01626nas a2200145 4500008003900000245008600039210006900125300001200194490000700206520117400213100001701387700001801404700001301422856004501435 2019 d00aApplication of Dimension Reduction to CAT Item Selection Under the Bifactor Model0 aApplication of Dimension Reduction to CAT Item Selection Under t a419-4340 v433 aMultidimensional computerized adaptive testing (MCAT) based on the bifactor model is suitable for tests with multidimensional bifactor measurement structures. Several item selection methods that proved to be more advantageous than the maximum Fisher information method are not practical for bifactor MCAT due to time-consuming computations resulting from high dimensionality. To make them applicable in bifactor MCAT, dimension reduction is applied to four item selection methods, which are the posterior-weighted Fisher D-optimality (PDO) and three non-Fisher information-based methods—posterior expected Kullback–Leibler information (PKL), continuous entropy (CE), and mutual information (MI). They were compared with the Bayesian D-optimality (BDO) method in terms of estimation precision. When both the general and group factors are the measurement objectives, BDO, PDO, CE, and MI perform equally well and better than PKL. When the group factors represent nuisance dimensions, MI and CE perform the best in estimating the general factor, followed by the BDO, PDO, and PKL. How the bifactor pattern and test length affect estimation accuracy was also discussed.1 aMao, Xiuzhen1 aZhang, Jiahui1 aXin, Tao uhttps://doi.org/10.1177/014662161881308601999nas a2200133 4500008003900000245011600039210006900155300001200224490000700236520154300243100001901786700001501805856004501820 2017 d00aApplication of Binary Searching for Item Exposure Control in Cognitive Diagnostic Computerized Adaptive Testing0 aApplication of Binary Searching for Item Exposure Control in Cog a561-5760 v413 aCognitive diagnosis has emerged as a new generation of testing theory for educational assessment after the item response theory (IRT). One distinct feature of cognitive diagnostic models (CDMs) is that they assume the latent trait to be discrete instead of continuous as in IRT. From this perspective, cognitive diagnosis bears a close resemblance to searching problems in computer science and, similarly, item selection problem in cognitive diagnostic computerized adaptive testing (CD-CAT) can be considered as a dynamic searching problem. Previously, item selection algorithms in CD-CAT were developed from information indices in information science and attempted to achieve a balance among several objectives by assigning different weights. As a result, they suffered from low efficiency from a tug-of-war competition among multiple goals in item selection and, at the same time, put an undue responsibility of assigning the weights for these goals by trial and error on users. Based on the searching problem perspective on CD-CAT, this article adapts the binary searching algorithm, one of the most well-known searching algorithms in searching problems, to item selection in CD-CAT. The two new methods, the stratified dynamic binary searching (SDBS) algorithm for fixed-length CD-CAT and the dynamic binary searching (DBS) algorithm for variable-length CD-CAT, can achieve multiple goals without any of the aforementioned issues. The simulation studies indicate their performances are comparable or superior to the previous methods.1 aZheng, Chanjin1 aWang, Chun uhttps://doi.org/10.1177/014662161770750903031nas 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.
10aChina10aWeb-Based CAT1 aLiang, Chongli1 aWang, Danjun1 aZhou, Dan1 aZhan, Peida uhttp://www.iacat.org/development-web-based-cat-china01541nas a2200157 4500008003900000022001400039245009700053210006900150300001400219490000700233520104800240100001901288700001601307700001901323856004101342 2017 d a1745-398400aDual-Objective Item Selection Criteria in Cognitive Diagnostic Computerized Adaptive Testing0 aDualObjective Item Selection Criteria in Cognitive Diagnostic Co a165–1830 v543 aThe development of cognitive diagnostic-computerized adaptive testing (CD-CAT) has provided a new perspective for gaining information about examinees' mastery on a set of cognitive attributes. This study proposes a new item selection method within the framework of dual-objective CD-CAT that simultaneously addresses examinees' attribute mastery status and overall test performance. The new procedure is based on the Jensen-Shannon (JS) divergence, a symmetrized version of the Kullback-Leibler divergence. We show that the JS divergence resolves the noncomparability problem of the dual information index and has close relationships with Shannon entropy, mutual information, and Fisher information. The performance of the JS divergence is evaluated in simulation studies in comparison with the methods available in the literature. Results suggest that the JS divergence achieves parallel or more precise recovery of latent trait variables compared to the existing methods and maintains practical advantages in computation and item pool usage.1 aKang, Hyeon-Ah1 aZhang, Susu1 aChang, Hua-Hua uhttp://dx.doi.org/10.1111/jedm.1213901714nas a2200157 4500008004100000245007500041210006900116260005500185520116600240653000801406653002401414653001201438100002001450700001501470856007101485 2017 eng d00aFrom Blueprints to Systems: An Integrated Approach to Adaptive Testing0 aFrom Blueprints to Systems An Integrated Approach to Adaptive Te aNiigata, JapanbNiigata Seiryo Universityc08/20173 aFor years, test blueprints have told test developers how many items and what types of items will be included in a test. Adaptive testing adopted this approach from paper testing, and it is reasonably useful. Unfortunately, 'how many items and what types of items' are not all the elements one should consider when choosing items for an adaptive test. To fill in gaps, practitioners have developed tools to allow an adaptive test to behave appropriately (i.e. examining exposure control, content balancing, item drift procedures, etc.). Each of these tools involves the use of a separate process external to the primary item selection process.
The use of these subsidiary processes makes item selection less optimal and makes it difficult to prioritize aspects of selection. This discussion describes systems-based adaptive testing. This approach uses metadata concerning items, test takers and test elements to select items. These elements are weighted by the stakeholders to shape an expanded blueprint designed for adaptive testing.
10aCAT10aintegrated approach10aKeynote1 aKingsbury, Gage1 aZara, Tony uhttps://drive.google.com/open?id=1CBaAfH4ES7XivmvrMjPeKyFCsFZOpQMJ01106nas a2200169 4500008003900000020001400039245010200053210006900155260001500224300001400239490000700253520057900260100001900839700001600858700001700874856004500891 2017 d a0146-621600aThe Information Product Methods: A Unified Approach to Dual-Purpose Computerized Adaptive Testing0 aInformation Product Methods A Unified Approach to DualPurpose Co c2018/06/01 a321 - 3240 v423 aThis article gives a brief summary of major approaches in dual-purpose computerized adaptive testing (CAT) in which the test is tailored interactively to both an examinee?s overall ability level, ?, and attribute mastery level, α. It also proposes an information product approach whose connections to the current methods are revealed. An updated comprehensive empirical study demonstrated that the information product approach not only can offer a unified framework to connect all other approaches but also can mitigate the weighting issue in the dual-information approach.1 aZheng, Chanjin1 aHe, Guanrui1 aGao, Chunlei uhttps://doi.org/10.1177/014662161773039201393nas a2200169 4500008004100000245003600041210003600077260005500113520088800168653000801056653002101064100002101085700001201106700001601118700001801134856007101152 2017 eng d00aItem Pool Design and Evaluation0 aItem Pool Design and Evaluation aNiigata, JapanbNiigata Seiryo Universityc08/20173 aEarly work on CAT tended to use existing sets of items which came from fixed length test forms. These sets of items were selected to meet much different requirements than are needed for a CAT; decision making or covering a content domain. However, there was also some early work that suggested having items equally distributed over the range of proficiency that was of interest or concentrated at a decision point. There was also some work that showed that there was bias in proficiency estimates when an item pool was too easy or too hard. These early findings eventually led to work on item pool design and, more recently, on item pool evaluation. This presentation gives a brief overview of these topics to give some context for the following presentations in this symposium.
10aCAT10aItem Pool Design1 aReckase, Mark, D1 aHe, Wei1 aXu, Jing-Ru1 aZhou, Xuechun uhttps://drive.google.com/open?id=1ZAsqm1yNZlliqxEHcyyqQ_vOSu20xxZs03876nas 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 aThe 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.
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 aOver 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.
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_F7kzID6zCZuVXWcFDPa01678nas 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.abstract02164nas a2200133 4500008003900000245014400039210007100183300001200254490000700266520166600273100001901939700001901958856005301977 2016 d00aHigh-Efficiency Response Distribution–Based Item Selection Algorithms for Short-Length Cognitive Diagnostic Computerized Adaptive Testing0 aHighEfficiency Response Distribution–Based Item Selection Algori a608-6240 v403 aCognitive diagnostic computerized adaptive testing (CD-CAT) purports to obtain useful diagnostic information with great efficiency brought by CAT technology. Most of the existing CD-CAT item selection algorithms are evaluated when test length is fixed and relatively long, but some applications of CD-CAT, such as in interim assessment, require to obtain the cognitive pattern with a short test. The mutual information (MI) algorithm proposed by Wang is the first endeavor to accommodate this need. To reduce the computational burden, Wang provided a simplified scheme, but at the price of scale/sign change in the original index. As a result, it is very difficult to combine it with some popular constraint management methods. The current study proposes two high-efficiency algorithms, posterior-weighted cognitive diagnostic model (CDM) discrimination index (PWCDI) and posterior-weighted attribute-level CDM discrimination index (PWACDI), by modifying the CDM discrimination index. They can be considered as an extension of the Kullback–Leibler (KL) and posterior-weighted KL (PWKL) methods. A pre-calculation strategy has also been developed to address the computational issue. Simulation studies indicate that the newly developed methods can produce results comparable with or better than the MI and PWKL in both short and long tests. The other major advantage is that the computational issue has been addressed more elegantly than MI. PWCDI and PWACDI can run as fast as PWKL. More importantly, they do not suffer from the problem of scale/sign change as MI and, thus, can be used with constraint management methods together in a straightforward manner.1 aZheng, Chanjin1 aChang, Hua-Hua uhttp://apm.sagepub.com/content/40/8/608.abstract01362nas 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.1210401720nas a2200121 4500008003900000245008600039210006900125300001200194490000700206520131800213100001401531856005301545 2016 d00aOnline Calibration of Polytomous Items Under the Generalized Partial Credit Model0 aOnline Calibration of Polytomous Items Under the Generalized Par a434-4500 v403 aOnline calibration is a technology-enhanced architecture for item calibration in computerized adaptive tests (CATs). Many CATs are administered continuously over a long term and rely on large item banks. To ensure test validity, these item banks need to be frequently replenished with new items, and these new items need to be pretested before being used operationally. Online calibration dynamically embeds pretest items in operational tests and calibrates their parameters as response data are gradually obtained through the continuous test administration. This study extends existing formulas, procedures, and algorithms for dichotomous item response theory models to the generalized partial credit model, a popular model for items scored in more than two categories. A simulation study was conducted to investigate the developed algorithms and procedures under a variety of conditions, including two estimation algorithms, three pretest item selection methods, three seeding locations, two numbers of score categories, and three calibration sample sizes. Results demonstrated acceptable estimation accuracy of the two estimation algorithms in some of the simulated conditions. A variety of findings were also revealed for the interacted effects of included factors, and recommendations were made respectively.1 aZheng, Yi uhttp://apm.sagepub.com/content/40/6/434.abstract01517nas a2200133 4500008003900000245005300039210005100092300001200143490000700155520113500162100001401297700001901311856005301330 2015 d00aOn-the-Fly Assembled Multistage Adaptive Testing0 aOntheFly Assembled Multistage Adaptive Testing a104-1180 v393 aRecently, multistage testing (MST) has been adopted by several important large-scale testing programs and become popular among practitioners and researchers. Stemming from the decades of history of computerized adaptive testing (CAT), the rapidly growing MST alleviates several major problems of earlier CAT applications. Nevertheless, MST is only one among all possible solutions to these problems. This article presents a new adaptive testing design, “on-the-fly assembled multistage adaptive testing” (OMST), which combines the benefits of CAT and MST and offsets their limitations. Moreover, OMST also provides some unique advantages over both CAT and MST. A simulation study was conducted to compare OMST with MST and CAT, and the results demonstrated the promising features of OMST. Finally, the “Discussion” section provides suggestions on possible future adaptive testing designs based on the OMST framework, which could provide great flexibility for adaptive tests in the digital future and open an avenue for all types of hybrid designs based on the different needs of specific tests.
1 aZheng, Yi1 aChang, Hua-Hua uhttp://apm.sagepub.com/content/39/2/104.abstract01617nas a2200193 4500008003900000022001400039245007400053210006900127300001400196490000700210520105700217100002101274700001401295700001901309700001701328700001801345700001901363856004101382 2014 d a1745-398400aDetermining the Overall Impact of Interruptions During Online Testing0 aDetermining the Overall Impact of Interruptions During Online Te a419–4400 v513 aWith an increase in the number of online tests, interruptions during testing due to unexpected technical issues seem unavoidable. For example, interruptions occurred during several recent state tests. When interruptions occur, it is important to determine the extent of their impact on the examinees’ scores. There is a lack of research on this topic due to the novelty of the problem. This article is an attempt to fill that void. Several methods, primarily based on propensity score matching, linear regression, and item response theory, were suggested to determine the overall impact of the interruptions on the examinees’ scores. A realistic simulation study shows that the suggested methods have satisfactory Type I error rate and power. Then the methods were applied to data from the Indiana Statewide Testing for Educational Progress-Plus (ISTEP+) test that experienced interruptions in 2013. The results indicate that the interruptions did not have a significant overall impact on the student scores for the ISTEP+ test.
1 aSinharay, Sandip1 aWan, Ping1 aWhitaker, Mike1 aKim, Dong-In1 aZhang, Litong1 aChoi, Seung, W uhttp://dx.doi.org/10.1111/jedm.1205201835nas a2200157 4500008003900000022001400039245010200053210006900155300001400224490000700238520133800245100001501583700001901598700001901617856004101636 2014 d a1745-398400aAn Enhanced Approach to Combine Item Response Theory With Cognitive Diagnosis in Adaptive Testing0 aEnhanced Approach to Combine Item Response Theory With Cognitive a358–3800 v513 aComputerized adaptive testing offers the possibility of gaining information on both the overall ability and cognitive profile in a single assessment administration. Some algorithms aiming for these dual purposes have been proposed, including the shadow test approach, the dual information method (DIM), and the constraint weighted method. The current study proposed two new methods, aggregate ranked information index (ARI) and aggregate standardized information index (ASI), which appropriately addressed the noncompatibility issue inherent in the original DIM method. More flexible weighting schemes that put different emphasis on information about general ability (i.e., θ in item response theory) and information about cognitive profile (i.e., α in cognitive diagnostic modeling) were also explored. Two simulation studies were carried out to investigate the effectiveness of the new methods and weighting schemes. Results showed that the new methods with the flexible weighting schemes could produce more accurate estimation of both overall ability and cognitive profile than the original DIM. Among them, the ASI with both empirical and theoretical weights is recommended, and attribute-level weighting scheme is preferred if some attributes are considered more important from a substantive perspective.
1 aWang, Chun1 aZheng, Chanjin1 aChang, Hua-Hua uhttp://dx.doi.org/10.1111/jedm.1205701176nas a2200121 4500008003900000245009200039210006900131300001100200490000700211520076500218100001900983856005201002 2014 d00aA Sequential Procedure for Detecting Compromised Items in the Item Pool of a CAT System0 aSequential Procedure for Detecting Compromised Items in the Item a87-1040 v383 aTo maintain the validity of a continuous testing system, such as computerized adaptive testing (CAT), items should be monitored to ensure that the performance of test items has not gone through any significant changes during their lifetime in an item pool. In this article, the author developed a sequentially monitoring procedure based on a series of statistical hypothesis tests to examine whether the statistical characteristics of individual items have changed significantly during test administration. Simulation studies show that under the simulated setting, by choosing an appropriate cutoff point, the procedure can control the rate of Type I errors at any reasonable significance level and meanwhile, has a very low rate of Type II errors.
1 aZhang, Jinming uhttp://apm.sagepub.com/content/38/2/87.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-testing01307nas a2200133 4500008004100000245005000041210004800091260001200139520089400151653000801045653003501053100001201088856007301100 2011 eng d00aA Paradigm for Multinational Adaptive Testing0 aParadigm for Multinational Adaptive Testing c10/20113 aImpact of Issues in “Exported” Adaptive Testing
Goal is construct equivalency in the new environment
Research Questions
The influence of interdisciplinary forces stemming from developments in cognitive science,mathematical statistics, educational
psychology, and computing science are beginning to appear in educational and psychological assessment. Computer adaptive-attribute testing (CA-AT) is one example. The concepts and procedures in CA-AT can be found at the intersection between computer adaptive testing and cognitive diagnostic assessment. CA-AT allows us to fuse the administrative benefits of computer adaptive testing with the psychological benefits of cognitive diagnostic assessment to produce an innovative psychologically-based adaptive testing approach. We describe the concepts behind CA-AT as well as illustrate how it can be used to promote formative, computer-based, classroom assessment.
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.x00579nas a2200181 4500008004100000245008300041210006900124300001200193490000700205100001000212700001300222700001100235700001000246700001200256700001400268700001300282856010200295 2007 eng d00aProspective evaluation of the am-pac-cat in outpatient rehabilitation settings0 aProspective evaluation of the ampaccat in outpatient rehabilitat a385-3980 v871 aJette1 aHaley, S1 aTao, W1 aNi, P1 aMoed, R1 aMeyers, D1 aZurek, M uhttp://www.iacat.org/content/prospective-evaluation-am-pac-cat-outpatient-rehabilitation-settings00526nas a2200133 4500008003900000245013200039210006900171300001200240490000700252100002300259700001900282700002500301856006600326 2006 d00aComparison of the Psychometric Properties of Several Computer-Based Test Designs for Credentialing Exams With Multiple Purposes0 aComparison of the Psychometric Properties of Several ComputerBas a203-2200 v191 aJodoin, Michael, G1 aZenisky, April1 aHambleton, Ronald, K uhttp://www.tandfonline.com/doi/abs/10.1207/s15324818ame1903_300463nas a2200109 4500008004100000245008400041210006900125260003000194100001300224700001300237856010300250 2005 eng d00aThe effectiveness of using multiple item pools in computerized adaptive testing0 aeffectiveness of using multiple item pools in computerized adapt aMontreal, Canadac04/20051 aZhang, J1 aChang, H uhttp://www.iacat.org/content/effectiveness-using-multiple-item-pools-computerized-adaptive-testing00452nas a2200121 4500008004100000245006700041210006700108260002100175100001000196700001300206700001900219856009200238 2005 eng d00aIdentifying practical indices for enhancing item pool security0 aIdentifying practical indices for enhancing item pool security aMontreal, Canada1 aYi, Q1 aZhang, J1 aChang, Hua-Hua uhttp://www.iacat.org/content/identifying-practical-indices-enhancing-item-pool-security00342nas a2200109 4500008004100000245004000041210004000081260002100121100001500142700001300157856006200170 2005 eng d00aRescuing CAT by fixing the problems0 aRescuing CAT by fixing the problems aMontreal, Canada1 aChang, S-H1 aZhang, J uhttp://www.iacat.org/content/rescuing-cat-fixing-problems00572nam a2200097 4500008004100000245015200041210006900193260007600262100001700338856011900355 2004 eng d00aEvaluating the effects of several multi-stage testing design variables on selected psychometric outcomes for certification and licensure assessment0 aEvaluating the effects of several multistage testing design vari aUnpublished doctoral dissertation, University of Massachusetts, Amherst1 aZenisky, A L uhttp://www.iacat.org/content/evaluating-effects-several-multi-stage-testing-design-variables-selected-psychometric00501nas a2200109 4500008004100000245010500041210006900146260001700215100001700232700001800249856012400267 2004 eng d00aInvestigating the effects of selected multi-stage test design alternatives on credentialing outcomes0 aInvestigating the effects of selected multistage test design alt aSan Diego CA1 aZenisky, A L1 aHambleton, RK uhttp://www.iacat.org/content/investigating-effects-selected-multi-stage-test-design-alternatives-credentialing-outcomes02843nas 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-project00406nas a2200109 4500008004100000245006200041210006200103260001500165100001900180700001300199856008400212 2003 eng d00aAssessing CAT security breaches by the item pooling index0 aAssessing CAT security breaches by the item pooling index aChicago IL1 aChang, Hua-Hua1 aZhang, J uhttp://www.iacat.org/content/assessing-cat-security-breaches-item-pooling-index00440nas 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-rates00537nas a2200121 4500008004100000245014000041210006900181300001000250490000700260100001300267700001600280856011900296 2002 eng d00aApplication of an empirical Bayes enhancement of Mantel-Haenszel differential item functioning analysis to a computerized adaptive test0 aApplication of an empirical Bayes enhancement of MantelHaenszel a57-760 v261 aZwick, R1 aThayer, D T uhttp://www.iacat.org/content/application-empirical-bayes-enhancement-mantel-haenszel-differential-item-functioning00533nas a2200121 4500008004100000245010900041210006900150260001900219100001400238700001700252700001800269856012400287 2002 eng d00aComparison of the psychometric properties of several computer-based test designs for credentialing exams0 aComparison of the psychometric properties of several computerbas aNew Orleans LA1 aJodoin, M1 aZenisky, A L1 aHambleton, RK uhttp://www.iacat.org/content/comparison-psychometric-properties-several-computer-based-test-designs-credentialing-exams00624nas a2200097 4500008004100000245021100041210006900252260006700321100001700388856012100405 2002 eng d00aAn empirical investigation of selected multi-stage testing design variables on test assembly and decision accuracy outcomes for credentialing exams (Center for Educational Assessment Research Report No 469)0 aempirical investigation of selected multistage testing design va aAmherst, MA: University of Massachusetts, School of Education.1 aZenisky, A L uhttp://www.iacat.org/content/empirical-investigation-selected-multi-stage-testing-design-variables-test-assembly-and00463nas a2200109 4500008004100000245009200041210006900133260001900202100001100221700000900232856011200241 2002 eng d00aA further study on adjusting CAT item selection starting point for individual examinees0 afurther study on adjusting CAT item selection starting point for aNew Orleans LA1 aFan, M1 aZhu. uhttp://www.iacat.org/content/further-study-adjusting-cat-item-selection-starting-point-individual-examinees02013nas a2200205 4500008004100000245008200041210006900123300001200192490000700204520132300211653002101534653001501555653003001570653001101600653000901611653004701620100001901667700001301686856010801699 2002 eng d00aHypergeometric family and item overlap rates in computerized adaptive testing0 aHypergeometric family and item overlap rates in computerized ada a387-3980 v673 aA computerized adaptive test (CAT) is usually administered to small groups of examinees at frequent time intervals. It is often the case that examinees who take the test earlier share information with examinees who will take the test later, thus increasing the risk that many items may become known. Item overlap rate for a group of examinees refers to the number of overlapping items encountered by these examinees divided by the test length. For a specific item pool, different item selection algorithms may yield different item overlap rates. An important issue in designing a good CAT item selection algorithm is to keep item overlap rate below a preset level. In doing so, it is important to investigate what the lowest rate could be for all possible item selection algorithms. In this paper we rigorously prove that if every item had an equal possibility to be selected from the pool in a fixed-length CAT, the number of overlapping item among any α randomly sampled examinees follows the hypergeometric distribution family for α ≥ 1. Thus, the expected values of the number of overlapping items among any randomly sampled α examinee can be calculated precisely. These values may serve as benchmarks in controlling item overlap rates for fixed-length adaptive tests. (PsycINFO Database Record (c) 2005 APA )10aAdaptive Testing10aAlgorithms10aComputer Assisted Testing10aTaking10aTest10aTime On Task computerized adaptive testing1 aChang, Hua-Hua1 aZhang, J uhttp://www.iacat.org/content/hypergeometric-family-and-item-overlap-rates-computerized-adaptive-testing00483nas a2200109 4500008004100000245009700041210006900138260001900207100001900226700001300245856011500258 2002 eng d00aIdentify the lower bounds for item sharing and item pooling in computerized adaptive testing0 aIdentify the lower bounds for item sharing and item pooling in c aNew Orleans LA1 aChang, Hua-Hua1 aZhang, J uhttp://www.iacat.org/content/identify-lower-bounds-item-sharing-and-item-pooling-computerized-adaptive-testing00553nas a2200121 4500008004100000245013500041210006900176260001900245100001800264700001400282700001700296856011800313 2002 eng d00aImpact of selected factors on the psychometric quality of credentialing examinations administered with a sequential testlet design0 aImpact of selected factors on the psychometric quality of creden aNew Orleans LA1 aHambleton, RK1 aJodoin, M1 aZenisky, A L uhttp://www.iacat.org/content/impact-selected-factors-psychometric-quality-credentialing-examinations-administered00568nas a2200133 4500008004100000245012500041210006900166260001900235100001400254700001800268700001600286700001200302856012000314 2002 eng d00aThe robustness of the unidimensional 3PL IRT model when applied to two-dimensional data in computerized adaptive testing0 arobustness of the unidimensional 3PL IRT model when applied to t aNew Orleans LA1 aZhao, J C1 aMcMorris, R F1 aPruzek, R M1 aChen, R uhttp://www.iacat.org/content/robustness-unidimensional-3pl-irt-model-when-applied-two-dimensional-data-computerized00504nas 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-environment00426nas 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-cat00503nas a2200133 4500008004100000245007900041210006900120260002400189100001500213700001400228700001700242700001200259856009800271 2001 eng d00aMonitoring items for changes in performance in computerized adaptive tests0 aMonitoring items for changes in performance in computerized adap aSeattle, Washington1 aSmith, R L1 aWang, M M1 aWingersky, M1 aZhao, C uhttp://www.iacat.org/content/monitoring-items-changes-performance-computerized-adaptive-tests00470nas a2200133 4500008004100000245006900041210006900110260001600179100001200195700001100207700001300218700001100231856009400242 2000 eng d00aAssembling parallel item pools for computerized adaptive testing0 aAssembling parallel item pools for computerized adaptive testing aNew Orleans1 aWang, T1 aFan, Q1 aBan, J C1 aZhu, D uhttp://www.iacat.org/content/assembling-parallel-item-pools-computerized-adaptive-testing00484nas 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-examination00441nas a2200109 4500008004100000245007500041210006900116260002100185100001100206700001300217856010100230 1999 eng d00aAdjusting computer adaptive test starting points to conserve item pool0 aAdjusting computer adaptive test starting points to conserve ite aMontreal, Canada1 aZhu, D1 aM., Fan. uhttp://www.iacat.org/content/adjusting-computer-adaptive-test-starting-points-conserve-item-pool00490nas a2200109 4500008004100000245009900041210006900140260002100209100001900230700001200249856011900261 1999 eng d00aA comparison of conventional and adaptive testing procedures for making single-point decisions0 acomparison of conventional and adaptive testing procedures for m aMontreal, Canada1 aKingsbury, G G1 aZara, A uhttp://www.iacat.org/content/comparison-conventional-and-adaptive-testing-procedures-making-single-point-decisions00505nas a2200097 4500008004100000245008000041210006900121260009600190100001700286856010400303 1999 eng d00aCurrent and future research in multi-stage testing (Research Report No 370)0 aCurrent and future research in multistage testing Research Repor aAmherst MA: University of Massachusetts, Laboratory of Pychometric and Evaluative Research.1 aZenisky, A L uhttp://www.iacat.org/content/current-and-future-research-multi-stage-testing-research-report-no-37000661nas a2200133 4500008004100000245012100041210006900162260010800231100001600339700001700355700001600372700001500388856012400403 1999 eng d00aThe development of a computerized adaptive selection system for computer programmers in a financial services company0 adevelopment of a computerized adaptive selection system for comp aF. Drasgow and J. B. Olsen (Eds.), Innvoations in computerized assessment (p. 7-33). Mahwah NJ Erlbaum.1 aZickar, M J1 aOverton, R C1 aTaylor, L R1 aHarms, H J uhttp://www.iacat.org/content/development-computerized-adaptive-selection-system-computer-programmers-financial-services00351nas a2200109 4500008004100000245004300041210004300084260002100127100001300148700001100161856006900172 1999 eng d00aMore efficient use of item inventories0 aMore efficient use of item inventories aMontreal, Canada1 aSmith, R1 aZhu, R uhttp://www.iacat.org/content/more-efficient-use-item-inventories00504nas a2200109 4500008004100000245010600041210006900147260002100216100001900237700001200256856012600268 1999 eng d00aA procedure to compare conventional and adaptive testing procedures for making single-point decisions0 aprocedure to compare conventional and adaptive testing procedure aMontreal, Canada1 aKingsbury, G G1 aZara, A uhttp://www.iacat.org/content/procedure-compare-conventional-and-adaptive-testing-procedures-making-single-point-decisions00544nam a2200097 4500008004100000245012500041210006900166260007500235100001400310856012200324 1999 eng d00aThe robustness of the unidimensional 3PL IRT model when applied to two-dimensional data in computerized adaptive testing0 arobustness of the unidimensional 3PL IRT model when applied to t aUnpublished Ph.D. dissertation, State University of New York at Albany1 aZhao, J C uhttp://www.iacat.org/content/robustness-unidimensional-3pl-irt-model-when-applied-two-dimensional-data-computerized-000468nas a2200097 4500008004100000245011700041210006900158260001500227100001300242856011500255 1998 eng d00aAn empirical Bayes approach to Mantel-Haenszel DIF analysis: Theoretical development and application to CAT data0 aempirical Bayes approach to MantelHaenszel DIF analysis Theoreti aUrbana, IL1 aZwick, R uhttp://www.iacat.org/content/empirical-bayes-approach-mantel-haenszel-dif-analysis-theoretical-development-and00523nas a2200109 4500008004100000245010600041210006900147260004100216100001400257700001800271856012400289 1998 eng d00aFeasibility studies of two-stage testing in large-scale educational assessment: Implications for NAEP0 aFeasibility studies of twostage testing in largescale educationa aAmerican Institutes for Research, CA1 aBock, R D1 aZimowski, M F uhttp://www.iacat.org/content/feasibility-studies-two-stage-testing-large-scale-educational-assessment-implications-naep00395nas a2200145 4500008004100000245003300041210003300074300001200107490000700119100001700126700001500143700001600158700001600174856005900190 1997 eng d00aAdapting to adaptive testing0 aAdapting to adaptive testing a171-1850 v501 aOverton, R C1 aHarms, H J1 aTaylor, L R1 aZickar, M J uhttp://www.iacat.org/content/adapting-adaptive-testing00383nas a2200097 4500008004100000245006400041210006400105260001500169100001200184856008900196 1997 eng d00aAdministering and scoring the computerized adaptive testing0 aAdministering and scoring the computerized adaptive testing aChicago IL1 aZara, A uhttp://www.iacat.org/content/administering-and-scoring-computerized-adaptive-testing00430nas a2200097 4500008004100000245008700041210006900128260001500197100001300212856010700225 1997 eng d00aA Bayesian enhancement of Mantel Haenszel DIF analysis for computer adaptive tests0 aBayesian enhancement of Mantel Haenszel DIF analysis for compute aChicago IL1 aZwick, R uhttp://www.iacat.org/content/bayesian-enhancement-mantel-haenszel-dif-analysis-computer-adaptive-tests00495nas a2200109 4500008004100000245012500041210006900166300001200235490000700247100001300254856011800267 1997 eng d00aThe effect of adaptive administration on the variability of the Mantel-Haenszel measure of differential item functioning0 aeffect of adaptive administration on the variability of the Mant a412-4210 v571 aZwick, R uhttp://www.iacat.org/content/effect-adaptive-administration-variability-mantel-haenszel-measure-differential-item00465nas 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-exposure00432nas 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-security00505nas a2200133 4500008003900000245008900039210006900128300001200197490000700209100001300216700001600229700001700245856010900262 1995 d00aEffect of Rasch calibration on ability and DIF estimation in computer-adaptive tests0 aEffect of Rasch calibration on ability and DIF estimation in com a341-3630 v321 aZwick, R1 aThayer, D T1 aWingersky, M uhttp://www.iacat.org/content/effect-rasch-calibration-ability-and-dif-estimation-computer-adaptive-tests00567nas a2200121 4500008004100000245011900041210006900160260004700229100001300276700001600289700001700305856012300322 1994 eng d00aDIF analysis for pretest items in computer-adaptive testing (Educational Testing Service Research Rep No RR 94-33)0 aDIF analysis for pretest items in computeradaptive testing Educa aPrinceton NJ: Educational Testing Service.1 aZwick, R1 aThayer, D T1 aWingersky, M uhttp://www.iacat.org/content/dif-analysis-pretest-items-computer-adaptive-testing-educational-testing-service-research00548nas a2200133 4500008004500000245010900045210006900154300001200223490000700235100001300242700001600255700001700271856012600288 1994 Engldsh 00aA Simulation Study of Methods for Assessing Differential Item Functioning in Computerized Adaptive Tests0 aSimulation Study of Methods for Assessing Differential Item Func a121-1400 v181 aZwick, R1 aThayer, D T1 aWingersky, M uhttp://www.iacat.org/content/simulation-study-methods-assessing-differential-item-functioning-computerized-adaptive-tests00605nas a2200121 4500008004100000245016000041210006900201260004700270100001300317700001400330700001700344856012200361 1993 eng d00aA simulation study of methods for assessing differential item functioning in computer-adaptive tests (Educational Testing Service Research Rep No RR 93-11)0 asimulation study of methods for assessing differential item func aPrinceton NJ: Educational Testing Service.1 aZwick, R1 aThayer, D1 aWingersky, M uhttp://www.iacat.org/content/simulation-study-methods-assessing-differential-item-functioning-computer-adaptive-tests00490nas a2200097 4500008004100000245012700041210006900168260002100237100001200258856012200270 1992 eng d00aA comparison of computerized adaptive and paper-and-pencil versions of the national registered nurse licensure examination0 acomparison of computerized adaptive and paperandpencil versions aSan Francisco CA1 aZara, A uhttp://www.iacat.org/content/comparison-computerized-adaptive-and-paper-and-pencil-versions-national-registered-nurse00465nas a2200097 4500008004100000245010100041210006900142260001700211100001300228856012600241 1992 eng d00aDifferential item functioning analysis for computer-adaptive tests and other IRT-scored measures0 aDifferential item functioning analysis for computeradaptive test aSan Diego CA1 aZwick, R uhttp://www.iacat.org/content/differential-item-functioning-analysis-computer-adaptive-tests-and-other-irt-scored-measures00496nas a2200121 4500008004100000245009900041210006900140300001200209490000600221100001900227700001200246856011600258 1991 eng d00aA comparison of procedures for content-sensitive item selection in computerized adaptive tests0 acomparison of procedures for contentsensitive item selection in a241-2610 v41 aKingsbury, G G1 aZara, A uhttp://www.iacat.org/content/comparison-procedures-content-sensitive-item-selection-computerized-adaptive-tests00599nas a2200121 4500008004100000245007100041210006800112260014900180100001800329700001400347700001900361856009700380 1991 eng d00aComputerized adaptive testing: Theory, applications, and standards0 aComputerized adaptive testing Theory applications and standards aR. K. Hambleton and J. N. Zaal (Eds.), Advances in educational and psychological testing: Theory and Applications (pp. 341-366). Boston: Kluwer.1 aHambleton, RK1 aZaal, J N1 aPieters, J P M uhttp://www.iacat.org/content/computerized-adaptive-testing-theory-applications-and-standards00469nas a2200109 4500008004100000245007800041210006900119260005300188100001700241700001300258856008800271 1991 eng d00aA simulation study of some simple approaches to the study of DIF for CATs0 asimulation study of some simple approaches to the study of DIF f aInternal memorandum, Educational Testing Service1 aHolland, P W1 aZwick, R uhttp://www.iacat.org/content/simulation-study-some-simple-approaches-study-dif-cats00501nas a2200097 4500008004100000245008100041210006900122260009800191100001200289856010200301 1990 eng d00aA research proposal for field testing CAT for nursing licensure examinations0 aresearch proposal for field testing CAT for nursing licensure ex aDelegate Assembly Book of Reports 1989. Chicago: National Council of State Boards of Nursing.1 aZara, A uhttp://www.iacat.org/content/research-proposal-field-testing-cat-nursing-licensure-examinations-000434nas a2200121 4500008004100000245006700041210006700108300001200175490000600187100001900193700001200212856008800224 1989 eng d00aProcedures for selecting items for computerized adaptive tests0 aProcedures for selecting items for computerized adaptive tests a359-3750 v21 aKingsbury, G G1 aZara, A uhttp://www.iacat.org/content/procedures-selecting-items-computerized-adaptive-tests00504nas a2200097 4500008004100000245008100041210006900122260010300191100001200294856010000306 1989 eng d00aA research proposal for field testing CAT for nursing licensure examinations0 aresearch proposal for field testing CAT for nursing licensure ex aDelegate Assembly Book of Reports 1989. Chicago: National Council of State Boards of Nursing, Inc.1 aZara, A uhttp://www.iacat.org/content/research-proposal-field-testing-cat-nursing-licensure-examinations00408nas a2200121 4500008004100000245005300041210005300094300001200147490001000159100002300169700001600192856007800208 1989 eng d00aSome procedures for computerized ability testing0 aSome procedures for computerized ability testing a175-1870 v13(2)1 avan der Linden, WJ1 aZwarts, M A uhttp://www.iacat.org/content/some-procedures-computerized-ability-testing00496nas a2200109 4500008004100000245012500041210006900166300001000235490000600245100001200251856012300263 1988 eng d00aIntroduction to item response theory and computerized adaptive testing as applied in licensure and certification testing0 aIntroduction to item response theory and computerized adaptive t a11-170 v61 aZara, A uhttp://www.iacat.org/content/introduction-item-response-theory-and-computerized-adaptive-testing-applied-licensure-and00529nas a2200109 4500008004100000245011300041210006900154260003800223100001800261700001400279856012600293 1987 eng d00aFull-information item factor analysis from the ASVAB CAT item pool (Methodology Research Center Report 87-1)0 aFullinformation item factor analysis from the ASVAB CAT item poo aChicago IL: University of Chicago1 aZimowski, M F1 aBock, R D uhttp://www.iacat.org/content/full-information-item-factor-analysis-asvab-cat-item-pool-methodology-research-center-report00540nas a2200121 4500008004100000245011700041210006900158260002700227100001200254700001300266700001400279856012500293 1987 eng d00aFunctional and design specifications for the National Council of State Boards of Nursing adaptive testing system0 aFunctional and design specifications for the National Council of aUnpublished manuscript1 aZara, A1 aBosma, J1 aKaplan, R uhttp://www.iacat.org/content/functional-and-design-specifications-national-council-state-boards-nursing-adaptive-testing00625nas a2200121 4500008004100000245011400041210006900155260011200224100001500336700001200351700001400363856012600377 1983 eng d00aAlternate forms reliability and concurrent validity of adaptive and conventional tests with military recruits0 aAlternate forms reliability and concurrent validity of adaptive aMinneapolis MN: University of Minnesota, Department of Psychology, Computerized Adaptive Testing Laboratory1 aKiely, G L1 aZara, A1 aWeiss, DJ uhttp://www.iacat.org/content/alternate-forms-reliability-and-concurrent-validity-adaptive-and-conventional-tests-military