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-patterns00528nas a2200109 4500008004100000245010600041210006900147260002500216653003400241100001900275856012400294 2002 eng d00aAn empirical comparison of achievement level estimates from adaptive tests and paper-and-pencil tests0 aempirical comparison of achievement level estimates from adaptiv aNew Orleans, LA. USA10acomputerized adaptive testing1 aKingsbury, G G uhttp://www.iacat.org/content/empirical-comparison-achievement-level-estimates-adaptive-tests-and-paper-and-pencil-tests00513nas 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-testing00649nas a2200121 4500008004100000245022600041210006900267300000900336490000700345653003400352100001900386856012200405 1985 eng d00aAdaptive self-referenced testing as a procedure for the measurement of individual change due to instruction: A comparison of the reliabilities of change estimates obtained from conventional and adaptive testing procedures0 aAdaptive selfreferenced testing as a procedure for the measureme a30570 v4510acomputerized adaptive testing1 aKingsbury, G G uhttp://www.iacat.org/content/adaptive-self-referenced-testing-procedure-measurement-individual-change-due-instruction