02194nas a2200145 4500008004100000245009900041210006900140300001000209490000800219520163900227653003401866100001901900700001601919856011301935 2008 eng d00aICAT: An adaptive testing procedure for the identification of idiosyncratic knowledge patterns0 aICAT An adaptive testing procedure for the identification of idi a40-480 v2163 a
Traditional adaptive tests provide an efficient method for estimating student achievements levels, by adjusting the characteristicsof the test questions to match the performance of each student. These traditional adaptive tests are not designed to identify diosyncraticknowledge patterns. As students move through their education, they learn content in any number of different ways related to their learning style and cognitive development. This may result in a student having different achievement levels from one content area to another within a domain of content. This study investigates whether such idiosyncratic knowledge patterns exist. It discusses the differences between idiosyncratic knowledge patterns and multidimensionality. Finally, it proposes an adaptive testing procedure that can be used to identify a student’s areas of strength and weakness more efficiently than current adaptive testing approaches. The findings of the study indicate that a fairly large number of students may have test results that are influenced by their idiosyncratic knowledge patterns. The findings suggest that these patterns persist across time for a large number of students, and that the differences in student performance between content areas within a subject domain are large enough to allow them to be useful in instruction. Given the existence of idiosyncratic patterns of knowledge, the proposed testing procedure may enable us to provide more useful information to teachers. It should also allow us to differentiate between idiosyncratic patterns or knowledge, and important mutidimensionality in the testing data.
10acomputerized adaptive testing1 aKingsbury, G G1 aHouser, R L uhttp://www.iacat.org/content/icat-adaptive-testing-procedure-identification-idiosyncratic-knowledge-patterns00504nas a2200121 4500008004100000245009900041210006900140300001200209490001100221100001900232700001600251856011500267 2008 eng d00aICAT: An adaptive testing procedure for the identification of idiosyncratic knowledge patterns0 aICAT An adaptive testing procedure for the identification of idi a40–480 v216(1)1 aKingsbury, G G1 aHouser, R L uhttp://www.iacat.org/content/icat-adaptive-testing-procedure-identification-idiosyncratic-knowledge-patterns-000575nas a2200109 4500008004100000245010400041210006900145260009700214100001900311700001600330856011900346 2007 eng d00aICAT: An adaptive testing procedure to allow the identification of idiosyncratic knowledge patterns0 aICAT An adaptive testing procedure to allow the identification o aD. J. Weiss (Ed.). Proceedings of the 2007 GMAC Conference on Computerized Adaptive Testing.1 aKingsbury, G G1 aHouser, R L uhttp://www.iacat.org/content/icat-adaptive-testing-procedure-allow-identification-idiosyncratic-knowledge-patterns00521nas a2200109 4500008004100000245006300041210006300104260012100167100001900288700001600307856008800323 1999 eng d00aDeveloping computerized adaptive tests for school children0 aDeveloping computerized adaptive tests for school children aF. Drasgow and J. B. Olson-Buchanan (Eds.), Innovations in computerized assessment (pp. 93-115). Mahwah NJ: Erlbaum.1 aKingsbury, G G1 aHouser, R L uhttp://www.iacat.org/content/developing-computerized-adaptive-tests-school-children00513nas a2200133 4500008004100000245008100041210006900122300001000191490000700201653003400208100001900242700001600261856010200277 1993 eng d00aAssessing the utility of item response models: computerized adaptive testing0 aAssessing the utility of item response models computerized adapt a21-270 v1210acomputerized adaptive testing1 aKingsbury, G G1 aHouser, R L uhttp://www.iacat.org/content/assessing-utility-item-response-models-computerized-adaptive-testing00414nas a2200121 4500008004100000245005600041210005200097260001500149100001400164700001900178700001600197856007900213 1993 eng d00aAn investigation of restricted self-adapted testing0 ainvestigation of restricted selfadapted testing aAtlanta GA1 aWise, S L1 aKingsbury, G G1 aHouser, R L uhttp://www.iacat.org/content/investigation-restricted-self-adapted-testing00455nas a2200097 4500008004100000245009900041210006900140100001900209700001600228856011300244 1993 eng d00aA practical examination of the use of free-response questions in computerized adaptive testing0 apractical examination of the use of freeresponse questions in co1 aKingsbury, G G1 aHouser, R L uhttp://www.iacat.org/content/practical-examination-use-free-response-questions-computerized-adaptive-testing00454nas a2200109 4500008004100000245008100041210006900122260001400191100001900205700001600224856010400240 1990 eng d00aAssessing the utility of item response models: Computerized adaptive testing0 aAssessing the utility of item response models Computerized adapt aBoston MA1 aKingsbury, G G1 aHouser, R L uhttp://www.iacat.org/content/assessing-utility-item-response-models-computerized-adaptive-testing-000520nas a2200109 4500008004100000245013200041210006900173260001800242100001900260700001600279856011500295 1989 eng d00aAssessing the impact of using item parameter estimates obtained from paper-and-pencil testing for computerized adaptive testing0 aAssessing the impact of using item parameter estimates obtained aSan Francisco1 aKingsbury, G G1 aHouser, R L uhttp://www.iacat.org/content/assessing-impact-using-item-parameter-estimates-obtained-paper-and-pencil-testing00509nas a2200109 4500008004100000245011200041210006900153260001900222100001900241700001600260856012300276 1988 eng d00aA comparison of achievement level estimates from computerized adaptive testing and paper-and-pencil testing0 acomparison of achievement level estimates from computerized adap aNew Orleans LA1 aKingsbury, G G1 aHouser, R L uhttp://www.iacat.org/content/comparison-achievement-level-estimates-computerized-adaptive-testing-and-paper-and-pencil