200245490000700257100001500264700001900279700001300298856012100311 2002 eng d a0146-621600aItem selection in computerized adaptive testing: Improving the a-stratified design with the Sympson-Hetter algorithm0 aItem selection in computerized adaptive testing Improving the as a376-3920 v261 aLeung, C K1 aChang, Hua-Hua1 aHau, K T uhttp://www.iacat.org/content/item-selection-computerized-adaptive-testing-improving-stratified-design-sympson-hetter00302nas a2200097 4500008004100000245003200041210003000073260003000103100001200133856005900145 2002 eng d00aMIRTCAT [computer software]0 aMIRTCAT computer software aUpper Marlboro MD: Author1 aLi, Y H uhttp://www.iacat.org/content/mirtcat-computer-software00504nas a2200121 4500008004100000245009700041210006900138260001900207100001100226700001000237700001300247856012200260 2002 eng d00aStatistical indexes for monitoring item behavior under computer adaptive testing environment0 aStatistical indexes for monitoring item behavior under computer  aNew Orleans LA1 aZhu, R1 aYu, F1 aLiu, S M uhttp://www.iacat.org/content/statistical-indexes-monitoring-item-behavior-under-computer-adaptive-testing-environment00562nas a2200121 4500008004100000245009500041210006900136260008200205100001300287700001200300700001300312856011500325 2002 eng d00aA strategy for controlling item exposure in multidimensional computerized adaptive testing0 astrategy for controlling item exposure in multidimensional compu aAvailable from http://www3. tat.sinica.edu.tw/library/c_tec_rep/c-2002-11.pdf1 aLee, Y H1 aIp, E H1 aFuh, C D uhttp://www.iacat.org/content/strategy-controlling-item-exposure-multidimensional-computerized-adaptive-testing00537nas a2200109 4500008004100000245005100041210005000092260017700142100001500319700001700334856007600351 2002 eng d00aTest models for complex computer-based testing0 aTest models for complex computerbased testing aC. N. Mille,. M. T. Potenza, J. J. Fremer, and W. C. Ward (Eds.). Computer-based testing: Building the foundation for future assessments (pp. 67-88). Hillsdale NJ: Erlbaum.1 aLuecht, RM1 aClauser, B E uhttp://www.iacat.org/content/test-models-complex-computer-based-testing00432nas 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-examination01699nas a2200229 4500008004100000245007800041210006900119300001200188490000700200520094500207653002501152653005101177653003001228653001801258653001101276653002701287653001101314100001701325700001101342700001801353856009801371 2001 eng d00aComputerized adaptive testing with the generalized graded unfolding model0 aComputerized adaptive testing with the generalized graded unfold a177-1960 v253 aExamined the use of the generalized graded unfolding model (GGUM) in computerized adaptive testing. The objective was to minimize the number of items required to produce equiprecise estimates of person locations. Simulations based on real data about college student attitudes toward abortion and on data generated to fit the GGUM were used. It was found that as few as 7 or 8 items were needed to produce accurate and precise person estimates using an expected a posteriori procedure. The number items in the item bank (20, 40, or 60 items) and their distribution on the continuum (uniform locations or item clusters in moderately extreme locations) had only small effects on the accuracy and precision of the estimates. These results suggest that adaptive testing with the GGUM is a good method for achieving estimates with an approximately uniform level of precision using a small number of items. (PsycINFO Database Record (c) 2005 APA )10aAttitude Measurement10aCollege Students computerized adaptive testing10aComputer Assisted Testing10aItem Response10aModels10aStatistical Estimation10aTheory1 aRoberts, J S1 aLin, Y1 aLaughlin, J E uhttp://www.iacat.org/content/computerized-adaptive-testing-generalized-graded-unfolding-model00552nas a2200157 4500008004100000245008100041210006900122300001200191490000700203100002000210700001600230700001600246700001700262700001400279856010100293 2001 eng d00aDevelopment of an adaptive multimedia program to collect patient health data0 aDevelopment of an adaptive multimedia program to collect patient a320-3240 v211 aSutherland, L A1 aCampbell, M1 aOrnstein, K1 aWildemuth, B1 aLobach, D uhttp://www.iacat.org/content/development-adaptive-multimedia-program-collect-patient-health-data00531nas a2200121 4500008004100000245011100041210006900152260001500221100001500236700001900251700001300270856012600283 2001 eng d00aAn examination of item selection rules by stratified CAT designs integrated with content balancing methods0 aexamination of item selection rules by stratified CAT designs in aSeattle WA1 aLeung, C-K1 aChang, Hua-Hua1 aHau, K-T uhttp://www.iacat.org/content/examination-item-selection-rules-stratified-cat-designs-integrated-content-balancing-methods00426nas a2200121 4500008004100000245006500041210006500106260001500171100001100186700001100197700001100208856008500219 2001 eng d00aImpact of item location effects on ability estimation in CAT0 aImpact of item location effects on ability estimation in CAT aSeattle WA1 aLiu, M1 aZhu, R1 aGuo, F uhttp://www.iacat.org/content/impact-item-location-effects-ability-estimation-cat00494nas a2200121 4500008004100000245008700041210006900128260001500197100001600212700001900228700001300247856011200260 2001 eng d00aIntegrating stratification and information approaches for multiple constrained CAT0 aIntegrating stratification and information approaches for multip aSeattle WA1 aLeung, C -I1 aChang, Hua-Hua1 aHau, K-T uhttp://www.iacat.org/content/integrating-stratification-and-information-approaches-multiple-constrained-cat00898nas a2200121 4500008004100000245007300041210006900114490001100183520045200194100001500646700001900661856009600680 2001 eng d00aPolytomous modeling of cognitive errors in computer adaptive testing0 aPolytomous modeling of cognitive errors in computer adaptive tes0 v2 (4).3 aUsed Monte Carlo simulation to compare the relative measurement efficiency of polytomous modeling and dichotomous modeling under different scoring schemes and termination criteria. Results suggest that polytomous computerized adaptive testing (CAT) yields marginal gains over dichotomous CAT when termination criteria are more stringent. Discusses conditions under which polytomous CAT cannot prevent the nonuniform gain in test information. (SLD)1 aWang, L -S1 aLi., Chun-Shan uhttp://www.iacat.org/content/polytomous-modeling-cognitive-errors-computer-adaptive-testing00470nas a2200109 4500008004100000245004100041210004000082260013400122100001500256700001900271856007000290 2000 eng d00aComputer-adaptive sequential testing0 aComputeradaptive sequential testing aW. J. van der Linden (Ed.), Computerized Adaptive Testing: Theory and Practice (pp. 289-209). Dordrecht, The Netherlands: Kluwer.1 aLuecht, RM1 aNungester, R J uhttp://www.iacat.org/content/computer-adaptive-sequential-testing00544nas a2200157 4500008004100000245006500041210006300106260002700169490000700196653003400203100001700237700001200254700001200266700001700278856009100295 2000 eng d00aComputer-adaptive testing: A methodology whose time has come0 aComputeradaptive testing A methodology whose time has come aChicago, IL. USAbMESA0 v6910acomputerized adaptive testing1 aLinacre, J M1 aKang, U1 aJean, E1 aLinacre, J M uhttp://www.iacat.org/content/computer-adaptive-testing-methodology-whose-time-has-come00490nas a2200097 4500008004100000245008700041210006900128260006600197100001700263856011200280 2000 eng d00aComputer-adaptive testing: A methodology whose time has come. MESA Memorandum No 90 aComputeradaptive testing A methodology whose time has come MESA  aChicago : MESA psychometric laboratory, Unversity of Chicago.1 aLinacre, J M uhttp://www.iacat.org/content/computer-adaptive-testing-methodology-whose-time-has-come-mesa-memorandum-no-900484nas a2200133 4500008004100000245007600041210006900117300001100186490000700197100001500204700001600219700001700235856009800252 2000 eng d00aComputerized adaptive administration of the self-evaluation examination0 aComputerized adaptive administration of the selfevaluation exami a226-310 v681 aLaVelle, T1 aZaglaniczny1 aSpitzer, L E uhttp://www.iacat.org/content/computerized-adaptive-administration-self-evaluation-examination00473nas a2200121 4500008004100000245007400041210006900115260002000184100001500204700001900219700001300238856010000251 2000 eng d00aContent balancing in stratified computerized adaptive testing designs0 aContent balancing in stratified computerized adaptive testing de aNew Orleans, LA1 aLeung, C-K1 aChang, Hua-Hua1 aHau, K-T uhttp://www.iacat.org/content/content-balancing-stratified-computerized-adaptive-testing-designs00548nas a2200109 4500008004100000245013300041210006900174260004400243100001400287700001500301856012200316 2000 eng d00aEffects of item-selection criteria on classification testing with the sequential probability ratio test (Research Report 2000-8)0 aEffects of itemselection criteria on classification testing with aIowa City, IA: American College Testing1 aLin, C -J1 aSpray, J A uhttp://www.iacat.org/content/effects-item-selection-criteria-classification-testing-sequential-probability-ratio-test00571nas a2200133 4500008004100000245012200041210006900163260003100232100001600263700001600279700001400295700001500309856011300324 2000 eng d00aEstimating Item Parameters from Classical Indices for Item Pool Development with a Computerized Classification Test. 0 aEstimating Item Parameters from Classical Indices for Item Pool  aIowa City, IowabACT, Inc.1 aHuang, C -Y1 aKalohn, J C1 aLin, C -J1 aSpray, J A uhttp://www.iacat.org/content/estimating-item-parameters-classical-indices-item-pool-development-computerized00589nas a2200133 4500008004100000245014500041210006900186260002600255100001600281700001600297700001400313700001300327856011500340 2000 eng d00aEstimating item parameters from classical indices for item pool development with a computerized classification test (Research Report 2000-4)0 aEstimating item parameters from classical indices for item pool  aIowa City IA: ACT Inc1 aHuang, C -Y1 aKalohn, J C1 aLin, C -J1 aSpray, J uhttp://www.iacat.org/content/estimating-item-parameters-classical-indices-item-pool-development-computerized-100587nas a2200133 4500008004100000245014200041210006900183260002700252100001600279700001600295700001400311700001300325856011500338 2000 eng d00aEstimating item parameters from classical indices for item pool development with a computerized classification test (ACT Research 2000-4)0 aEstimating item parameters from classical indices for item pool  aIowa City IA, ACT, Inc1 aChang, C -Y1 aKalohn, J C1 aLin, C -J1 aSpray, J uhttp://www.iacat.org/content/estimating-item-parameters-classical-indices-item-pool-development-computerized-001432nas a2200193 4500008004100000245006300041210006300104300001200167490000700179520079500186653001800981653002100999653003001020653001801050653005701068100001501125700001201140856008601152 2000 eng d00aEstimation of trait level in computerized adaptive testing0 aEstimation of trait level in computerized adaptive testing a257-2650 v243 aNotes that in computerized adaptive testing (CAT), a examinee's trait level (θ) must be estimated with reasonable accuracy based on a small number of item responses. A successful implementation of CAT depends on (1) the accuracy of statistical methods used for estimating θ and (2) the efficiency of the item-selection criterion. Methods of estimating θ suitable for CAT are reviewed, and the differences between Fisher and Kullback-Leibler information criteria for selecting items are discussed. The accuracy of different CAT algorithms was examined in an empirical study. The results show that correcting θ estimates for bias was necessary at earlier stages of CAT, but most CAT algorithms performed equally well for tests of 10 or more items. (PsycINFO Database Record (c) 2005 APA )10a(Statistical)10aAdaptive Testing10aComputer Assisted Testing10aItem Analysis10aStatistical Estimation computerized adaptive testing1 aCheng, P E1 aLiou, M uhttp://www.iacat.org/content/estimation-trait-level-computerized-adaptive-testing01222nas a2200145 4500008004100000245009700041210006900138300001200207490000600219520069600225100001500921700001400936700001400950856011200964 2000 eng d00aThe impact of receiving the same items on consecutive computer adaptive test administrations0 aimpact of receiving the same items on consecutive computer adapt a131-1510 v13 aAddresses item exposure in a Computerized Adaptive Test (CAT) when the item selection algorithm is permitted to present examinees with questions that they have already been asked in a previous test administration. The data were from a national certification exam in medical technology. The responses of 178 repeat examinees were compared. The results indicate that the combined use of an adaptive algorithm to select items and latent trait theory to estimate person ability provides substantial protection from score contamination. The implications for constraints that prohibit examinees from seeing an item twice are discussed. (PsycINFO Database Record (c) 2002 APA, all rights reserved).1 aO'Neill, T1 aLunz, M E1 aThiede, K uhttp://www.iacat.org/content/impact-receiving-same-items-consecutive-computer-adaptive-test-administrations00507nas a2200097 4500008004100000245014000041210006900181260002000250100001500270856012400285 2000 eng d00aImplementing the computer-adaptive sequential testing (CAST) framework to mass produce high quality computer-adaptive and mastery tests0 aImplementing the computeradaptive sequential testing CAST framew aNew Orleans, LA1 aLuecht, RM uhttp://www.iacat.org/content/implementing-computer-adaptive-sequential-testing-cast-framework-mass-produce-high-quality00503nas a2200109 4500008004100000245005600041210005600097260013700153100001800290700001300308856007200321 2000 eng d00aMethods of controlling the exposure of items in CAT0 aMethods of controlling the exposure of items in CAT aW. J. van der Linden and C. A. W. Glas (eds.), Computerized adaptive testing: Theory and practice (pp. 163-182). Norwell MA: Kluwer.1 aStocking, M L1 aLewis, C uhttp://www.iacat.org/content/methods-controlling-exposure-items-cat00467nas a2200109 4500008004100000245009400041210006900135260001600204100001100220700001200231856011400243 2000 eng d00aA new item selection procedure for mixed item type in computerized classification testing0 anew item selection procedure for mixed item type in computerized aNew Orleans1 aLau, C1 aWang, T uhttp://www.iacat.org/content/new-item-selection-procedure-mixed-item-type-computerized-classification-testing00496nas a2200121 4500008004100000245008600041210006900127260002100196100001500217700001900232700001300251856011000264 2000 eng d00aSolving complex constraints in a-stratified computerized adaptive testing designs0 aSolving complex constraints in astratified computerized adaptive aNew Orleans, USA1 aLeung, C-K1 aChang, Hua-Hua1 aHau, K-T uhttp://www.iacat.org/content/solving-complex-constraints-stratified-computerized-adaptive-testing-designs01276nas 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-licensure00488nas a2200109 4500008004100000245009200041210006900133260003800202100001200240700001200252856011400264 1999 eng d00aComputerized classification testing under practical constraints with a polytomous model0 aComputerized classification testing under practical constraints  aMontreal, Quebec, Canadac04/19991 aLau, CA1 aWang, T uhttp://www.iacat.org/content/computerized-classification-testing-under-practical-constraints-polytomous-model00461nas a2200109 4500008004100000245009200041210006900133260001300202100000800215700001200223856011600235 1999 eng d00aComputerized classification testing under practical constraints with a polytomous model0 aComputerized classification testing under practical constraints  aMontreal1 aLau1 aWang, T uhttp://www.iacat.org/content/computerized-classification-testing-under-practical-constraints-polytomous-model-000399nas a2200121 4500008004100000245005500041210005500096300001200151490000700163100001700170700001300187856007700200 1999 eng d00aDetecting item memorization in the CAT environment0 aDetecting item memorization in the CAT environment a147-1600 v231 aMcLeod L. D.1 aLewis, C uhttp://www.iacat.org/content/detecting-item-memorization-cat-environment00385nas a2200109 4500008004100000245006400041210006000105300001200165490000700177100001500184856007600199 1999 eng d00aThe development of an adaptive test for placement in french0 adevelopment of an adaptive test for placement in french a122-1350 v101 aLaurier, M uhttp://www.iacat.org/content/development-adaptive-test-placement-french00446nas a2200121 4500008004100000245006400041210006100105260002100166100001500187700001900202700001300221856009000234 1999 eng d00aAn enhanced stratified computerized adaptive testing design0 aenhanced stratified computerized adaptive testing design aMontreal, Canada1 aLeung, C-K1 aChang, Hua-Hua1 aHau, K-T uhttp://www.iacat.org/content/enhanced-stratified-computerized-adaptive-testing-design00434nas a2200097 4500008004100000245008600041210006900127100001600196700001500212856010900227 1999 eng d00aFormula score and direct optimization algorithms in CAT ASVAB on-line calibration0 aFormula score and direct optimization algorithms in CAT ASVAB on1 aLevine, M V1 aKrass, I A uhttp://www.iacat.org/content/formula-score-and-direct-optimization-algorithms-cat-asvab-line-calibration00386nas a2200109 4500008004100000245005600041210005600097260002100153100001100174700001500185856007600200 1999 eng d00aImpact of flawed items on ability estimation in CAT0 aImpact of flawed items on ability estimation in CAT aMontreal, Canada1 aLiu, M1 aSteffen, M uhttp://www.iacat.org/content/impact-flawed-items-ability-estimation-cat01885nas a2200145 4500008004100000020001100041245008200052210006900134260005300203520133100256100001501587700001801602700001601620856010301636 1999 eng d aSeries00aIncorporating content constraints into a multi-stage adaptive testlet design.0 aIncorporating content constraints into a multistage adaptive tes aPrinceton, NJ. USAbLaw School Admission Council3 aMost large-scale testing programs facing computerized adaptive testing (CAT) must face the challenge of maintaining extensive content requirements, but content constraints in computerized adaptive testing (CAT) can compromise the precision and efficiency that could be achieved by a pure maximum information adaptive testing algorithm. This simulation study first evaluated whether realistic content constraints could be met by carefully assembling testlets and appropriately selecting testlets for each test taker that, when combined, would meet the content requirements of the test and would be adapted to the test takers ability level. The second focus of the study was to compare the precision of the content-balanced testlet design with that achieved by the current paper-and-pencil version of the test through data simulation. The results reveal that constraints to control for item exposure, testlet overlap, and efficient pool utilization need to be incorporated into the testlet assembly algorithm. More refinement of the statistical constraints for testlet assembly is also necessary. However, even for this preliminary attempt at assembling content-balanced testlets, the two-stage computerized test simulated with these testlets performed quite well. (Contains 5 figures, 5 tables, and 12 references.) (Author/SLD)1 aReese, L M1 aSchnipke, D L1 aLuebke, S W uhttp://www.iacat.org/content/incorporating-content-constraints-multi-stage-adaptive-testlet-design00540nas a2200121 4500008004100000245012100041210006900162260001700231100001500248700001900263700001300282856012300295 1999 eng d00aItem selection in computerized adaptive testing: improving the a-stratified design with the Sympson-Hetter algorithm0 aItem selection in computerized adaptive testing improving the as aMontreal, CA1 aLeung, C-K1 aChang, Hua-Hua1 aHau, K-T uhttp://www.iacat.org/content/item-selection-computerized-adaptive-testing-improving-stratified-design-sympson-hetter-100467nas a2200133 4500008004100000245007000041210006900111300001200180490000700192100001200199700001600211700001600227856009000243 1999 eng d00aReducing bias in CAT trait estimation: A comparison of approaches0 aReducing bias in CAT trait estimation A comparison of approaches a263-2780 v231 aWang, T1 aHanson, B H1 aLau, C -M H uhttp://www.iacat.org/content/reducing-bias-cat-trait-estimation-comparison-approaches00488nas a2200121 4500008004100000245008200041210006900123260002100192100001700213700001900230700001500249856010200264 1999 eng d00aStudy of methods to detect aberrant response patterns in computerized testing0 aStudy of methods to detect aberrant response patterns in compute aMontreal, Canada1 aIwamoto, C K1 aNungester, R J1 aLuecht, RM uhttp://www.iacat.org/content/study-methods-detect-aberrant-response-patterns-computerized-testing00537nas a2200097 4500008004100000245006100041210006100102260016700163100001500330856009400345 1999 eng d00aTesting adaptatif et évaluation des processus cognitifs0 aTesting adaptatif et évaluation des processus cognitifs aC. Depover and B. Noël (Éds) : L’évaluation des compétences et des processus cognitifs - Modèles, pratiques et contextes. Bruxelles : De Boeck Université.1 aLaurier, M uhttp://www.iacat.org/content/testing-adaptatif-et-%C3%A9valuation-des-processus-cognitifs01910nas a2200229 4500008004100000245008600041210006900127300001000196490000700206520111400213653003201327653003701359653001001396653003401406653003001440653002901470653003201499100001601531700001801547700001301565856010201578 1999 eng d00aThe use of Rasch analysis to produce scale-free measurement of functional ability0 ause of Rasch analysis to produce scalefree measurement of functi a83-900 v533 aInnovative applications of Rasch analysis can lead to solutions for traditional measurement problems and can produce new assessment applications in occupational therapy and health care practice. First, Rasch analysis is a mechanism that translates scores across similar functional ability assessments, thus enabling the comparison of functional ability outcomes measured by different instruments. This will allow for the meaningful tracking of functional ability outcomes across the continuum of care. Second, once the item-difficulty order of an instrument or item bank is established by Rasch analysis, computerized adaptive testing can be used to target items to the patient's ability level, reducing assessment length by as much as one half. More importantly, Rasch analysis can provide the foundation for "equiprecise" measurement or the potential to have precise measurement across all levels of functional ability. The use of Rasch analysis to create scale-free measurement of functional ability demonstrates how this methodlogy can be used in practical applications of clinical and outcome assessment.10a*Activities of Daily Living10aDisabled Persons/*classification10aHuman10aOccupational Therapy/*methods10aPredictive Value of Tests10aQuestionnaires/standards10aSensitivity and Specificity1 aVelozo, C A1 aKielhofner, G1 aLai, J-S uhttp://www.iacat.org/content/use-rasch-analysis-produce-scale-free-measurement-functional-ability00348nas a2200121 4500008004100000245003300041210003300074260001700107100001100124700001300135700001600148856006200164 1998 eng d00aAdaptive testing without IRT0 aAdaptive testing without IRT aSan Diego CA1 aYan, D1 aLewis, C1 aStocking, M uhttp://www.iacat.org/content/adaptive-testing-without-irt00412nas a2200109 4500008004100000245006700041210006500108260001700173100001600190700001300206856008300219 1998 eng d00aA Bayesian approach to detection of item preknowledge in a CAT0 aBayesian approach to detection of item preknowledge in a CAT aSan Diego CA1 aMcLeod, L D1 aLewis, C uhttp://www.iacat.org/content/bayesian-approach-detection-item-preknowledge-cat00336nas a2200097 4500008004100000245003300041210003100074260005800105100001500163856006000178 1998 eng d00aCASTISEL [Computer software]0 aCASTISEL Computer software aPhiladelphia, PA: National Board of Medical Examiners1 aLuecht, RM uhttp://www.iacat.org/content/castisel-computer-software00729nas 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-test00496nas a2200109 4500008004100000245012000041210006900161260001400230100001200244700001200256856011800268 1998 eng d00aComparing and combining dichotomous and polytomous items with SPRT procedure in computerized classification testing0 aComparing and combining dichotomous and polytomous items with SP aSan Diego1 aLau, CA1 aWang, T uhttp://www.iacat.org/content/comparing-and-combining-dichotomous-and-polytomous-items-sprt-procedure-computerized00413nas a2200109 4500008004100000245006600041210006500107300001300172490000800185100001500193856009500208 1998 eng d00aComputer-assisted test assembly using optimization heuristics0 aComputerassisted test assembly using optimization heuristics a224-236.0 v22 1 aLuecht, RM uhttp://www.iacat.org/content/computer-assisted-test-assembly-using-optimization-heuristics01273nas a2200133 4500008004100000245008600041210006900127300001000196490000700206520078600213100001800999700001301017856010901030 1998 eng d00aControlling item exposure conditional on ability in computerized adaptive testing0 aControlling item exposure conditional on ability in computerized a57-750 v233 aThe interest in the application of large-scale adaptive testing for secure tests has served to focus attention on issues that arise when theoretical advances are made operational. One such issue is that of ensuring item and pool security in the continuous testing environment made possible by the computerized admin-istration of a test, as opposed to the more periodic testing environment typically used for linear paper-and-pencil tests. This article presents a new method of controlling the exposure rate of items conditional on ability level in this continuous testing environment. The properties of such conditional control on the exposure rates of items, when used in conjunction with a particular adaptive testing algorithm, are explored through studies with simulated data. 1 aStocking, M L1 aLewis, C uhttp://www.iacat.org/content/controlling-item-exposure-conditional-ability-computerized-adaptive-testing00493nas a2200109 4500008004100000245007700041210006900118260006500187100001600252700001400268856010100282 1998 eng d00aDevelopment and evaluation of online calibration procedures (TCN 96-216)0 aDevelopment and evaluation of online calibration procedures TCN  aChampaign IL: Algorithm Design and Measurement Services, Inc1 aLevine, M L1 aWilliams. uhttp://www.iacat.org/content/development-and-evaluation-online-calibration-procedures-tcn-96-21600465nas a2200121 4500008004100000245007700041210006900118260001400187100001200201700001100213700001600224856010300240 1998 eng d00aEssentially unbiased Bayesian estimates in computerized adaptive testing0 aEssentially unbiased Bayesian estimates in computerized adaptive aSan Diego1 aWang, T1 aLau, C1 aHanson, B A uhttp://www.iacat.org/content/essentially-unbiased-bayesian-estimates-computerized-adaptive-testing00435nas a2200109 4500008004100000245008200041210006900123260001500192100001500207700001100222856009200233 1998 eng d00aEvaluation of methods for the use of underutilized items in a CAT environment0 aEvaluation of methods for the use of underutilized items in a CA aUrbana, IL1 aSteffen, M1 aLiu, M uhttp://www.iacat.org/content/evaluation-methods-use-underutilized-items-cat-environment00417nas a2200109 4500008004100000245006800041210006800109260001400177100001300191700001300204856009000217 1998 eng d00aExpected losses for individuals in Computerized Mastery Testing0 aExpected losses for individuals in Computerized Mastery Testing aSan Diego1 aSmith, R1 aLewis, C uhttp://www.iacat.org/content/expected-losses-individuals-computerized-mastery-testing00453nas a2200097 4500008004100000245009700041210006900138260001800207100001500225856011500240 1998 eng d00aA framework for exploring and controlling risks associated with test item exposure over time0 aframework for exploring and controlling risks associated with te aSan Diego, CA1 aLuecht, RM uhttp://www.iacat.org/content/framework-exploring-and-controlling-risks-associated-test-item-exposure-over-time00408nas a2200109 4500008004100000245006800041210006400109260001500173100001100188700001500199856008400214 1998 eng d00aThe impact of scoring flawed items on ability estimation in CAT0 aimpact of scoring flawed items on ability estimation in CAT aUrbana, IL1 aLiu, M1 aSteffen, M uhttp://www.iacat.org/content/impact-scoring-flawed-items-ability-estimation-cat01240nas a2200157 4500008004100000245006600041210006600107300001000173490000600183520071600189653003400905100001500939700001700954700001900971856009200990 1998 eng d00aMaintaining content validity in computerized adaptive testing0 aMaintaining content validity in computerized adaptive testing a29-410 v33 aThe authors empirically demonstrate some of the trade-offs which can occur when content balancing is imposed in computerized adaptive testing (CAT) forms or conversely, when it is ignored. The authors contend that the content validity of a CAT form can actually change across a score scale when content balancing is ignored. However they caution that, efficiency and score precision can be severely reduced by over specifying content restrictions in a CAT form. The results from 2 simulation studies are presented as a means of highlighting some of the trade-offs that could occur between content and statistical considerations in CAT form assembly. (PsycINFO Database Record (c) 2003 APA, all rights reserved).10acomputerized adaptive testing1 aLuecht, RM1 aChamplain, A1 aNungester, R J uhttp://www.iacat.org/content/maintaining-content-validity-computerized-adaptive-testing00459nas a2200109 4500008004100000245009100041210006900132260001500201100001600216700001300232856010400245 1998 eng d00aA new approach for the detection of item preknowledge in computerized adaptive testing0 anew approach for the detection of item preknowledge in computeri aUrbana, IL1 aMcLeod, L D1 aLewis, C uhttp://www.iacat.org/content/new-approach-detection-item-preknowledge-computerized-adaptive-testing00411nas a2200109 4500008004100000245006300041210006300104260001800167100001400185700001500199856008700214 1998 eng d00aPatterns of item exposure using a randomized CAT algorithm0 aPatterns of item exposure using a randomized CAT algorithm aSan Diego, CA1 aLunz, M E1 aStahl, J A uhttp://www.iacat.org/content/patterns-item-exposure-using-randomized-cat-algorithm00455nas a2200121 4500008004100000245007200041210006900113300001200182490000700194100001500201700001900216856009800235 1998 eng d00aSome practical examples of computerized adaptive sequential testing0 aSome practical examples of computerized adaptive sequential test a229-2490 v351 aLuecht, RM1 aNungester, R J uhttp://www.iacat.org/content/some-practical-examples-computerized-adaptive-sequential-testing00557nas a2200145 4500008004100000245010200041210006900143300001000212490000700222100001600229700001600245700001400261700001400275856012200289 1998 eng d00aTesting word knowledge by telephone to estimate general cognitive aptitude using an adaptive test0 aTesting word knowledge by telephone to estimate general cognitiv a91-980 v261 aLegree, P J1 aFischl, M A1 aGade, P A1 aWilson, M uhttp://www.iacat.org/content/testing-word-knowledge-telephone-estimate-general-cognitive-aptitude-using-adaptive-test00402nas a2200109 4500008004100000245006200041210006200103260001500165100001400180700001500194856008300209 1997 eng d00aComputer assembly of tests so that content reigns supreme0 aComputer assembly of tests so that content reigns supreme aChicago IL1 aCase, S M1 aLuecht, RM uhttp://www.iacat.org/content/computer-assembly-tests-so-content-reigns-supreme00468nas 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-000536nas a2200121 4500008004100000245009400041210006900135260004600204100001500250700001800265700001600283856011500299 1997 eng d00aIncorporating content constraints into a multi-stage adaptive testlet design: LSAC report0 aIncorporating content constraints into a multistage adaptive tes aNewtown, PA: Law School Admission Council1 aReese, L M1 aSchnipke, D L1 aLuebke, S W uhttp://www.iacat.org/content/incorporating-content-constraints-multi-stage-adaptive-testlet-design-lsac-report00426nas a2200109 4500008004100000245007200041210006900113260001200182100001300194700001300207856009600220 1997 eng d00aIncorporating decision consistency into Bayesian sequential testing0 aIncorporating decision consistency into Bayesian sequential test aChicago1 aSmith, R1 aLewis, C uhttp://www.iacat.org/content/incorporating-decision-consistency-bayesian-sequential-testing00542nas a2200109 4500008004100000245011600041210006900157260004600226100001600272700001800288856012600306 1997 eng d00aLinking scores for computer-adaptive and paper-and-pencil administrations of the SAT (Research Report No 97-12)0 aLinking scores for computeradaptive and paperandpencil administr aPrinceton NJ: Educational Testing Service1 aLawrence, I1 aFeigenbaum, M uhttp://www.iacat.org/content/linking-scores-computer-adaptive-and-paper-and-pencil-administrations-sat-research-report-no00412nas a2200121 4500008004100000245005400041210005400095260001500149100001600164700001600180700001800196856007600214 1997 eng d00aMaintaining a CAT item pool with operational data0 aMaintaining a CAT item pool with operational data aChicago IL1 aLevine, M L1 aSegall, D O1 aWilliams, B A uhttp://www.iacat.org/content/maintaining-cat-item-pool-operational-data00393nas a2200109 4500008004100000245005700041210005700098260001500155100001500170700001900185856007900204 1997 eng d00aOverview of the USMLE Step 2 computerized field test0 aOverview of the USMLE Step 2 computerized field test aChicago IL1 aLuecht, RM1 aNungester, R J uhttp://www.iacat.org/content/overview-usmle-step-2-computerized-field-test00459nas a2200109 4500008004100000245008700041210006900128260001500197100001400212700001500226856010800241 1997 eng d00aPsychometric mode effects and fit issues with respect to item difficulty estimates0 aPsychometric mode effects and fit issues with respect to item di aChicago IL1 aHadidi, A1 aLuecht, RM uhttp://www.iacat.org/content/psychometric-mode-effects-and-fit-issues-respect-item-difficulty-estimates00607nas a2200145 4500008004100000245012900041210006900170260001500239100002000254700002000274700001400294700001500308700001700323856012100340 1997 eng d00aRelationship of response latency to test design, examinee ability, and item difficulty in computer-based test administration0 aRelationship of response latency to test design examinee ability aChicago IL1 aSwanson, D., B.1 aFeatherman, C M1 aCase, A M1 aLuecht, RM1 aNungester, R uhttp://www.iacat.org/content/relationship-response-latency-test-design-examinee-ability-and-item-difficulty-computer00608nas a2200133 4500008004100000245014700041210006900188260002600257100001500283700002200298700001600320700001200336856012600348 1997 eng d00aUnidimensional approximations for a computerized adaptive test when the item pool and latent space are multidimensional (Research Report 97-5)0 aUnidimensional approximations for a computerized adaptive test w aIowa City IA: ACT Inc1 aSpray, J A1 aAbdel-Fattah, A A1 aHuang, C -Y1 aLau, CA uhttp://www.iacat.org/content/unidimensional-approximations-computerized-adaptive-test-when-item-pool-and-latent-space-are00717nas a2200121 4500008004100000245008100041210006900122260025000191100001700441700001800458700001600476856010300492 1996 eng d00aAdaptive assessment and training using the neighbourhood of knowledge states0 aAdaptive assessment and training using the neighbourhood of know aFrasson, C. and Gauthier, G. and Lesgold, A. (eds.) Intelligent Tutoring Systems, Third International Conference, ITS'96, Montral, Canada, June 1996 Proceedings. Lecture Notes in Computer Science 1086. Berlin Heidelberg: Springer-Verlag 578-587.1 aDowling, C E1 aHockemeyer, C1 aLudwig, A H uhttp://www.iacat.org/content/adaptive-assessment-and-training-using-neighbourhood-knowledge-states00482nas a2200121 4500008004100000245007900041210006900120260002300189100002200212700001200234700001500246856009900261 1996 eng d00aEffect of altering passing score in CAT when unidimensionality is violated0 aEffect of altering passing score in CAT when unidimensionality i aNew York NYcApril1 aAbdel-Fattah, A A1 aLau, CA1 aSpray, J A uhttp://www.iacat.org/content/effect-altering-passing-score-cat-when-unidimensionality-violated00472nas a2200121 4500008004100000245007500041210006900116260001600185100001500201700001400216700001900230856010100249 1996 eng d00aHeuristic-based CAT: Balancing item information, content, and exposure0 aHeuristicbased CAT Balancing item information content and exposu aNew York NY1 aLuecht, RM1 aHadadi, A1 aNungester, R J uhttp://www.iacat.org/content/heuristic-based-cat-balancing-item-information-content-and-exposure00473nas a2200121 4500008004100000245007400041210006900115260001600184100001500200700001400215700001900229856010300248 1996 eng d00aHeuristic-based CAT: Balancing item information, content and exposure0 aHeuristicbased CAT Balancing item information content and exposu aNew York NY1 aLuecht, RM1 aHadadi, A1 aNungester, R J uhttp://www.iacat.org/content/heuristic-based-cat-balancing-item-information-content-and-exposure-000474nas a2200121 4500008004100000245007600041210006900117260001600186100001500202700001900217700001400236856010200250 1996 eng d00aHeuristics based CAT: Balancing item information, content, and exposure0 aHeuristics based CAT Balancing item information content and expo aNew York NY1 aLuecht, RM1 aNungester, R J1 aHadadi, A uhttp://www.iacat.org/content/heuristics-based-cat-balancing-item-information-content-and-exposure00465nas a2200121 4500008004100000245008000041210006900121260001300190100001300203700001200216700001300228856010200241 1996 eng d00aModifying the NCLEXTM CAT item selection algorithm to improve item exposure0 aModifying the NCLEXTM CAT item selection algorithm to improve it aNew York1 aWay, W D1 aZara, A1 aLeahy, J uhttp://www.iacat.org/content/modifying-nclextm-cat-item-selection-algorithm-improve-item-exposure01610nas a2200133 4500008004100000245009100041210006900132300001200201490000700213520109200220653003401312100001501346856011501361 1996 eng d00aMultidimensional computerized adaptive testing in a certification or licensure context0 aMultidimensional computerized adaptive testing in a certificatio a389-4040 v203 a(from the journal abstract) Multidimensional item response theory (MIRT) computerized adaptive testing, building on a recent work by D. O. Segall (1996), is applied in a licensing/certification context. An example of a medical licensure test is used to demonstrate situations in which complex, integrated content must be balanced at the total test level for validity reasons, but items assigned to reportable subscore categories may be used under a MIRT adaptive paradigm to improve the reliability of the subscores. A heuristic optimization framework is outlined that generalizes to both univariate and multivariate statistical objective functions, with additional systems of constraints included to manage the content balancing or other test specifications on adaptively constructed test forms. Simulation results suggested that a multivariate treatment of the problem, although complicating somewhat the objective function used and the estimation of traits, nonetheless produces advantages from a psychometric perspective. (PsycINFO Database Record (c) 2003 APA, all rights reserved).10acomputerized adaptive testing1 aLuecht, RM uhttp://www.iacat.org/content/multidimensional-computerized-adaptive-testing-certification-or-licensure-context00466nas a2200109 4500008004500000245009100045210006900136300001200205490000700217100001500224856011700239 1996 Engldsh 00aMultidimensional Computerized Adaptive Testing in a Certification or Licensure Context0 aMultidimensional Computerized Adaptive Testing in a Certificatio a389-4040 v201 aLuecht, RM uhttp://www.iacat.org/content/multidimensional-computerized-adaptive-testing-certification-or-licensure-context-000399nas a2200109 4500008004100000245006100041210006000102260001600162100001500178700001300193856008300206 1996 eng d00aPerson-fit indices and their role in the CAT environment0 aPersonfit indices and their role in the CAT environment aNew York NY1 aDavid, L A1 aLewis, C uhttp://www.iacat.org/content/person-fit-indices-and-their-role-cat-environment00399nas a2200109 4500008004100000245006100041210006000102260001300162100001600175700001300191856008500204 1996 eng d00aPerson-fit indices and their role in the CAT environment0 aPersonfit indices and their role in the CAT environment aNew York1 aMcLeod, L D1 aLewis, C uhttp://www.iacat.org/content/person-fit-indices-and-their-role-cat-environment-000522nam a2200097 4500008003900000245010900039210006900148260007200217100001200289856012300301 1996 d00aRobustness of a unidimensional computerized testing mastery procedure with multidimensional testing data0 aRobustness of a unidimensional computerized testing mastery proc aUnpublished doctoral dissertation, University of Iowa, Iowa City IA1 aLau, CA uhttp://www.iacat.org/content/robustness-unidimensional-computerized-testing-mastery-procedure-multidimensional-testing00509nas a2200109 4500008004100000245012400041210006900165260001300234100001300247700001300260856012600273 1996 eng d00aA search procedure to determine sets of decision points when using testlet-based Bayesian sequential testing procedures0 asearch procedure to determine sets of decision points when using aNew York1 aSmith, R1 aLewis, C uhttp://www.iacat.org/content/search-procedure-determine-sets-decision-points-when-using-testlet-based-bayesian-sequential00512nas a2200109 4500008004100000245009000041210006900131260005400200100001500254700001900269856011400288 1996 eng d00aSome practical examples of computerized adaptive sequential testing (Internal Report)0 aSome practical examples of computerized adaptive sequential test aPhiladelphia: National Board of Medical Examiners1 aLuecht, RM1 aNungester, R J uhttp://www.iacat.org/content/some-practical-examples-computerized-adaptive-sequential-testing-internal-report00432nas a2200121 4500008004100000245006500041210006500106260001400171100001300185700001200198700001300210856008700223 1996 eng d00aStrategies for managing item pools to maximize item security0 aStrategies for managing item pools to maximize item security aSan Diego1 aWay, W D1 aZara, A1 aLeahy, J uhttp://www.iacat.org/content/strategies-managing-item-pools-maximize-item-security00515nas a2200121 4500008004100000245010200041210006900143260001400212100001200226700002200238700001500260856011800275 1996 eng d00aUsing unidimensional IRT models for dichotomous classification via CAT with multidimensional data0 aUsing unidimensional IRT models for dichotomous classification v aBoston MA1 aLau, CA1 aAbdel-Fattah, A A1 aSpray, J A uhttp://www.iacat.org/content/using-unidimensional-irt-models-dichotomous-classification-cat-multidimensional-data00523nas a2200121 4500008004100000245012100041210006900162300001200231490000600243100001400249700001700263856012100280 1996 eng d00aValidity of item selection: A comparison of automated computerized adaptive and manual paper and pencil examinations0 aValidity of item selection A comparison of automated computerize a152-1570 v81 aLunz, M E1 aDeville, C W uhttp://www.iacat.org/content/validity-item-selection-comparison-automated-computerized-adaptive-and-manual-paper-and00421nas a2200109 4500008004100000245006700041210006500108260002100173100001500194700001300209856008900222 1995 eng d00aA Bayesian computerized mastery model with multiple cut scores0 aBayesian computerized mastery model with multiple cut scores aSan Francisco CA1 aSmith, R L1 aLewis, C uhttp://www.iacat.org/content/bayesian-computerized-mastery-model-multiple-cut-scores00542nas a2200121 4500008004100000245011400041210006900155260002100224100001500245700001800260700001800278856012400296 1995 eng d00aA comparison of classification agreement between adaptive and full-length test under the 1-PL and 2-PL models0 acomparison of classification agreement between adaptive and full aSan Francisco CA1 aLewis, M J1 aSubhiyah, R G1 aMorrison, C A uhttp://www.iacat.org/content/comparison-classification-agreement-between-adaptive-and-full-length-test-under-1-pl-and-200533nas a2200121 4500008004100000245011800041210006900159260001800228100001300246700001300259700001500272856012400287 1995 eng d00aA comparison of two IRT-based models for computerized mastery testing when item parameter estimates are uncertain0 acomparison of two IRTbased models for computerized mastery testi aSan Francisco1 aWay, W D1 aLewis, C1 aSmith, R L uhttp://www.iacat.org/content/comparison-two-irt-based-models-computerized-mastery-testing-when-item-parameter-estimates00452nas a2200145 4500008004100000245005700041210005500098300001400153490000700167100001200174700001400186700001300200700001300213856008000226 1995 eng d00aComputer-adaptive testing: A new breed of assessment0 aComputeradaptive testing A new breed of assessment a1326-13270 v951 aRuiz, B1 aFitz, P A1 aLewis, C1 aReidy, C uhttp://www.iacat.org/content/computer-adaptive-testing-new-breed-assessment00454nas a2200145 4500008004100000245005700041210005500098300001400153490000700167100001200174700001400186700001300200700001300213856008200226 1995 eng d00aComputer-adaptive testing: A new breed of assessment0 aComputeradaptive testing A new breed of assessment a1326-13270 v951 aRuiz, B1 aFitz, P A1 aLewis, C1 aReidy, C uhttp://www.iacat.org/content/computer-adaptive-testing-new-breed-assessment-000432nas a2200109 4500008004100000245007800041210006900119300000800188490000600196100001700202856010300219 1995 eng d00aComputer-adaptive testing: CAT: A Bayesian maximum-falsification approach0 aComputeradaptive testing CAT A Bayesian maximumfalsification app a4120 v91 aLinacre, J M uhttp://www.iacat.org/content/computer-adaptive-testing-cat-bayesian-maximum-falsification-approach01388nas 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-patterns00533nas a2200109 4500008004100000245011000041210006900151260004700220100001800267700001300285856012500298 1995 eng d00aControlling item exposure conditional on ability in computerized adaptive testing (Research Report 95-25)0 aControlling item exposure conditional on ability in computerized aPrinceton NJ: Educational Testing Service.1 aStocking, M L1 aLewis, C uhttp://www.iacat.org/content/controlling-item-exposure-conditional-ability-computerized-adaptive-testing-research-report00517nas a2200109 4500008004100000245011800041210006900159260001900228100002200247700001600269856012200285 1995 eng d00aThe effect of model misspecification on classification decisions made using a computerized test: UIRT versus MIRT0 aeffect of model misspecification on classification decisions mad aMinneapolis MN1 aAbdel-Fattah, A A1 aLau, C -M A uhttp://www.iacat.org/content/effect-model-misspecification-classification-decisions-made-using-computerized-test-uirt00500nas 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-studies00449nas a2200097 4500008004100000245004400041210004400085260013900129100001700268856006600285 1995 eng d00aIndividualized testing in the classroom0 aIndividualized testing in the classroom aAnderson, L.W. (Ed.), International Encyclopedia of Teaching and Teacher Education. Oxford, New York, Tokyo: Elsevier Science 295-299.1 aLinacre, J M uhttp://www.iacat.org/content/individualized-testing-classroom00522nas a2200109 4500008004100000245010300041210006900144260004600213100001800259700001300277856012200290 1995 eng d00aA new method of controlling item exposure in computerized adaptive testing (Research Report 95-25)0 anew method of controlling item exposure in computerized adaptive aPrinceton NJ: Educational Testing Service1 aStocking, M L1 aLewis, C uhttp://www.iacat.org/content/new-method-controlling-item-exposure-computerized-adaptive-testing-research-report-95-2500443nas a2200097 4500008004100000245006900041210006700110260005700177100001500234856009600249 1995 eng d00aSome alternative CAT item selection heuristics (Internal report)0 aSome alternative CAT item selection heuristics Internal report aPhiladelphia PA: National Board of Medical Examiners1 aLuecht, RM uhttp://www.iacat.org/content/some-alternative-cat-item-selection-heuristics-internal-report00368nas 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-100523nas a2200121 4500008004100000245008900041210006900130260004600199100001000245700001300255700001700268856011600285 1994 eng d00aComputerized mastery testing using fuzzy set decision theory (Research Report 94-37)0 aComputerized mastery testing using fuzzy set decision theory Res aPrinceton NJ: Educational Testing Service1 aDu, Y1 aLewis, C1 aPashley, P J uhttp://www.iacat.org/content/computerized-mastery-testing-using-fuzzy-set-decision-theory-research-report-94-3700477nas a2200121 4500008004100000245009200041210006900133300001200202490000600214100001500220700001400235856010600249 1994 eng d00aThe effect of review on the psychometric characteristics of computerized adaptive tests0 aeffect of review on the psychometric characteristics of computer a211-2220 v71 aStone, G E1 aLunz, M E uhttp://www.iacat.org/content/effect-review-psychometric-characteristics-computerized-adaptive-tests-000478nas a2200121 4500008004100000245009200041210006900133300001200202490000900214100001400223700001500237856010400252 1994 eng d00aThe effect of review on the psychometric characteristics of computerized adaptive tests0 aeffect of review on the psychometric characteristics of computer a211-2220 v7(3)1 aLunz, M E1 aStone, G E uhttp://www.iacat.org/content/effect-review-psychometric-characteristics-computerized-adaptive-tests01351nas a2200133 4500008004100000245009100041210006900132300001200201490000600213520086600219100001501085700001401100856010301114 1994 eng d00aThe effect of review on the psychometric characterstics of computerized adaptive tests0 aeffect of review on the psychometric characterstics of computeri a211-2220 v73 aExplored the effect of reviewing items and altering responses on examinee ability estimates, test precision, test information, decision confidence, and pass/fail status for computerized adaptive tests. Two different populations of examinees took different computerized certification examinations. For purposes of analysis, each population was divided into 3 ability groups (high, medium, and low). Ability measures before and after review were highly correlated, but slightly lower decision confidence was found after review. Pass/fail status was most affected for examinees with estimates close to the pass point. Decisions remained the same for 94% of the examinees. Test precision is only slightly affected by review, and the average information loss can be recovered by the addition of one item. (PsycINFO Database Record (c) 2002 APA, all rights reserved).1 aStone, G E1 aLunz, M E uhttp://www.iacat.org/content/effect-review-psychometric-characterstics-computerized-adaptive-tests00490nas 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-administration00430nas a2200097 4500008004100000245008400041210006900125260001800194100001500212856010500227 1994 eng d00aA few more issues to consider in multidimensional computerized adaptive testing0 afew more issues to consider in multidimensional computerized ada aSan Francisco1 aLuecht, RM uhttp://www.iacat.org/content/few-more-issues-consider-multidimensional-computerized-adaptive-testing00508nas a2200109 4500008004100000245012100041210006900162260001900231100001500250700001400265856011900279 1994 eng d00aItem calibration considerations: A comparison of item calibrations on written and computerized adaptive examinations0 aItem calibration considerations A comparison of item calibration aNew Orleans LA1 aStone, G E1 aLunz, M E uhttp://www.iacat.org/content/item-calibration-considerations-comparison-item-calibrations-written-and-computerized00497nas a2200133 4500008003900000245007500039210006900114260002000183100001600203700000900219700001300228700001800241856010400259 1994 d00aPinpointing PRAXIS I CAT characteristics through simulation procedures0 aPinpointing PRAXIS I CAT characteristics through simulation proc aNew Orleans, LA1 aEignor, D R1 aFolk1 aLi, M -Y1 aStocking, M L uhttp://www.iacat.org/content/pinpointing-praxis-i-cat-characteristics-through-simulation-procedures00443nas 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-tests00733nas a2200241 4500008004100000020002200041245005700063210005600120250001500176260000800191300001100199490000700210653003500217653002400252653002900276653001900305653001100324653002700335653001800362100001800380700001500398856007800413 1993 eng d a0276-5284 (Print)00aComputerized adaptive testing: the future is upon us0 aComputerized adaptive testing the future is upon us a1993/09/01 cSep a378-850 v1410a*Computer-Assisted Instruction10a*Education, Nursing10a*Educational Measurement10a*Reaction Time10aHumans10aPharmacology/education10aPsychometrics1 aHalkitis, P N1 aLeahy, J M uhttp://www.iacat.org/content/computerized-adaptive-testing-future-upon-us00457nas a2200133 4500008004100000245006500041210006500106300001200171490000600183100001000189700001300199700001700212856009400229 1993 eng d00aComputerized mastery testing using fuzzy set decision theory0 aComputerized mastery testing using fuzzy set decision theory a181-1930 v61 aDu, Y1 aLewis, C1 aPashley, P J uhttp://www.iacat.org/content/computerized-mastery-testing-using-fuzzy-set-decision-theory00485nas a2200097 4500008004100000245004300041210004300084260017300127100001500300856007200315 1993 eng d00aLes tests adaptatifs en langue seconde0 aLes tests adaptatifs en langue seconde aCommunication lors de la 16e session d’étude de l’ADMÉÉ à Laval. Montréal: Association pour le développement de la mesure et de l’évaluation en éducation.1 aLaurier, M uhttp://www.iacat.org/content/les-tests-adaptatifs-en-langue-seconde00487nas 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-tests00478nas a2200097 4500008004100000245007100041210006900112260008600181100001500267856009800282 1993 eng d00aUn test adaptatif en langue seconde : la perception des apprenants0 aUn test adaptatif en langue seconde la perception des apprenants aR.Hivon (Éd.),L’évaluation des apprentissages. Sherbrooke : Éditions du CRP.1 aLaurier, M uhttp://www.iacat.org/content/un-test-adaptatif-en-langue-seconde-la-perception-des-apprenants01220nas 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-testing00482nas a2200133 4500008004100000245008200041210006900123300001200192490000700204100001100211700001400222700001300236856009900249 1992 eng d00aA comparison of the performance of simulated hierarchical and linear testlets0 acomparison of the performance of simulated hierarchical and line a243-2510 v291 aWainer1 aKaplan, B1 aLewis, C uhttp://www.iacat.org/content/comparison-performance-simulated-hierarchical-and-linear-testlets00399nas 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-groups00421nas a2200121 4500008004500000245006100045210006100106300001000167490000700177100001500184700001300199856008700212 1992 Engldsh 00aComputerized Mastery Testing With Nonequivalent Testlets0 aComputerized Mastery Testing With Nonequivalent Testlets a65-760 v161 aSheehan, K1 aLewis, C uhttp://www.iacat.org/content/computerized-mastery-testing-nonequivalent-testlets-000412nas a2200121 4500008004100000245006100041210006100102300001000163490000700173100001200180700001300192856008500205 1992 eng d00aComputerized mastery testing with nonequivalent testlets0 aComputerized mastery testing with nonequivalent testlets a65-760 v161 aSheehan1 aLewis, C uhttp://www.iacat.org/content/computerized-mastery-testing-nonequivalent-testlets01198nas 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-examinations00522nas 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-001335nas 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-tests00481nas a2200121 4500008004100000245008900041210006900130300001000199490000700209100001500216700001600231856011200247 1992 eng d00aItem selection using an average growth approximation of target information functions0 aItem selection using an average growth approximation of target i a41-510 v161 aLuecht, RM1 aHirsch, T M uhttp://www.iacat.org/content/item-selection-using-average-growth-approximation-target-information-functions00510nas a2200109 4500008004100000245008000041210006900121260007600190100001800266700001200284856010400296 1992 eng d00aThe Language Training Division's computer adaptive reading proficiency test0 aLanguage Training Divisions computer adaptive reading proficienc aProvo, UT: Language Training Division, Office of Training and Education1 aJanczewski, D1 aLowe, P uhttp://www.iacat.org/content/language-training-divisions-computer-adaptive-reading-proficiency-test00297nas a2200085 4500008004100000245004200041210004200083100001500125856007100140 1992 eng d00aMultidimensional CAT simulation study0 aMultidimensional CAT simulation study1 aLuecht, RM uhttp://www.iacat.org/content/multidimensional-cat-simulation-study00515nas 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-structures00465nas 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-200501nas a2200109 4500008004100000245009900041210006900140260003300209100001500242700001800257856011600275 1991 eng d00aConstruction and validation of the SON-R 5-17, the Snijders-Oomen non-verbal intelligence test0 aConstruction and validation of the SONR 517 the SnijdersOomen no aGroningen: Wolters-Noordhoff1 aLaros, J A1 aTellegen, P J uhttp://www.iacat.org/content/construction-and-validation-son-r-5-17-snijders-oomen-non-verbal-intelligence-test00490nas a2200109 4500008004100000245010800041210006900149260001500218100001300233700001500246856011900261 1991 eng d00aDevelopment and evaluation of hierarchical testlets in two-stage tests using integer linear programming0 aDevelopment and evaluation of hierarchical testlets in twostage  aChicago IL1 aLam, T L1 aGoong, Y Y uhttp://www.iacat.org/content/development-and-evaluation-hierarchical-testlets-two-stage-tests-using-integer-linear00522nas a2200121 4500008004100000245007700041210006900118260007500187100001100262700001400273700001300287856010000300 1991 eng d00aSome empirical guidelines for building testlets (Technical Report 91-56)0 aSome empirical guidelines for building testlets Technical Report aPrinceton NJ: Educational Testing Service, Program Statistics Research1 aWainer1 aKaplan, B1 aLewis, C uhttp://www.iacat.org/content/some-empirical-guidelines-building-testlets-technical-report-91-5601606nas a2200121 4500008004100000245010800041210006900149260003700218520108800255100001501343700001301358856011301371 1991 eng d00aThe use of the graded response model in computerized adaptive testing of the attitudes to science scale0 ause of the graded response model in computerized adaptive testin aChicago, IL USAcApril 3-7, 19913 aThe graded response model for two-stage testing was applied to an attitudes toward science scale using real-data simulation. The 48-item scale was administered to 920 students at a grade-8 equivalent in Singapore. A two-stage 16-item computerized adaptive test was developed. In two-stage testing an initial, or routing, test is followed by a second-stage testlet of greater or lesser difficulty based on performance. A conventional test of the same length as the adaptive two-stage test was selected from the 48-item pool. Responses to the conventional test, the routing test, and a testlet were simulated. The algorithm of E. Balas (1965) and the multidimensional knapsack problem of optimization theory were used in test development. The simulation showed the efficiency and accuracy of the two-stage test with the graded response model in estimating attitude trait levels, as evidenced by better results from the two-stage test than its conventional counterpart and the reduction to one-third of the length of the original measure. Six tables and three graphs are included. (SLD)1 aFoong, Y-Y1 aLam, T-L uhttp://www.iacat.org/content/use-graded-response-model-computerized-adaptive-testing-attitudes-science-scale00555nas 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-scoring00462nas a2200109 4500008004100000245005400041210005400095260009400149100001500243700001600258856007800274 1990 eng d00aGenerative adaptive testing with digit span items0 aGenerative adaptive testing with digit span items aSan Diego, CA: Testing Systems Department, Navy Personnel Research and Development Center1 aWolfe, J H1 aLarson, G E uhttp://www.iacat.org/content/generative-adaptive-testing-digit-span-items00470nas 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-tests00346nas a2200121 4500008004100000245004000041210004000081300000900121490000700130100001100137700001300148856006300161 1990 eng d00aToward a psychometrics for testlets0 aToward a psychometrics for testlets a1-140 v271 aWainer1 aLewis, C uhttp://www.iacat.org/content/toward-psychometrics-testlets00455nas a2200121 4500008004500000245007300045210006900118300001200187490000700199100001300206700001500219856009900234 1990 Engldsh 00aUsing Bayesian Decision Theory to Design a Computerized Mastery Test0 aUsing Bayesian Decision Theory to Design a Computerized Mastery  a367-3860 v141 aLewis, C1 aSheehan, K uhttp://www.iacat.org/content/using-bayesian-decision-theory-design-computerized-mastery-test-100446nas a2200121 4500008004100000245007300041210006900114300001200183490000700195100001000202700001500212856009700227 1990 eng d00aUsing Bayesian decision theory to design a computerized mastery test0 aUsing Bayesian decision theory to design a computerized mastery  a367-3860 v141 aLewis1 aSheehan, K uhttp://www.iacat.org/content/using-bayesian-decision-theory-design-computerized-mastery-test00389nas a2200085 4500008004100000245007800041210006900119100001500188856010000203 1990 eng d00aWhat can we do with computerized adaptive testing and what we cannot do? 0 aWhat can we do with computerized adaptive testing and what we ca1 aLaurier, M uhttp://www.iacat.org/content/what-can-we-do-computerized-adaptive-testing-and-what-we-cannot-do00464nas a2200121 4500008004100000245007400041210006900115490001900184100001500203700001400218700001400232856009600246 1989 eng d00aEXSPRT: An expert systems approach to computer-based adaptive testing0 aEXSPRT An expert systems approach to computerbased adaptive test0 vSan Francisco.1 aFrick, T W1 aPlew, G T1 aLuk, H -K uhttp://www.iacat.org/content/exsprt-expert-systems-approach-computer-based-adaptive-testing00471nas 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-groups00494nas a2200097 4500008004100000245009800041210006900139260002800208100005100236856010900287 1988 eng d00aComputerized adaptive testing: The state of the art in assessment at three community colleges0 aComputerized adaptive testing The state of the art in assessment aLaguna Hills CA: Author1 aLeague-for-Innovation-in-the-Community-College uhttp://www.iacat.org/content/computerized-adaptive-testing-state-art-assessment-three-community-colleges00337nas a2200121 4500008004100000245003300041210003300074300001200107490000600119100001300125700001500138856006200153 1988 eng d00aComputerized mastery testing0 aComputerized mastery testing a283-2860 v21 aLewis, C1 aSheehan, K uhttp://www.iacat.org/content/computerized-mastery-testing00399nas a2200097 4500008004100000245006800041210006500109260001900174100001700193856009100210 1988 eng d00aSimple and effective algorithms [for] computer-adaptive testing0 aSimple and effective algorithms for computeradaptive testing aNew Orleans LA1 aLinacre, J M uhttp://www.iacat.org/content/simple-and-effective-algorithms-computer-adaptive-testing00468nas a2200097 4500008004100000245008500041210006900126260005500195100001700250856010300267 1987 eng d00aA computer program for adaptive testing by microcomputer (MESA Memorandum No 40)0 acomputer program for adaptive testing by microcomputer MESA Memo aChicago: University of Chicago. (ERIC ED 280 895.)1 aLinacre, J M uhttp://www.iacat.org/content/computer-program-adaptive-testing-microcomputer-mesa-memorandum-no-4000469nas a2200097 4500008004100000245006900041210006800110260008200178100001600260856009500276 1987 eng d00aComputerized adaptive language testing: A Spanish placement exam0 aComputerized adaptive language testing A Spanish placement exam aIn Language Testing Research Selected Papers from the Colloquium, Monterey CA1 aLarson, J W uhttp://www.iacat.org/content/computerized-adaptive-language-testing-spanish-placement-exam00513nas 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-clast00433nas a2200109 4500008004100000245008100041210006900122300001200191490000700203100001300210856010000223 1986 eng d00aThe effects of computer experience on computerized adaptive test performance0 aeffects of computer experience on computerized adaptive test per a727-7330 v461 aLee, J A uhttp://www.iacat.org/content/effects-computer-experience-computerized-adaptive-test-performance00521nas a2200121 4500008004100000245011900041210006900160300001200229490000700241100001500248700001600263856012000279 1985 eng d00aImplications for altering the context in which test items appear: A historical perspective on an immediate concern0 aImplications for altering the context in which test items appear a387-4130 v551 aLeary, L F1 aDorans, N J uhttp://www.iacat.org/content/implications-altering-context-which-test-items-appear-historical-perspective-immediate00405nas a2200121 4500008003900000245005800039210005800097300001000155490000700165100001500172700001300187856008300200 1985 d00aLatent structure and item sampling models for testing0 aLatent structure and item sampling models for testing a19-480 v361 aTraub, R E1 aLam, Y R uhttp://www.iacat.org/content/latent-structure-and-item-sampling-models-testing00396nas a2200097 4500008004100000245005900041210005800100260004100158100001400199856008500213 1984 eng d00aEfficiency and precision in two-stage adaptive testing0 aEfficiency and precision in twostage adaptive testing aWest Palm Beach Florida: Eastern ERA1 aLoyd, B H uhttp://www.iacat.org/content/efficiency-and-precision-two-stage-adaptive-testing00542nas 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-model00405nas a2200097 4500008004100000245007100041210006900112100001600181700001300197856009700210 1982 eng d00aLegal and political considerations in large-scale adaptive testing0 aLegal and political considerations in largescale adaptive testin1 aWaters, B K1 aLee, G C uhttp://www.iacat.org/content/legal-and-political-considerations-large-scale-adaptive-testing00436nas a2200109 4500008004100000245008200041210006900123300001200192490000700204100001400211856010100225 1980 eng d00aComputer applications in audiology and rehabilitation of the hearing impaired0 aComputer applications in audiology and rehabilitation of the hea a471-4810 v131 aLevitt, H uhttp://www.iacat.org/content/computer-applications-audiology-and-rehabilitation-hearing-impaired00589nas a2200097 4500008004100000245005400041210005400095260025000149100001300399856007900412 1980 eng d00aSome how and which for practical tailored testing0 aSome how and which for practical tailored testing aL. J. T. van der Kamp, W. F. Langerak and D.N.M. de Gruijter (Eds): Psychometrics for educational debates (pp. 189-206). New York: John Wiley and Sons. Computer-Assisted Instruction, Testing, and Guidance (pp. 139-183). New York: Harper and Row.1 aLord, FM uhttp://www.iacat.org/content/some-how-and-which-practical-tailored-testing00635nas a2200097 4500008004100000245007400041210006900115260024200184100001300426856009800439 1978 eng d00aPanel discussion: Future directions for computerized adaptive testing0 aPanel discussion Future directions for computerized adaptive tes aD. J. Weiss (Ed.), Proceedings of the 1977 Item Response Theory and Computerized adaptive conference. Minneapolis: University of Minnesota, Department of Psychology, Psychometric Methods Program, Computerized Adaptive Testing Laboratory.1 aLord, FM uhttp://www.iacat.org/content/panel-discussion-future-directions-computerized-adaptive-testing00356nas a2200109 4500008004100000245005100041210004700092300001100139490000600150100001400156856007600170 1977 En d00aA Broad-Range Tailored Test of Verbal Ability 0 aBroadRange Tailored Test of Verbal Ability a95-1000 v11 aLord, F M uhttp://www.iacat.org/content/broad-range-tailored-test-verbal-ability-100352nas a2200109 4500008004100000245005000041210004700091300001100138490000600149100001300155856007400168 1977 eng d00aA broad-range tailored test of verbal ability0 abroadrange tailored test of verbal ability a95-1000 v11 aLord, FM uhttp://www.iacat.org/content/broad-range-tailored-test-verbal-ability00428nas a2200109 4500008004100000245006300041210006300104260003700167100001200204700001300216856008900229 1977 eng d00aGroup tailored tests and some problems of their utlization0 aGroup tailored tests and some problems of their utlization aLeyden, The Netherlandsc06/19771 aLewy, A1 aDoron, R uhttp://www.iacat.org/content/group-tailored-tests-and-some-problems-their-utlization00580nas a2200109 4500008003900000245006500039210006200104260018500166100001500351700001600366856008800382 1977 d00aA Low-Cost Terminal Usable for Computerized Adaptive Testing0 aLowCost Terminal Usable for Computerized Adaptive Testing aD. J. Weiss (Ed.), Proceedings of the 1977 Computerized Adaptive Testing Conference. Minneapolis MN: University of Minnesota, Department of Psychology, Psychometric Methods Program1 aLamos, J P1 aWaters, B K uhttp://www.iacat.org/content/low-cost-terminal-usable-computerized-adaptive-testing00479nas a2200097 4500008004100000245005000041210004800091260015300139100001300292856007600305 1976 eng d00aA broad range tailored test of verbal ability0 abroad range tailored test of verbal ability aC. K. Clark (Ed.), Proceedings of the First Conference on Computerized Adaptive Testing (pp. 75-78). Washington DC: U.S. Government Printing Office.1 aLord, FM uhttp://www.iacat.org/content/broad-range-tailored-test-verbal-ability-000383nas a2200097 4500008004100000245001500041210001500056260015500071100001300226856004600239 1976 eng d00aDiscussion0 aDiscussion aC. K. Clark (Ed.), Proceedings of the First Conference on Computerized Adaptive Testing (pp. 113-117). Washington DC: U.S. Government Printing Office.1 aLord, FM uhttp://www.iacat.org/content/discussion-200499nas a2200097 4500008004100000245005600041210005600097260015300153100001300306856008200319 1976 eng d00aSome likelihood functions found in tailored testing0 aSome likelihood functions found in tailored testing aC. K. Clark (Ed.), Proceedings of the First Conference on Computerized Adaptive Testing (pp. 79-81). Washington DC: U.S. Government Printing Office.1 aLord, FM uhttp://www.iacat.org/content/some-likelihood-functions-found-tailored-testing00372nas a2200097 4500008004100000245004000041210004000081260007500121100001300196856006500209 1976 eng d00aTest theory and the public interest0 aTest theory and the public interest aProceedings of the Educational Testing Service Invitational Conference1 aLord, FM uhttp://www.iacat.org/content/test-theory-and-public-interest00367nas a2200097 4500008004100000245005100041210004500092260004600137100001300183856007300196 1975 eng d00aA broad range test of verbal ability (RB-75-5)0 abroad range test of verbal ability RB755 aPrinceton NJ: Educational Testing Service1 aLord, FM uhttp://www.iacat.org/content/broad-range-test-verbal-ability-rb-75-500444nas a2200097 4500008004100000245001500041210001500056260021600071100001300287856004600300 1975 eng d00aDiscussion0 aDiscussion aD. J. Weiss (Ed.), Computerized adaptive trait measurement: Problems and Prospects (Research Report 75-5), pp. 44-46. Minneapolis: University of Minnesota, Department of Psychology, Psychometric Methods Program.1 aLinn, RL uhttp://www.iacat.org/content/discussion-100556nas a2200109 4500008004100000245009400041210006900135260009700204100001600301700001400317856011500331 1975 eng d00aAn empirical comparison of two-stage and pyramidal ability testing (Research Report 75-1)0 aempirical comparison of twostage and pyramidal ability testing R aMinneapolis: University of Minnesota, Department of Psychology, Psychometric Methods Program1 aLarkin, K C1 aWeiss, DJ uhttp://www.iacat.org/content/empirical-comparison-two-stage-and-pyramidal-ability-testing-research-report-75-100578nas a2200109 4500008004100000245010500041210006900146260009700215100001600312700001400328856012600342 1974 eng d00aAn empirical investigation of computer-administered pyramidal ability testing (Research Report 74-3)0 aempirical investigation of computeradministered pyramidal abilit aMinneapolis: University of Minnesota, Department of Psychology, Psychometric Methods Program1 aLarkin, K C1 aWeiss, DJ uhttp://www.iacat.org/content/empirical-investigation-computer-administered-pyramidal-ability-testing-research-report-74-300529nas a2200097 4500008004100000245006400041210006400105260015600169100001300325856009300338 1974 eng d00aIndividualized testing and item characteristic curve theory0 aIndividualized testing and item characteristic curve theory aD. H. Krantz, R. C. Atkinson, R. D. Luce, and P. Suppes (Eds.), Contemporary developments in mathematical psychology (Vol. II). San Francisco: Freeman.1 aLord, FM uhttp://www.iacat.org/content/individualized-testing-and-item-characteristic-curve-theory00493nas a2200097 4500008004100000245010600041210006900147260004600216100001300262856012000275 1974 eng d00aPractical methods for redesigning a homogeneous test, also for designing a multilevel test (RB-74-30)0 aPractical methods for redesigning a homogeneous test also for de aPrinceton NJ: Educational Testing Service1 aLord, FM uhttp://www.iacat.org/content/practical-methods-redesigning-homogeneous-test-also-designing-multilevel-test-rb-74-3000444nas a2200097 4500008004100000245007500041210006900116260004600185100001300231856010200244 1972 eng d00aIndividualized testing and item characteristic curve theory (RB-72-50)0 aIndividualized testing and item characteristic curve theory RB72 aPrinceton NJ: Educational Testing Service1 aLord, FM uhttp://www.iacat.org/content/individualized-testing-and-item-characteristic-curve-theory-rb-72-5000566nas a2200181 4500008004100000245005100041210004900092300001100141490000700152653000900159653004900168653004100217653000900258100001300267700001400280700001600294856007400310 1972 eng d00aSequential testing for dichotomous decisions. 0 aSequential testing for dichotomous decisions a85-95.0 v3210aCCAT10aCLASSIFICATION Computerized Adaptive Testing10asequential probability ratio testing10aSPRT1 aLinn, RL1 aRock, D A1 aCleary, T A uhttp://www.iacat.org/content/sequential-testing-dichotomous-decisions00354nas a2200109 4500008004100000245005000041210004900091300000900140490000700149100001300156856007500169 1971 eng d00aRobbins-Monro procedures for tailored testing0 aRobbinsMonro procedures for tailored testing a3-310 v311 aLord, FM uhttp://www.iacat.org/content/robbins-monro-procedures-tailored-testing00313nas a2200109 4500008004100000245003700041210003200078300001200110490000600122100001300128856006200141 1971 eng d00aThe self-scoring flexilevel test0 aselfscoring flexilevel test a147-1510 v81 aLord, FM uhttp://www.iacat.org/content/self-scoring-flexilevel-test00437nas a2200097 4500008004100000245007500041210006900116260004600185100001300231856009500244 1971 eng d00aTailored testing: An application of stochastic approximation (RM 71-2)0 aTailored testing An application of stochastic approximation RM 7 aPrinceton NJ: Educational Testing Service1 aLord, FM uhttp://www.iacat.org/content/tailored-testing-application-stochastic-approximation-rm-71-200405nas a2200109 4500008004100000245006700041210006600108300001200174490000700186100001300193856008900206 1971 eng d00aTailored testing, an approximation of stochastic approximation0 aTailored testing an approximation of stochastic approximation a707-7110 v661 aLord, FM uhttp://www.iacat.org/content/tailored-testing-approximation-stochastic-approximation00423nas a2200109 4500008004100000245007700041210006900118300001200187490000700199100001300206856009400219 1971 eng d00aA theoretical study of the measurement effectiveness of flexilevel tests0 atheoretical study of the measurement effectiveness of flexilevel a805-8130 v311 aLord, FM uhttp://www.iacat.org/content/theoretical-study-measurement-effectiveness-flexilevel-tests00339nas a2200109 4500008004100000245004500041210004200086300001200128490000700140100001300147856006900160 1971 eng d00aA theoretical study of two-stage testing0 atheoretical study of twostage testing a227-2420 v361 aLord, FM uhttp://www.iacat.org/content/theoretical-study-two-stage-testing00354nas a2200097 4500008004100000245004700041210003900088260004600127100001300173856007000186 1970 eng d00aThe self-scoring flexilevel test (RB-7043)0 aselfscoring flexilevel test RB7043 aPrinceton NJ: Educational Testing Service1 aLord, FM uhttp://www.iacat.org/content/self-scoring-flexilevel-test-rb-704300622nas a2200121 4500008004100000245017800041210006900219260004700288100001300335700001400348700001600362856012200378 1970 eng d00aSequential testing for dichotomous decisions. College Entrance Examination Board Research and Development Report (RDR 69-70, No 3", and Educational Testing Service RB-70-31)0 aSequential testing for dichotomous decisions College Entrance Ex aPrinceton NJ: Educational Testing Service.1 aLinn, RL1 aRock, D A1 aCleary, T A uhttp://www.iacat.org/content/sequential-testing-dichotomous-decisions-college-entrance-examination-board-research-and00422nas a2200097 4500008004100000245004200041210004200083260011900125100001300244856006700257 1970 eng d00aSome test theory for tailored testing0 aSome test theory for tailored testing aW. H. Holtzman (Ed.), Computer-assisted instruction, testing, and guidance (pp.139-183). New York: Harper and Row.1 aLord, FM uhttp://www.iacat.org/content/some-test-theory-tailored-testing00448nas a2200121 4500008004100000245007300041210006900114300001200183490000700195100001300202700001600215856009500231 1969 eng d00aThe development and evaluation of several programmed testing methods0 adevelopment and evaluation of several programmed testing methods a129-1460 v291 aLinn, RL1 aCleary, T A uhttp://www.iacat.org/content/development-and-evaluation-several-programmed-testing-methods00392nas a2200133 4500008004100000245004500041210004200086300001200128490000700140100001600147700001300163700001400176856006800190 1969 eng d00aAn exploratory study of programmed tests0 aexploratory study of programmed tests a345-3600 v281 aCleary, T A1 aLinn, RL1 aRock, D A uhttp://www.iacat.org/content/exploratory-study-programmed-tests00386nam a2200121 4500008004100000245003700041210003300078260004600111100001600157700001400173700001400187856006300201 1968 eng d00aComputer-assisted testing (Eds.)0 aComputerassisted testing Eds aPrinceton NJ: Educational Testing Service1 aHarman, H H1 aHelm, C E1 aLoye, D E uhttp://www.iacat.org/content/computer-assisted-testing-eds00537nas a2200121 4500008004100000245009800041210006900139260004600208100001300254700001400267700001600281856011800297 1968 eng d00aThe development and evaluation of several programmed testing methods (Research Bulletin 68-5)0 adevelopment and evaluation of several programmed testing methods aPrinceton NJ: Educational Testing Service1 aLinn, RL1 aRock, D A1 aCleary, T A uhttp://www.iacat.org/content/development-and-evaluation-several-programmed-testing-methods-research-bulletin-68-500492nas a2200133 4500008004100000245008400041210006900125300001200194490000600206100001600212700001300228700001400241856010300255 1968 eng d00aReproduction of total test score through the use of sequential programmed tests0 aReproduction of total test score through the use of sequential p a183-1870 v51 aCleary, T A1 aLinn, RL1 aRock, D A uhttp://www.iacat.org/content/reproduction-total-test-score-through-use-sequential-programmed-tests