01747nas a2200217   4500008004100000245008700041210006900128300001200197490000700209520100200216653002101218653003001239653002601269653002501295653002001320653001401340653004901354100001401403700001401417856009801431       2003                        eng d00aItem exposure constraints for testlets in the verbal reasoning section of the MCAT0 aItem exposure constraints for testlets in the verbal reasoning s  a335-3560 v273 aThe current study examined item exposure control procedures for testlet scored reading passages in the Verbal Reasoning section of the Medical College Admission Test with four computerized adaptive testing (CAT) systems using the partial credit model. The first system used a traditional CAT using maximum information item selection. The second used random item selection to provide a baseline for optimal exposure rates. The third used a variation of Lunz and Stahl's randomization procedure. The fourth used Luecht and Nungester's computerized adaptive sequential testing (CAST) system. A series of simulated fixed-length CATs was run to determine the optimal item length selection procedure. Results indicated that both the randomization procedure and CAST performed well in terms of exposure control and measurement precision, with the CAST system providing the best overall solution when all variables were taken into consideration. (PsycINFO Database Record (c) 2005 APA ) (journal abstract)10aAdaptive Testing10aComputer Assisted Testing10aEntrance Examinations10aItem Response Theory10aRandom Sampling10aReasoning10aVerbal Ability computerized adaptive testing1 aDavis, LL1 aDodd, B G  uhttp://www.iacat.org/content/item-exposure-constraints-testlets-verbal-reasoning-section-mcat01778nas a2200217   4500008004100000245006200041210006200103260005600165300001200221520108400233653002401317653001601341653001401357653002201371653001501393653001801408653001301426100001901439700001601458856008601474       2002                        eng d00aGenerating abstract reasoning items with cognitive theory0 aGenerating abstract reasoning items with cognitive theory  aMahwah, N.J. USAbLawrence Erlbaum Associates, Inc.  a219-2503 a(From the chapter) Developed and evaluated a generative system for abstract reasoning items based on cognitive theory. The cognitive design system approach was applied to generate matrix completion problems. Study 1 involved developing the cognitive theory with 191 college students who were administered Set I and Set II of the Advanced Progressive Matrices. Study 2 examined item generation by cognitive theory. Study 3 explored the psychometric properties and construct representation of abstract reasoning test items with 728 young adults. Five structurally equivalent forms of Abstract Reasoning Test (ART) items were prepared from the generated item bank and administered to the Ss. In Study 4, the nomothetic span of construct validity of the generated items was examined with 728 young adults who were administered ART items, and 217 young adults who were administered ART items and the Advanced Progressive Matrices. Results indicate the matrix completion items were effectively generated by the cognitive design system approach. (PsycINFO Database Record (c) 2005 APA )10aCognitive Processes10aMeasurement10aReasoning10aTest Construction10aTest Items10aTest Validity10aTheories1 aEmbretson, S E1 aKyllomen, P  uhttp://www.iacat.org/content/generating-abstract-reasoning-items-cognitive-theory02407nas a2200193   4500008004100000245010700041210006900148300000900217490000700226520169400233653003201927653002501959653002001984653001802004653002602022653001402048100002602062856012502088       2000                        eng d00aAn exploratory analysis of item parameters and characteristics that influence item level response time0 aexploratory analysis of item parameters and characteristics that  a18120 v613 aThis research examines the relationship between item level response time and (1) item discrimination, (2) item difficulty, (3) word count, (4) item type, and (5) whether a figure is included in an item. Data are from the Graduate Management Admission Test, which is currently offered only as a computerized adaptive test. Analyses revealed significant differences in response time between the five item types: problem solving, data sufficiency, sentence correction, critical reasoning, and reading comprehension. For this reason, the planned pairwise and complex analyses were run within each item type. Pairwise curvilinear regression analyses explored the relationship between response time and item discrimination, item difficulty, and word count. Item difficulty significantly contributed to the prediction of response time for each item type; two of the relationships were significantly quadratic. Item discrimination significantly contributed to the prediction of response time for only two of the item types; one revealed a quadratic relationship and the other a cubic relationship. Word count had significant linear relationship with response time for all the item types except reading comprehension, for which there was no significant relationship. Multiple regression analyses using word count, item difficulty, and item discrimination predicted between 35.4% and 71.4% of the variability in item response time across item types. The results suggest that response time research should consider the type of item that is being administered and continue to explore curvilinear relationships between response time and its predictor variables. (PsycINFO Database Record (c) 2005 APA )10aItem Analysis (Statistical)10aItem Response Theory10aProblem Solving10aReaction Time10aReading Comprehension10aReasoning1 aSmith, Russell Winsor  uhttp://www.iacat.org/content/exploratory-analysis-item-parameters-and-characteristics-influence-item-level-response-time