00480nas a2200133 4500008003900000245007300039210006700112490000600179653003400185653001300219653003500232100002600267856005300293 2022 d00aThe (non)Impact of Misfitting Items in Computerized Adaptive Testing0 anonImpact of Misfitting Items in Computerized Adaptive Testing0 v910acomputerized adaptive testing10aitem fit10athree-parameter logistic model1 aDeMars, Christine, E. uhttps://jcatpub.net/index.php/jcat/issue/view/2601760nas 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/10.1177/014662161882485401915nas a2200145 4500008003900000245007200039210006900111300001200180490000700192520146600199100002001665700001801685700002101703856004501724 2019 d00aNonparametric CAT for CD in Educational Settings With Small Samples0 aNonparametric CAT for CD in Educational Settings With Small Samp a543-5610 v433 aCognitive diagnostic computerized adaptive testing (CD-CAT) has been suggested by researchers as a diagnostic tool for assessment and evaluation. Although model-based CD-CAT is relatively well researched in the context of large-scale assessment systems, this type of system has not received the same degree of research and development in small-scale settings, such as at the course-based level, where this system would be the most useful. The main obstacle is that the statistical estimation techniques that are successfully applied within the context of a large-scale assessment require large samples to guarantee reliable calibration of the item parameters and an accurate estimation of the examinees’ proficiency class membership. Such samples are simply not obtainable in course-based settings. Therefore, the nonparametric item selection (NPS) method that does not require any parameter calibration, and thus, can be used in small educational programs is proposed in the study. The proposed nonparametric CD-CAT uses the nonparametric classification (NPC) method to estimate an examinee’s attribute profile and based on the examinee’s item responses, the item that can best discriminate the estimated attribute profile and the other attribute profiles is then selected. The simulation results show that the NPS method outperformed the compared parametric CD-CAT algorithms and the differences were substantial when the calibration samples were small.1 aChang, Yuan-Pei1 aChiu, Chia-Yi1 aTsai, Rung-Ching uhttps://doi.org/10.1177/014662161881311302365nas 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_F7kzID6zCZuVXWcFDPa02583nas a2200157 4500008004100000245011700041210006900158260005500227520193000282653001102212653001902223653002702242100001802269700001902287856011902306 2017 eng d00aA New Cognitive Diagnostic Computerized Adaptive Testing for Simultaneously Diagnosing Skills and Misconceptions0 aNew Cognitive Diagnostic Computerized Adaptive Testing for Simul aNiigata, JapanbNiigata Seiryo Universityc08/20173 a

In education diagnoses, diagnosing misconceptions is important as well as diagnosing skills. However, traditional cognitive diagnostic computerized adaptive testing (CD-CAT) is usually developed to diagnose skills. This study aims to propose a new CD-CAT that can simultaneously diagnose skills and misconceptions. The proposed CD-CAT is based on a recently published new CDM, called the simultaneously identifying skills and misconceptions (SISM) model (Kuo, Chen, & de la Torre, in press). A new item selection algorithm is also proposed in the proposed CD-CAT for achieving high adaptive testing performance. In simulation studies, we compare our new item selection algorithm with three existing item selection methods, including the Kullback–Leibler (KL) and posterior-weighted KL (PWKL) proposed by Cheng (2009) and the modified PWKL (MPWKL) proposed by Kaplan, de la Torre, and Barrada (2015). The results show that our proposed CD-CAT can efficiently diagnose skills and misconceptions; the accuracy of our new item selection algorithm is close to the MPWKL but less computational burden; and our new item selection algorithm outperforms the KL and PWKL methods on diagnosing skills and misconceptions.

References

Cheng, Y. (2009). When cognitive diagnosis meets computerized adaptive testing: CD-CAT. Psychometrika, 74(4), 619–632. doi: 10.1007/s11336-009-9123-2

Kaplan, M., de la Torre, J., & Barrada, J. R. (2015). New item selection methods for cognitive diagnosis computerized adaptive testing. Applied Psychological Measurement, 39(3), 167–188. doi:10.1177/0146621614554650

Kuo, B.-C., Chen, C.-H., & de la Torre, J. (in press). A cognitive diagnosis model for identifying coexisting skills and misconceptions. Applied Psychological Measurement.

Session Video

10aCD-CAT10aMisconceptions10aSimultaneous diagnosis1 aKuo, Bor-Chen1 aChen, Chun-Hua uhttp://www.iacat.org/new-cognitive-diagnostic-computerized-adaptive-testing-simultaneously-diagnosing-skills-and-003808nas a2200169 4500008004100000245008600041210006900127260005500196520318900251653000903440653000803449653002503457100002503482700001703507700001703524856009703541 2017 eng d00aNew Results on Bias in Estimates due to Discontinue Rules in Intelligence Testing0 aNew Results on Bias in Estimates due to Discontinue Rules in Int aNiigata, JapanbNiigata Seiryo Universityc08/20173 a

The presentation provides new results on a form of adaptive testing that is used frequently in intelligence testing. In these tests, items are presented in order of increasing difficulty, and the presentation of items is adaptive in the sense that each subtest session is discontinued once a test taker produces a certain number of incorrect responses in sequence. The subsequent (not observed) responses are commonly scored as wrong for that subtest, even though the test taker has not seen these. Discontinuation rules allow a certain form of adaptiveness both in paper-based and computerbased testing, and help reducing testing time.

Two lines of research that are relevant are studies that directly assess the impact of discontinuation rules, and studies that more broadly look at the impact of scoring rules on test results with a large number of not administered or not reached items. He & Wolf (2012) compared different ability estimation methods for this type of discontinuation rule adaptation of test length in a simulation study. However, to our knowledge there has been no rigorous analytical study of the underlying distributional changes of the response variables under discontinuation rules. It is important to point out that the results obtained by He & Wolf (2012) agree with results presented by, for example, DeAyala, Plake & Impara (2001) as well as Rose, von Davier & Xu (2010) and Rose, von Davier & Nagengast (2016) in that ability estimates are biased most when scoring the not observed responses as wrong. Discontinuation rules combined with scoring the non-administered items as wrong is used operationally in several major intelligence tests, so more research is needed in order to improve this particular type of adaptiveness in the testing practice.

The presentation extends existing research on adaptiveness by discontinue-rules in intelligence tests in multiple ways: First, a rigorous analytical study of the distributional properties of discontinue-rule scored items is presented. Second, an extended simulation is presented that includes additional alternative scoring rules as well as bias-corrected ability estimators that may be suitable to improve results for discontinue-rule scored intelligence tests.

References: DeAyala, R. J., Plake, B. S., & Impara, J. C. (2001). The impact of omitted responses on the accuracy of ability estimation in item response theory. Journal of Educational Measurement, 38, 213-234.

He, W. & Wolfe, E. W. (2012). Treatment of Not-Administered Items on Individually Administered Intelligence Tests. Educational and Psychological Measurement, Vol 72, Issue 5, pp. 808 – 826. DOI: 10.1177/0013164412441937

Rose, N., von Davier, M., & Xu, X. (2010). Modeling non-ignorable missing data with item response theory (IRT; ETS RR-10-11). Princeton, NJ: Educational Testing Service.

Rose, N., von Davier, M., & Nagengast, B. (2016) Modeling omitted and not-reached items in irt models. Psychometrika. doi:10.1007/s11336-016-9544-7

Session Video

10aBias10aCAT10aIntelligence Testing1 avon Davier, Matthias1 aCho, Youngmi1 aPan, Tianshu uhttp://www.iacat.org/new-results-bias-estimates-due-discontinue-rules-intelligence-testing-001510nas a2200145 4500008003900000245008500039210006900124300001200193490000700205520103200212100001901244700002301263700002501286856005301311 2015 d00aNew Item Selection Methods for Cognitive Diagnosis Computerized Adaptive Testing0 aNew Item Selection Methods for Cognitive Diagnosis Computerized  a167-1880 v393 aThis article introduces two new item selection methods, the modified posterior-weighted Kullback–Leibler index (MPWKL) and the generalized deterministic inputs, noisy “and” gate (G-DINA) model discrimination index (GDI), that can be used in cognitive diagnosis computerized adaptive testing. The efficiency of the new methods is compared with the posterior-weighted Kullback–Leibler (PWKL) item selection index using a simulation study in the context of the G-DINA model. The impact of item quality, generating models, and test termination rules on attribute classification accuracy or test length is also investigated. The results of the study show that the MPWKL and GDI perform very similarly, and have higher correct attribute classification rates or shorter mean test lengths compared with the PWKL. In addition, the GDI has the shortest implementation time among the three indices. The proportion of item usage with respect to the required attributes across the different conditions is also tracked and discussed.1 aKaplan, Mehmet1 ade la Torre, Jimmy1 aBarrada, Juan Ramón uhttp://apm.sagepub.com/content/39/3/167.abstract00965nas a2200121 4500008003900000245008900039210006900128300001200197490000700209520055500216100001900771856005300790 2014 d00aA Numerical Investigation of the Recovery of Point Patterns With Minimal Information0 aNumerical Investigation of the Recovery of Point Patterns With M a329-3350 v383 a

A method has been proposed (Tsogo et al. 2001) in order to reconstruct the geometrical configuration of a large point set using minimal information. This paper employs numerical examples to investigate the proposed procedure. The suggested method has two great advantages. It reduces the volume of the data collection exercise and eases the computational effort involved in analyzing the data. It is suggested, however, that the method while possibly providing a useful starting point for a solution, does not provide a universal panacea.

1 aCox, M., A. A. uhttp://apm.sagepub.com/content/38/4/329.abstract01545nas a2200109 4500008004500000245005800045210005400103490000700157520117100164100001501335856008501350 2011 Engldsh 00aNational Tests in Denmark – CAT as a Pedagogic Tool0 aNational Tests in Denmark CAT as a Pedagogic Tool0 v123 a

Testing and test results can be used in different ways. They can be used for regulation and control, but they can also be a pedagogic tool for assessment of student proficiency in order to target teaching, improve learning and facilitate local pedagogical leadership. To serve these purposes the test has to be used for low stakes purposes, and to ensure this, the Danish National test results are made strictly confidential by law. The only test results that are made public are the overall national results. Because of the test design, test results are directly comparable, offering potential for monitoring added value and developing new ways of using test results in a pedagogical context. This article gives the background and status for the development of the Danish national tests, describes what is special about these tests (e.g., Information Technology [IT]-based, 3 tests in 1, adaptive), how the national test are carried out, and what
is tested. Furthermore, it describes strategies for disseminating the results to the pupil, parents, teacher, headmaster and municipality; and how the results can be used by the teacher and headmaster.

1 aWandall, J uhttp://www.iacat.org/content/national-tests-denmark-%E2%80%93-cat-pedagogic-tool00768nas a2200157 4500008004500000245008000045210006900125490000700194520022700201100001500428700001600443700001700459700001600476700001500492856010300507 2011 Engldsh 00aA new adaptive testing algorithm for shortening health literacy assessments0 anew adaptive testing algorithm for shortening health literacy as0 v113 a

 

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3178473/?tool=pmcentrez
1 aKandula, S1 aAncker, J S1 aKaufman, D R1 aCurrie, L M1 aQing, Z -T uhttp://www.iacat.org/content/new-adaptive-testing-algorithm-shortening-health-literacy-assessments01203nas a2200145 4500008003900000245005800039210005600097300001000153490000700163520077300170100001900943700002200962700002100984856005201005 2011 d00aA New Stopping Rule for Computerized Adaptive Testing0 aNew Stopping Rule for Computerized Adaptive Testing a37-530 v713 a

The goal of the current study was to introduce a new stopping rule for computerized adaptive testing (CAT). The predicted standard error reduction (PSER) stopping rule uses the predictive posterior variance to determine the reduction in standard error that would result from the administration of additional items. The performance of the PSER was compared with that of the minimum standard error stopping rule and a modified version of the minimum information stopping rule in a series of simulated adaptive tests, drawn from a number of item pools. Results indicate that the PSER makes efficient use of CAT item pools, administering fewer items when predictive gains in information are small and increasing measurement precision when information is abundant.

1 aChoi, Seung, W1 aGrady, Matthew, W1 aDodd, Barbara, G uhttp://epm.sagepub.com/content/71/1/37.abstract01299nas a2200181 4500008004100000020004100041245005800082210005600140250001500196260001000211300000900221490000700230520075600237100001400993700001501007700001401022856008101036 2010 Eng d a0013-1644 (Print)0013-1644 (Linking)00aA new stopping rule for computerized adaptive testing0 anew stopping rule for computerized adaptive testing a2011/02/01 cDec 1 a1-170 v703 aThe goal of the current study was to introduce a new stopping rule for computerized adaptive testing. The predicted standard error reduction stopping rule (PSER) uses the predictive posterior variance to determine the reduction in standard error that would result from the administration of additional items. The performance of the PSER was compared to that of the minimum standard error stopping rule and a modified version of the minimum information stopping rule in a series of simulated adaptive tests, drawn from a number of item pools. Results indicate that the PSER makes efficient use of CAT item pools, administering fewer items when predictive gains in information are small and increasing measurement precision when information is abundant.1 aChoi, S W1 aGrady, M W1 aDodd, B G uhttp://www.iacat.org/content/new-stopping-rule-computerized-adaptive-testing02048nas a2200133 4500008004100000245006100041210005500102260010000157520152600257100001701783700001601800700001601816856008201832 2009 eng d00aThe nine lives of CAT-ASVAB: Innovations and revelations0 anine lives of CATASVAB Innovations and revelations aIn D. J. Weiss (Ed.), Proceedings of the 2009 GMAC Conference on Computerized Adaptive Testing.3 aThe Armed Services Vocational Aptitude Battery (ASVAB) is administered annually to more than one million military applicants and high school students. ASVAB scores are used to determine enlistment eligibility, assign applicants to military occupational specialties, and aid students in career exploration. The ASVAB is administered as both a paper-and-pencil (P&P) test and a computerized adaptive test (CAT). CAT-ASVAB holds the distinction of being the first large-scale adaptive test battery to be administered in a high-stakes setting. Approximately two-thirds of military applicants currently take CAT-ASVAB; long-term plans are to replace P&P-ASVAB with CAT-ASVAB at all test sites. Given CAT-ASVAB’s pedigree—approximately 20 years in development and 20 years in operational administration—much can be learned from revisiting some of the major highlights of CATASVAB history. This paper traces the progression of CAT-ASVAB through nine major phases of development including: research and evelopment of the CAT-ASVAB prototype, the initial development of psychometric procedures and item pools, initial and full-scale operational implementation, the introduction of new item pools, the introduction of Windows administration, the introduction of Internet administration, and research and development of the next generation CATASVAB. A background and history is provided for each phase, including discussions of major research and operational issues, innovative approaches and practices, and lessons learned.1 aPommerich, M1 aSegall, D O1 aMoreno, K E uhttp://www.iacat.org/content/nine-lives-cat-asvab-innovations-and-revelations02141nas a2200289 4500008004100000020004600041245007200087210006400159250001500223260001100238300000700249490000700256520118400263653002901447653003501476653002601511653002601537653001101563653006101574653001801635653004501653653001301698100001601711700001301727700001801740856009301758 2008 eng d a1553-6467 (Electronic)0002-9459 (Linking)00aThe NAPLEX: evolution, purpose, scope, and educational implications0 aNAPLEX evolution purpose scope and educational implications a2008/05/17 cApr 15 a330 v723 aSince 2004, passing the North American Pharmacist Licensure Examination (NAPLEX) has been a requirement for earning initial pharmacy licensure in all 50 United States. The creation and evolution from 1952-2005 of the particular pharmacy competency testing areas and quantities of questions are described for the former paper-and-pencil National Association of Boards of Pharmacy Licensure Examination (NABPLEX) and the current candidate-specific computer adaptive NAPLEX pharmacy licensure examinations. A 40% increase in the weighting of NAPLEX Blueprint Area 2 in May 2005, compared to that in the preceding 1997-2005 Blueprint, has implications for candidates' NAPLEX performance and associated curricular content and instruction. New pharmacy graduates' scores on the NAPLEX are neither intended nor validated to serve as a criterion for assessing or judging the quality or effectiveness of pharmacy curricula and instruction. The newest cycle of NAPLEX Blueprint revision, a continual process to ensure representation of nationwide contemporary practice, began in early 2008. It may take up to 2 years, including surveying several thousand national pharmacists, to complete.10a*Educational Measurement10aEducation, Pharmacy/*standards10aHistory, 20th Century10aHistory, 21st Century10aHumans10aLicensure, Pharmacy/history/*legislation & jurisprudence10aNorth America10aPharmacists/*legislation & jurisprudence10aSoftware1 aNewton, D W1 aBoyle, M1 aCatizone, C A uhttp://www.iacat.org/content/naplex-evolution-purpose-scope-and-educational-implications00375nas a2200109 4500008004100000245005500041210005200096300001000148490001000158100001900168856007800187 2007 eng d00aAn NCME instructional module on multistage testing0 aNCME instructional module on multistage testing a44-520 v26(2)1 aHendrickson, A uhttp://www.iacat.org/content/ncme-instructional-module-multistage-testing00371nas a2200097 4500008004100000245003400041210003200075260009700107100001200204856005700216 2007 eng d00aA new delivery system for CAT0 anew delivery system for CAT aD. J. Weiss (Ed.). Proceedings of the 2007 GMAC Conference on Computerized Adaptive Testing.1 aPark, J uhttp://www.iacat.org/content/new-delivery-system-cat00408nas a2200097 4500008004100000245004200041210004200083260009800125100001600223856007100239 2007 eng d00aNonparametric online item calibration0 aNonparametric online item calibration aD. J. Weiss (Ed.). Proceedings of the 2007 GMAC Conference on Computerized Adaptive Testing. 1 aSamejima, F uhttp://www.iacat.org/content/nonparametric-online-item-calibration00328nas a2200097 4500008004100000245004500041210004500086260001700131100001200148856007000160 2004 eng d00aNew methods for CBT item pool evaluation0 aNew methods for CBT item pool evaluation aSan Diego CA1 aWang, L uhttp://www.iacat.org/content/new-methods-cbt-item-pool-evaluation02031nas a2200253 4500008004100000245007700041210006900118260001200187300001200199490000700211520125800218653003901476653002901515653001501544653001001559653001101569653001101580653000901591653003001600653001301630100001601643700002001659856009801679 2001 eng d00aNCLEX-RN performance: predicting success on the computerized examination0 aNCLEXRN performance predicting success on the computerized exami cJul-Aug a158-1650 v173 aSince the adoption of the Computerized Adaptive Testing (CAT) format of the National Certification Licensure Examination for Registered Nurses (NCLEX-RN), no studies have been reported in the literature on predictors of successful performance by baccalaureate nursing graduates on the licensure examination. In this study, a discriminant analysis was used to identify which of 21 variables can be significant predictors of success on the CAT NCLEX-RN. The convenience sample consisted of 289 individuals who graduated from a baccalaureate nursing program between 1995 and 1998. Seven significant predictor variables were identified. The total number of C+ or lower grades earned in nursing theory courses was the best predictor, followed by grades in several individual nursing courses. More than 93 per cent of graduates were correctly classified. Ninety-four per cent of NCLEX "passes" were correctly classified, as were 92 per cent of NCLEX failures. This degree of accuracy in classifying CAT NCLEX-RN failures represents a marked improvement over results reported in previous studies of licensure examinations, and suggests the discriminant function will be helpful in identifying future students in danger of failure. J Prof Nurs 17:158-165, 2001.10a*Education, Nursing, Baccalaureate10a*Educational Measurement10a*Licensure10aAdult10aFemale10aHumans10aMale10aPredictive Value of Tests10aSoftware1 aBeeman, P B1 aWaterhouse, J K uhttp://www.iacat.org/content/nclex-rn-performance-predicting-success-computerized-examination00587nas a2200133 4500008004100000245013700041210006900178260001500247100001800262700001700280700001600297700001700313856012300330 2001 eng d00aNearest neighbors, simple strata, and probabilistic parameters: An empirical comparison of methods for item exposure control in CATs0 aNearest neighbors simple strata and probabilistic parameters An  aSeattle WA1 aParshall, C G1 aKromrey, J D1 aHarmes, J C1 aSentovich, C uhttp://www.iacat.org/content/nearest-neighbors-simple-strata-and-probabilistic-parameters-empirical-comparison-methods00406nas a2200097 4500008004100000245007400041210006900115260001500184100001400199856009500213 2001 eng d00aA new approach to simulation studies in computerized adaptive testing0 anew approach to simulation studies in computerized adaptive test aSeattle WA1 aChen, S-Y uhttp://www.iacat.org/content/new-approach-simulation-studies-computerized-adaptive-testing00471nas a2200109 4500008004100000245010000041210006900141300001200210490000700222100001200229856012000241 2001 eng d00aA new computer algorithm for simultaneous test construction of two-stage and multistage testing0 anew computer algorithm for simultaneous test construction of two a180-1980 v261 aWu, I L uhttp://www.iacat.org/content/new-computer-algorithm-simultaneous-test-construction-two-stage-and-multistage-testing01859nas a2200193 4500008004100000245012400041210007100165300001200236490000700248520110700255653002101362653002601383653002201409653001401431653005901445100001601504700001701520856012801537 2001 eng d00aNouveaux développements dans le domaine du testing informatisé [New developments in the area of computerized testing]0 aNouveaux développements dans le domaine du testing informatisé N a221-2300 v463 aL'usage de l'évaluation assistée par ordinateur s'est fortement développé depuis la première formulation de ses principes de base dans les années soixante et soixante-dix. Cet article offre une introduction aux derniers développements dans le domaine de l'évaluation assistée par ordinateur, en particulier celui du testing adaptative informatisée (TAI). L'estimation de l'aptitude, la sélection des items et le développement d'une base d'items dans le cas du TAI sont discutés. De plus, des exemples d'utilisations innovantes de l'ordinateur dans des systèmes intégrés de testing et de testing via Internet sont présentés. L'article se termine par quelques illustrations de nouvelles applications du testing informatisé et des suggestions pour des recherches futures.Discusses the latest developments in computerized psychological assessment, with emphasis on computerized adaptive testing (CAT). Ability estimation, item selection, and item pool development in CAT are described. Examples of some innovative approaches to CAT are presented. (PsycINFO Database Record (c) 2005 APA )10aAdaptive Testing10aComputer Applications10aComputer Assisted10aDiagnosis10aPsychological Assessment computerized adaptive testing1 aMeijer, R R1 aGrégoire, J uhttp://www.iacat.org/content/nouveaux-d%C3%A9veloppements-dans-le-domaine-du-testing-informatis%C3%A9-new-developments-area00467nas 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-testing00486nas a2200121 4500008004100000245008700041210006900128300001200197490000700209100002700216700001600243856010500259 2000 eng d00aThe null distribution of person-fit statistics for conventional and adaptive tests0 anull distribution of personfit statistics for conventional and a a327-3450 v231 aKrimpen-Stoop, E M L A1 aMeijer, R R uhttp://www.iacat.org/content/null-distribution-person-fit-statistics-conventional-and-adaptive-tests00488nas a2200121 4500008004100000245008700041210006900128300001200197490000700209100002700216700001600243856010700259 1999 eng d00aThe null distribution of person-fit statistics for conventional and adaptive tests0 anull distribution of personfit statistics for conventional and a a327-3450 v231 aKrimpen-Stoop, E M L A1 aMeijer, R R uhttp://www.iacat.org/content/null-distribution-person-fit-statistics-conventional-and-adaptive-tests-000459nas 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-testing00466nas a2200109 4500008004100000245009200041210006900133260001700202100000700219700001400226856011600240 1998 eng d00aNonmodel-fitting responses and robust ability estimation in a realistic CAT environment0 aNonmodelfitting responses and robust ability estimation in a rea aSan Diego CA1 aYi1 aNering, M uhttp://www.iacat.org/content/nonmodel-fitting-responses-and-robust-ability-estimation-realistic-cat-environment00487nas a2200097 4500008004100000245012300041210006900164100001900233700001200252856012500264 1997 eng d00aNonlinear sequential designs for logistic item response theory models with applications to computerized adaptive tests0 aNonlinear sequential designs for logistic item response theory m1 aChang, Hua-Hua1 aYing, Z uhttp://www.iacat.org/content/nonlinear-sequential-designs-logistic-item-response-theory-models-applications-computerized00520nas a2200121 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