01927nas a2200157 4500008003900000245010900039210006900148300001200217490000700229520138500236100002201621700002001643700002201663700002101685856006301706 2019 d00aRouting Strategies and Optimizing Design for Multistage Testing in International Large-Scale Assessments0 aRouting Strategies and Optimizing Design for Multistage Testing a192-2130 v563 aAbstract This study investigates the effect of several design and administration choices on item exposure and person/item parameter recovery under a multistage test (MST) design. In a simulation study, we examine whether number-correct (NC) or item response theory (IRT) methods are differentially effective at routing students to the correct next stage(s) and whether routing choices (optimal versus suboptimal routing) have an impact on achievement precision. Additionally, we examine the impact of testlet length on both person and item recovery. Overall, our results suggest that no single approach works best across the studied conditions. With respect to the mean person parameter recovery, IRT scoring (via either Fisher information or preliminary EAP estimates) outperformed classical NC methods, although differences in bias and root mean squared error were generally small. Item exposure rates were found to be more evenly distributed when suboptimal routing methods were used, and item recovery (both difficulty and discrimination) was most precisely observed for items with moderate difficulties. Based on the results of the simulation study, we draw conclusions and discuss implications for practice in the context of international large-scale assessments that recently introduced adaptive assessment in the form of MST. Future research directions are also discussed.1 aSvetina, Dubravka1 aLiaw, Yuan-Ling1 aRutkowski, Leslie1 aRutkowski, David uhttps://onlinelibrary.wiley.com/doi/abs/10.1111/jedm.1220603772nas a2200145 4500008004100000245007300041210006900114260005500183520325500238653000803493653002203501653001803523100001403541856007103555 2017 eng d00aResponse Time and Response Accuracy in Computerized Adaptive Testing0 aResponse Time and Response Accuracy in Computerized Adaptive Tes aNiigata, JapanbNiigata Seiryo Universityc08/20173 a
Introduction. This study explores the relationship between response speed and response accuracy in Computerized Adaptive Testing (CAT). CAT provides a score as well as item response times, which can offer additional diagnostic information regarding behavioral processes of task completion that cannot be uncovered by paper-based instruments. The goal of this study is to investigate how the accuracy rate evolves as a function of response time. If the accuracy of cognitive test responses decreases with response time, then it is an indication that the underlying cognitive process is a degrading process such as knowledge retrieval. More accessible knowledge can be retrieved faster than less accessible knowledge. For instance, in reading tasks, the time on task effect is negative and the more negative, the easier a task is. However, if the accuracy of cognitive test responses increases with response time, then the process is of an upgrading nature, with an increasing success rate as a function of response time. For example, problem-solving takes time, and fast responses are less likely to be well-founded responses. It is of course also possible that the relationship is curvilinear, as when an increasing success rate is followed by a decreasing success rate or vice versa.
Hypothesis. The present study argues the relationship between response time on task and response accuracy can be positive, negative, or curvilinear, which depends on cognitive nature of task items holding ability of the subjects and difficulty of the items constant.
Methodology. Data from a subsection of GRE quantitative test were available. We will use generalized linear mixed models. A linear model means a linear combination of predictors determining the probability of person p for answering item i correctly. Modeling mixed effects means both random effects and fixed effects are included. Fixed effects refer to constants across test takers. The models are equivalent with advanced IRT models that go beyond the regular modeling of test responses in terms of one or more latent variables and item parameters. The lme4 package for R will be utilized to conduct the statistical calculation.
Research questions. 1. What is the relationship between response accuracy and response speed? 2. What is the correlation between response accuracy and type of response time (fast response vs slow response) after controlling ability of people?
Preliminary Findings. 1. There is a negative relationship between response time and response accuracy. The success rate declines with elapsing response time. 2. The correlation between the two response latent variables (fast and slow) is 1.0, indicating the time on task effects between respond time types are not different.
Implications. The right amount of testing time in CAT is important—too much is wasteful and costly, too little impacts score validity. The study is expected to provide new perception on the relationship between response time and response accuracy, which in turn, contribute to the best timing strategy in CAT—with or without time constraints.
10aCAT10aresponse accuracy10aResponse time1 aShi, Yang uhttps://drive.google.com/open?id=1yYP01bzGrKvJnfLwepcAoQQ2F4TdSvZ200491nas a2200133 4500008003900000022001400039245010800053210006900161300000700230490000600237100002500243700002400268856006500292 2017 d a2504-284X00aRobust Automated Test Assembly for Testlet-Based Tests: An Illustration with Analytical Reasoning Items0 aRobust Automated Test Assembly for TestletBased Tests An Illustr a630 v21 aVeldkamp, Bernard, P1 aPaap, Muirne, C. S. uhttps://www.frontiersin.org/article/10.3389/feduc.2017.0006301599nas a2200145 4500008003900000245010600039210006900145300001200214490000700226520111100233100002001344700001801364700001801382856005301400 2013 d00aThe Random-Threshold Generalized Unfolding Model and Its Application of Computerized Adaptive Testing0 aRandomThreshold Generalized Unfolding Model and Its Application a179-2000 v373 aThe random-threshold generalized unfolding model (RTGUM) was developed by treating the thresholds in the generalized unfolding model as random effects rather than fixed effects to account for the subjective nature of the selection of categories in Likert items. The parameters of the new model can be estimated with the JAGS (Just Another Gibbs Sampler) freeware, which adopts a Bayesian approach for estimation. A series of simulations was conducted to evaluate the parameter recovery of the new model and the consequences of ignoring the randomness in thresholds. The results showed that the parameters of RTGUM were recovered fairly well and that ignoring the randomness in thresholds led to biased estimates. Computerized adaptive testing was also implemented on RTGUM, where the Fisher information criterion was used for item selection and the maximum a posteriori method was used for ability estimation. The simulation study showed that the longer the test length, the smaller the randomness in thresholds, and the more categories in an item, the more precise the ability estimates would be.
1 aWang, Wen-Chung1 aLiu, Chen-Wei1 aWu, Shiu-Lien uhttp://apm.sagepub.com/content/37/3/179.abstract00516nas a2200121 4500008004100000245009900041210006900140260002300209100001200232700001500244700001500259856012000274 2013 eng d00aReporting differentiated literacy results in PISA by using multidimensional adaptive testing. 0 aReporting differentiated literacy results in PISA by using multi bDodrecht: Springer1 aFrey, A1 aSeitz, N-N1 aKröhne, U uhttp://www.iacat.org/content/reporting-differentiated-literacy-results-pisa-using-multidimensional-adaptive-testing01222nas a2200157 4500008003900000245013900039210006900178300001200247490000700259520066600266100002100932700001900953700001500972700002400987856005301011 2012 d00aOn the Reliability and Validity of a Numerical Reasoning Speed Dimension Derived From Response Times Collected in Computerized Testing0 aReliability and Validity of a Numerical Reasoning Speed Dimensio a245-2630 v723 aData from 181 college students were used to assess whether math reasoning item response times in computerized testing can provide valid and reliable measures of a speed dimension. The alternate forms reliability of the speed dimension was .85. A two-dimensional structural equation model suggests that the speed dimension is related to the accuracy of speeded responses. Speed factor scores were significantly correlated with performance on the ACT math scale. Results suggest that the speed dimension underlying response times can be reliably measured and that the dimension is related to the accuracy of performance under the pressure of time limits.
1 aDavison, Mark, L1 aSemmes, Robert1 aHuang, Lan1 aClose, Catherine, N uhttp://epm.sagepub.com/content/72/2/245.abstract01369nas a2200157 4500008003900000022001400039245010400053210006900157300001400226490000700240520085700247100001501104700001901119700001801138856005501156 2011 d a1745-398400aRestrictive Stochastic Item Selection Methods in Cognitive Diagnostic Computerized Adaptive Testing0 aRestrictive Stochastic Item Selection Methods in Cognitive Diagn a255–2730 v483 aThis paper proposes two new item selection methods for cognitive diagnostic computerized adaptive testing: the restrictive progressive method and the restrictive threshold method. They are built upon the posterior weighted Kullback-Leibler (KL) information index but include additional stochastic components either in the item selection index or in the item selection procedure. Simulation studies show that both methods are successful at simultaneously suppressing overexposed items and increasing the usage of underexposed items. Compared to item selection based upon (1) pure KL information and (2) the Sympson-Hetter method, the two new methods strike a better balance between item exposure control and measurement accuracy. The two new methods are also compared with Barrada et al.'s (2008) progressive method and proportional method.
1 aWang, Chun1 aChang, Hua-Hua1 aHuebner, Alan uhttp://dx.doi.org/10.1111/j.1745-3984.2011.00145.x02597nas a2200337 4500008004100000020004600041245012800087210006900215250001500284300000700299490000600306520149200312653003201804653002301836653002501859653003401884653001101918653001101929653000901940653002601949653003101975653002702006653001102033653001802044100001502062700001202077700001402089700001802103700001202121856012602133 2009 eng d a1477-7525 (Electronic)1477-7525 (Linking)00aReduction in patient burdens with graphical computerized adaptive testing on the ADL scale: tool development and simulation0 aReduction in patient burdens with graphical computerized adaptiv a2009/05/07 a390 v73 aBACKGROUND: The aim of this study was to verify the effectiveness and efficacy of saving time and reducing burden for patients, nurses, and even occupational therapists through computer adaptive testing (CAT). METHODS: Based on an item bank of the Barthel Index (BI) and the Frenchay Activities Index (FAI) for assessing comprehensive activities of daily living (ADL) function in stroke patients, we developed a visual basic application (VBA)-Excel CAT module, and (1) investigated whether the averaged test length via CAT is shorter than that of the traditional all-item-answered non-adaptive testing (NAT) approach through simulation, (2) illustrated the CAT multimedia on a tablet PC showing data collection and response errors of ADL clinical functional measures in stroke patients, and (3) demonstrated the quality control of endorsing scale with fit statistics to detect responding errors, which will be further immediately reconfirmed by technicians once patient ends the CAT assessment. RESULTS: The results show that endorsed items could be shorter on CAT (M = 13.42) than on NAT (M = 23) at 41.64% efficiency in test length. However, averaged ability estimations reveal insignificant differences between CAT and NAT. CONCLUSION: This study found that mobile nursing services, placed at the bedsides of patients could, through the programmed VBA-Excel CAT module, reduce the burden to patients and save time, more so than the traditional NAT paper-and-pencil testing appraisals.10a*Activities of Daily Living10a*Computer Graphics10a*Computer Simulation10a*Diagnosis, Computer-Assisted10aFemale10aHumans10aMale10aPoint-of-Care Systems10aReproducibility of Results10aStroke/*rehabilitation10aTaiwan10aUnited States1 aChien, T W1 aWu, H M1 aWang, W-C1 aCastillo, R V1 aChou, W uhttp://www.iacat.org/content/reduction-patient-burdens-graphical-computerized-adaptive-testing-adl-scale-tool-development02435nas a2200385 4500008004100000020004100041245009300082210006900175250001500244260000800259300001100267490000700278520128100285653003201566653002701598653002001625653002901645653001001674653000901684653001901693653003401712653001101746653001101757653000901768653001601777653004601793100001501839700001001854700001501864700001101879700001201890700001401902700001601916856011701932 2009 eng d a0962-9343 (Print)0962-9343 (Linking)00aReplenishing a computerized adaptive test of patient-reported daily activity functioning0 aReplenishing a computerized adaptive test of patientreported dai a2009/03/17 cMay a461-710 v183 aPURPOSE: Computerized adaptive testing (CAT) item banks may need to be updated, but before new items can be added, they must be linked to the previous CAT. The purpose of this study was to evaluate 41 pretest items prior to including them into an operational CAT. METHODS: We recruited 6,882 patients with spine, lower extremity, upper extremity, and nonorthopedic impairments who received outpatient rehabilitation in one of 147 clinics across 13 states of the USA. Forty-one new Daily Activity (DA) items were administered along with the Activity Measure for Post-Acute Care Daily Activity CAT (DA-CAT-1) in five separate waves. We compared the scoring consistency with the full item bank, test information function (TIF), person standard errors (SEs), and content range of the DA-CAT-1 to the new CAT (DA-CAT-2) with the pretest items by real data simulations. RESULTS: We retained 29 of the 41 pretest items. Scores from the DA-CAT-2 were more consistent (ICC = 0.90 versus 0.96) than DA-CAT-1 when compared with the full item bank. TIF and person SEs were improved for persons with higher levels of DA functioning, and ceiling effects were reduced from 16.1% to 6.1%. CONCLUSIONS: Item response theory and online calibration methods were valuable in improving the DA-CAT.10a*Activities of Daily Living10a*Disability Evaluation10a*Questionnaires10a*User-Computer Interface10aAdult10aAged10aCohort Studies10aComputer-Assisted Instruction10aFemale10aHumans10aMale10aMiddle Aged10aOutcome Assessment (Health Care)/*methods1 aHaley, S M1 aNi, P1 aJette, A M1 aTao, W1 aMoed, R1 aMeyers, D1 aLudlow, L H uhttp://www.iacat.org/content/replenishing-computerized-adaptive-test-patient-reported-daily-activity-functioning02174nas a2200301 4500008004100000020001400041245010200055210006900157250001500226300001200241490000700253520109000260653001501350653001501365653002101380653004801401653002401449653002801473653006201501653005701563653001101620653002701631653004601658100001701704700001201721700001401733856012501747 2008 eng d a1138-741600aRotating item banks versus restriction of maximum exposure rates in computerized adaptive testing0 aRotating item banks versus restriction of maximum exposure rates a2008/11/08 a618-6250 v113 aIf examinees were to know, beforehand, part of the content of a computerized adaptive test, their estimated trait levels would then have a marked positive bias. One of the strategies to avoid this consists of dividing a large item bank into several sub-banks and rotating the sub-bank employed (Ariel, Veldkamp & van der Linden, 2004). This strategy permits substantial improvements in exposure control at little cost to measurement accuracy, However, we do not know whether this option provides better results than using the master bank with greater restriction in the maximum exposure rates (Sympson & Hetter, 1985). In order to investigate this issue, we worked with several simulated banks of 2100 items, comparing them, for RMSE and overlap rate, with the same banks divided in two, three... up to seven sub-banks. By means of extensive manipulation of the maximum exposure rate in each bank, we found that the option of rotating banks slightly outperformed the option of restricting maximum exposure rate of the master bank by means of the Sympson-Hetter method.
10a*Character10a*Databases10a*Software Design10aAptitude Tests/*statistics & numerical data10aBias (Epidemiology)10aComputing Methodologies10aDiagnosis, Computer-Assisted/*statistics & numerical data10aEducational Measurement/*statistics & numerical data10aHumans10aMathematical Computing10aPsychometrics/statistics & numerical data1 aBarrada, J R1 aOlea, J1 aAbad, F J uhttp://www.iacat.org/content/rotating-item-banks-versus-restriction-maximum-exposure-rates-computerized-adaptive-testing01722nas a2200169 4500008004100000245016600041210006900207300001000276490000600286520105700292653001501349100001501364700001601379700001701395700001601412856012401428 2007 eng d00aRelative precision, efficiency and construct validity of different starting and stopping rules for a computerized adaptive test: The GAIN Substance Problem Scale0 aRelative precision efficiency and construct validity of differen a48-650 v83 aSubstance abuse treatment programs are being pressed to measure and make clinical decisions more efficiently about an increasing array of problems. This computerized adaptive testing (CAT) simulation examined the relative efficiency, precision and construct validity of different starting and stopping rules used to shorten the Global Appraisal of Individual Needs’ (GAIN) Substance Problem Scale (SPS) and facilitate diagnosis based on it. Data came from 1,048 adolescents and adults referred to substance abuse treatment centers in 5 sites. CAT performance was evaluated using: (1) average standard errors, (2) average number of items, (3) bias in personmeasures, (4) root mean squared error of person measures, (5) Cohen’s kappa to evaluate CAT classification compared to clinical classification, (6) correlation between CAT and full-scale measures, and (7) construct validity of CAT classification vs. clinical classification using correlations with five theoretically associated instruments. Results supported both CAT efficiency and validity.10aMy article1 aRiley, B B1 aConrad, K J1 aBezruczko, N1 aDennis, M L uhttp://www.iacat.org/content/relative-precision-efficiency-and-construct-validity-different-starting-and-stopping-rules01802nas a2200133 4500008004100000245011100041210006900152490001000221520125600231100001801487700002101505700001901526856012301545 2007 eng d00aA review of item exposure control strategies for computerized adaptive testing developed from 1983 to 20050 areview of item exposure control strategies for computerized adap0 v 5(8)3 aSince researchers acknowledged the several advantages of computerized adaptive testing (CAT) over traditional linear test administration, the issue of item exposure control has received increased attention. Due to CAT’s underlying philosophy, particular items in the item pool may be presented too often and become overexposed, while other items are rarely selected by the CAT algorithm and thus become underexposed. Several item exposure control strategies have been presented in the literature aiming to prevent overexposure of some items and to increase the use rate of rarely or never selected items. This paper reviews such strategies that appeared in the relevant literature from 1983 to 2005. The focus of this paper is on studies that have been conducted in order to evaluate the effectiveness of item exposure control strategies for dichotomous scoring, polytomous scoring and testlet-based CAT systems. In addition, the paper discusses the strengths and weaknesses of each strategy group using examples from simulation studies. No new research is presented but rather a compendium of models is reviewed with an overall objective of providing researchers of this field, especially newcomers, a wide view of item exposure control strategies.1 aGeorgiadou, E1 aTriantafillou, E1 aEconomides, AA uhttp://www.iacat.org/content/review-item-exposure-control-strategies-computerized-adaptive-testing-developed-1983-200501737nas a2200181 4500008004100000245014500041210006900186300001200255490000700267520104600274653003001320653002401350653001501374100001301389700001701402700002101419856011501440 2005 eng d00aA randomized experiment to compare conventional, computerized, and computerized adaptive administration of ordinal polytomous attitude items0 arandomized experiment to compare conventional computerized and c a159-1830 v293 aA total of 520 high school students were randomly assigned to a paper-and-pencil test (PPT), a computerized standard test (CST), or a computerized adaptive test (CAT) version of the Dutch School Attitude Questionnaire (SAQ), consisting of ordinal polytomous items. The CST administered items in the same order as the PPT. The CAT administered all items of three SAQ subscales in adaptive order using Samejima's graded response model, so that six different stopping rule settings could be applied afterwards. School marks were used as external criteria. Results showed significant but small multivariate administration mode effects on conventional raw scores and small to medium effects on maximum likelihood latent trait estimates. When the precision of CAT latent trait estimates decreased, correlations with grade point average in general decreased. However, the magnitude of the decrease was not very large as compared to the PPT, the CST, and the CAT without the stopping rule. (PsycINFO Database Record (c) 2005 APA ) (journal abstract)10aComputer Assisted Testing10aTest Administration10aTest Items1 aHol, A M1 aVorst, H C M1 aMellenbergh, G J uhttp://www.iacat.org/content/randomized-experiment-compare-conventional-computerized-and-computerized-adaptive01542nas a2200145 4500008003900000245014500039210006900184300001200253490000700265520100100272100002001273700002301293700002701316856005301343 2005 d00aA Randomized Experiment to Compare Conventional, Computerized, and Computerized Adaptive Administration of Ordinal Polytomous Attitude Items0 aRandomized Experiment to Compare Conventional Computerized and C a159-1830 v293 aA total of 520 high school students were randomly assigned to a paper-and-pencil test (PPT), a computerized standard test (CST), or a computerized adaptive test (CAT) version of the Dutch School Attitude Questionnaire (SAQ), consisting of ordinal polytomous items. The CST administered items in the same order as the PPT. The CAT administered all items of three SAQ subscales in adaptive order using Samejima’s graded response model, so that six different stopping rule settings could be applied afterwards. School marks were used as external criteria. Results showed significant but small multivariate administration mode effects on conventional raw scores and small to medium effects on maximum likelihood latent trait estimates. When the precision of CAT latent trait estimates decreased, correlations with grade point average in general decreased. However, the magnitude of the decrease was not very large as compared to the PPT, the CST, and the CAT without the stopping rule.
1 aHol, Michiel, A1 aVorst, Harrie, C M1 aMellenbergh, Gideon, J uhttp://apm.sagepub.com/content/29/3/159.abstract00511nas a2200157 4500008004100000020001000041245004300051210004300094260002600137653003000163653002800193653003400221653001700255100001200272856006900284 2005 eng d a05-0500aRecent trends in comparability studies0 aRecent trends in comparability studies bPearsoncAugust, 200510acomputer adaptive testing10aComputerized assessment10adifferential item functioning10aMode effects1 aPaek, P uhttp://www.iacat.org/content/recent-trends-comparability-studies00342nas 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-problems04032nas a2200433 4500008004100000245012300041210006900164260000800233300001200241490000700253520252400260653001902784653002902803653005802832653001002890653000902900653002202909653002602931653003302957653001102990653001103001653000903012653001603021653007403037653003003111653003603141653005803177653003103235653004503266653004103311653003203352100001603384700001503400700001603415700001603431700001403447700001203461856012503473 2004 eng d00aRefining the conceptual basis for rehabilitation outcome measurement: personal care and instrumental activities domain0 aRefining the conceptual basis for rehabilitation outcome measure cJan aI62-1720 v423 aBACKGROUND: Rehabilitation outcome measures routinely include content on performance of daily activities; however, the conceptual basis for item selection is rarely specified. These instruments differ significantly in format, number, and specificity of daily activity items and in the measurement dimensions and type of scale used to specify levels of performance. We propose that a requirement for upper limb and hand skills underlies many activities of daily living (ADL) and instrumental activities of daily living (IADL) items in current instruments, and that items selected based on this definition can be placed along a single functional continuum. OBJECTIVE: To examine the dimensional structure and content coverage of a Personal Care and Instrumental Activities item set and to examine the comparability of items from existing instruments and a set of new items as measures of this domain. METHODS: Participants (N = 477) from 3 different disability groups and 4 settings representing the continuum of postacute rehabilitation care were administered the newly developed Activity Measure for Post-Acute Care (AM-PAC), the SF-8, and an additional setting-specific measure: FIM (in-patient rehabilitation); MDS (skilled nursing facility); MDS-PAC (postacute settings); OASIS (home care); or PF-10 (outpatient clinic). Rasch (partial-credit model) analyses were conducted on a set of 62 items covering the Personal Care and Instrumental domain to examine item fit, item functioning, and category difficulty estimates and unidimensionality. RESULTS: After removing 6 misfitting items, the remaining 56 items fit acceptably along the hypothesized continuum. Analyses yielded different difficulty estimates for the maximum score (eg, "Independent performance") for items with comparable content from different instruments. Items showed little differential item functioning across age, diagnosis, or severity groups, and 92% of the participants fit the model. CONCLUSIONS: ADL and IADL items from existing rehabilitation outcomes instruments that depend on skilled upper limb and hand use can be located along a single continuum, along with the new personal care and instrumental items of the AM-PAC addressing gaps in content. Results support the validity of the proposed definition of the Personal Care and Instrumental Activities dimension of function as a guide for future development of rehabilitation outcome instruments, such as linked, setting-specific short forms and computerized adaptive testing approaches.10a*Self Efficacy10a*Sickness Impact Profile10aActivities of Daily Living/*classification/psychology10aAdult10aAged10aAged, 80 and over10aDisability Evaluation10aFactor Analysis, Statistical10aFemale10aHumans10aMale10aMiddle Aged10aOutcome Assessment (Health Care)/*methods/statistics & numerical data10aQuestionnaires/*standards10aRecovery of Function/physiology10aRehabilitation/*standards/statistics & numerical data10aReproducibility of Results10aResearch Support, U.S. Gov't, Non-P.H.S.10aResearch Support, U.S. Gov't, P.H.S.10aSensitivity and Specificity1 aCoster, W J1 aHaley, S M1 aAndres, P L1 aLudlow, L H1 aBond, T L1 aNi, P S uhttp://www.iacat.org/content/refining-conceptual-basis-rehabilitation-outcome-measurement-personal-care-and-instrumental00516nas a2200121 4500008004100000245009800041210006900139260001500208100001600223700001800239700001700257856012000274 2003 eng d00aRecalibration of IRT item parameters in CAT: Sparse data matrices and missing data treatments0 aRecalibration of IRT item parameters in CAT Sparse data matrices aChicago IL1 aHarmes, J C1 aParshall, C G1 aKromrey, J D uhttp://www.iacat.org/content/recalibration-irt-item-parameters-cat-sparse-data-matrices-and-missing-data-treatments01801nas a2200241 4500008004100000245009300041210006900134300001200203490000700215520098200222653001801204653002101222653003001243653001901273653004601292653001801338653002501356653001501381100001401396700001901410700001501429856011501444 2003 eng d00aThe relationship between item exposure and test overlap in computerized adaptive testing0 arelationship between item exposure and test overlap in computeri a129-1450 v403 aThe purpose of this article is to present an analytical derivation for the mathematical form of an average between-test overlap index as a function of the item exposure index, for fixed-length computerized adaptive tests (CATs). This algebraic relationship is used to investigate the simultaneous control of item exposure at both the item and test levels. The results indicate that, in fixed-length CATs, control of the average between-test overlap is achieved via the mean and variance of the item exposure rates of the items that constitute the CAT item pool. The mean of the item exposure rates is easily manipulated. Control over the variance of the item exposure rates can be achieved via the maximum item exposure rate (r-sub(max)). Therefore, item exposure control methods which implement a specification of r-sub(max) (e.g., J. B. Sympson and R. D. Hetter, 1985) provide the most direct control at both the item and test levels. (PsycINFO Database Record (c) 2005 APA )10a(Statistical)10aAdaptive Testing10aComputer Assisted Testing10aHuman Computer10aInteraction computerized adaptive testing10aItem Analysis10aItem Analysis (Test)10aTest Items1 aChen, S-Y1 aAnkenmann, R D1 aSpray, J A uhttp://www.iacat.org/content/relationship-between-item-exposure-and-test-overlap-computerized-adaptive-testing00519nas a2200133 4500008004100000245009300041210006900134300001200203490000700215100001200222700001900234700001500253856011700268 2003 eng d00aThe relationship between item exposure and test overlap in computerized adaptive testing0 arelationship between item exposure and test overlap in computeri a129-1450 v401 aChen, S1 aAnkenmann, R D1 aSpray, J A uhttp://www.iacat.org/content/relationship-between-item-exposure-and-test-overlap-computerized-adaptive-testing-000519nas a2200133 4500008004100000245009300041210006900134300001200203490000700215100001200222700001900234700001500253856011700268 2003 eng d00aThe relationship between item exposure and test overlap in computerized adaptive testing0 arelationship between item exposure and test overlap in computeri a129-1450 v401 aChen, S1 aAnkenmann, R D1 aSpray, J A uhttp://www.iacat.org/content/relationship-between-item-exposure-and-test-overlap-computerized-adaptive-testing-100458nas a2200097 4500008004100000245008900041210006900130260001900199100002300218856011900241 2002 eng d00aA “rearrangement procedure” for administering adaptive tests with review options0 arearrangement procedure for administering adaptive tests with re aNew Orleans LA1 aPapanastasiou, E C uhttp://www.iacat.org/content/%E2%80%9Crearrangement-procedure%E2%80%9D-administering-adaptive-tests-review-options00459nas a2200109 4500008004100000245008600041210006900127260001900196100001500215700001600230856010300246 2002 eng d00aRedeveloping the exposure control parameters of CAT items when a pool is modified0 aRedeveloping the exposure control parameters of CAT items when a aNew Orleans LA1 aChang, S-W1 aHarris, D J uhttp://www.iacat.org/content/redeveloping-exposure-control-parameters-cat-items-when-pool-modified00532nas a2200109 4500008004100000245014600041210006900187260001900256100001200275700001200287856012300299 2002 eng d00aRelative precision of ability estimation in polytomous CAT: A comparison under the generalized partial credit model and graded response model0 aRelative precision of ability estimation in polytomous CAT A com aNew Orleans LA1 aWang, S1 aWang, T uhttp://www.iacat.org/content/relative-precision-ability-estimation-polytomous-cat-comparison-under-generalized-partial00492nas a2200097 4500008004100000245012000041210006900161260002400230100001600254856012400270 2002 eng d00aReliability and decision accuracy of linear parallel form and multi stage tests with realistic and ideal item pools0 aReliability and decision accuracy of linear parallel form and mu aWinchester, England1 aJodoin, M G uhttp://www.iacat.org/content/reliability-and-decision-accuracy-linear-parallel-form-and-multi-stage-tests-realistic-and00568nas 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-computerized00513nam a2200097 4500008004100000245009700041210006900138260006500207100002300272856012000295 2001 eng d00aA rearrangement procedure for administering adaptive tests when review options are permitted0 arearrangement procedure for administering adaptive tests when re aUnpublished doctoral dissertation, Michigan State University1 aPapanastasiou, E C uhttp://www.iacat.org/content/rearrangement-procedure-administering-adaptive-tests-when-review-options-are-permitted00451nas a2200121 4500008004100000245007000041210006900111260001500180100001300195700001200208700001600220856009300236 2001 eng d00aRefining a system for computerized adaptive testing pool creation0 aRefining a system for computerized adaptive testing pool creatio aSeattle WA1 aWay, W D1 aSwanson1 aStocking, M uhttp://www.iacat.org/content/refining-system-computerized-adaptive-testing-pool-creation00560nas a2200133 4500008004100000245009400041210006900135260004600204100001300250700001500263700001500278700001800293856011500311 2001 eng d00aRefining a system for computerized adaptive testing pool creation (Research Report 01-18)0 aRefining a system for computerized adaptive testing pool creatio aPrinceton NJ: Educational Testing Service1 aWay, W D1 aSwanson, L1 aSteffen, M1 aStocking, M L uhttp://www.iacat.org/content/refining-system-computerized-adaptive-testing-pool-creation-research-report-01-1801360nas a2200205 4500008004100000245016700041210007000208300001000278490000700288520051600295653003000811653003100841653004800872100001800920700001900938700002600957700002600983700001401009856013101023 2001 eng d00aRequerimientos, aplicaciones e investigación en tests adaptativos informatizados [Requirements, applications, and investigation in computerized adaptive testing]0 aRequerimientos aplicaciones e investigación en tests adaptativos a11-280 v193 aSummarizes the main requirements and applications of computerized adaptive testing (CAT) with emphasis on the differences between CAT and conventional computerized tests. Psychometric properties of estimations based on CAT, item selection strategies, and implementation software are described. Results of CAT studies in Spanish-speaking samples are described. Implications for developing a CAT measuring the English vocabulary of Spanish-speaking students are discussed. (PsycINFO Database Record (c) 2005 APA )10aComputer Assisted Testing10aEnglish as Second Language10aPsychometrics computerized adaptive testing1 aOlea Díaz, J1 aPonsoda Gil, V1 aRevuelta Menéndez, J1 aHontangas Beltrán, P1 aAbad, F J uhttp://www.iacat.org/content/requerimientos-aplicaciones-e-investigaci%C3%B3n-en-tests-adaptativos-informatizados-requirements00492nas a2200133 4500008004100000245008100041210006900122300001000191490000700201100001600208700001600224700002000240856009800260 2000 eng d00aA real data simulation of computerized adaptive administration of the MMPI-A0 areal data simulation of computerized adaptive administration of a83-960 v161 aForbey, J D1 aHandel, R W1 aBen-Porath, Y S uhttp://www.iacat.org/content/real-data-simulation-computerized-adaptive-administration-mmpi-102579nas a2200145 4500008004100000245008100041210006900122300001000191490000700201520207600208100001502284700001602299700002002315856009802335 2000 eng d00aA real data simulation of computerized adaptive administration of the MMPI-A0 areal data simulation of computerized adaptive administration of a83-960 v163 aA real data simulation of computerized adaptive administration of the Minnesota Multiphasic Inventory-Adolescent (MMPI-A) was conducted using item responses from three groups of participants. The first group included 196 adolescents (age range 14-18) tested at a midwestern residential treatment facility for adolescents. The second group was the normative sample used in the standardization of the MMPI-A (Butcher, Williams, Graham, Archer, Tellegen, Ben-Porath, & Kaemmer, 1992. Minnesota Multiphasic Inventory-Adolescent (MMPI-A): manual for administration, scoring, and interpretation. Minneapolis: University of Minnesota Press.). The third group was the clinical sample: used in the validation of the MMPI-A (Williams & Butcher, 1989. An MMPI study of adolescents: I. Empirical validation of the study's scales. Personality assessment, 1, 251-259.). The MMPI-A data for each group of participants were run through a modified version of the MMPI-2 adaptive testing computer program (Roper, Ben-Porath & Butcher, 1995. Comparability and validity of computerized adaptive testing with the MMPI-2. Journal of Personality Assessment, 65, 358-371.). To determine the optimal amount of item savings, each group's MMPI-A item responses were used to simulate three different orderings of the items: (1) from least to most frequently endorsed in the keyed direction; (2) from least to most frequently endorsed in the keyed direction with the first 120 items rearranged into their booklet order; and (3) all items in booklet order. The mean number of items administered for each group was computed for both classification and full- scale elevations for T-score cut-off values of 60 and 65. Substantial item administration savings were achieved for all three groups, and the mean number of items saved ranged from 50 items (10.7% of the administered items) to 123 items (26.4% of the administered items), depending upon the T-score cut-off, classification method (i.e. classification only or full-scale elevation), and group. (C) 2000 Elsevier Science Ltd. All rights reserved.1 aFobey, J D1 aHandel, R W1 aBen-Porath, Y S uhttp://www.iacat.org/content/real-data-simulation-computerized-adaptive-administration-mmpi-000388nas a2200109 4500008004100000245005900041210005700100300001200157490000700169100001100176856009100187 2000 eng d00aRescuing computerized testing by breaking Zipf’s law0 aRescuing computerized testing by breaking Zipf s law a203-2240 v251 aWainer uhttp://www.iacat.org/content/rescuing-computerized-testing-breaking-zipf%E2%80%99s-law00638nas a2200133 4500008004100000245020600041210006900247300001000316490000700326100001400333700001700347700001600364856012400380 2000 eng d00aResponse to Hays et al and McHorney and Cohen: Practical implications of item response theory and computerized adaptive testing: A brief summary of ongoing studies of widely used headache impact scales0 aResponse to Hays et al and McHorney and Cohen Practical implicat a73-820 v381 aWare, Jr.1 aBjorner, J B1 aKosinski, M uhttp://www.iacat.org/content/response-hays-et-al-and-mchorney-and-cohen-practical-implications-item-response-theory-and00598nas a2200121 4500008004100000245002700041210002500068300001000093490000600103520029500109100002100404856005100425 2000 eng d00aA review of CAT review0 areview of CAT review a47-490 v33 aStudied the effects of answer review on results of a computerized adaptive test, the laboratory professional examination of the American Society of Clinical Pathologists. Results from 29,293 candidates show that candidates who changed answers were more likely to improve their scores. (SLD)1 aSekula-Wacura, R uhttp://www.iacat.org/content/review-cat-review00348nas a2200097 4500008004100000245005200041210004800093260002100141100001400162856007400176 1999 eng d00aThe rationale and principles of stratum scoring0 arationale and principles of stratum scoring aMontreal, Canada1 aWise, S L uhttp://www.iacat.org/content/rationale-and-principles-stratum-scoring00467nas a2200133 4500008004100000245007000041210006900111300001200180490000700192100001200199700001600211700001600227856009000243 1999 eng d00aReducing bias in CAT trait estimation: A comparison of approaches0 aReducing bias in CAT trait estimation A comparison of approaches a263-2780 v231 aWang, T1 aHanson, B H1 aLau, C -M H uhttp://www.iacat.org/content/reducing-bias-cat-trait-estimation-comparison-approaches00481nas a2200109 4500008004100000245009400041210006900135260001700204100001600221700001600237856011800253 1999 eng d00aReducing item exposure without reducing precision (much) in computerized adaptive testing0 aReducing item exposure without reducing precision much in comput aMontreal, CA1 aHolmes, R M1 aSegall, D O uhttp://www.iacat.org/content/reducing-item-exposure-without-reducing-precision-much-computerized-adaptive-testing00610nas a2200097 4500008004100000245012700041210006900168260013500237100001400372856012600386 1999 eng d00aResearch and development of a computer-adaptive test of listening comprehension in the less-commonly taught language Hausa0 aResearch and development of a computeradaptive test of listening aM. Chalhoub-Deville (Ed.). Issues in computer-adaptive testing of reading proficiency. Cambridge, UK : Cambridge University Press.1 aDunkel, P uhttp://www.iacat.org/content/research-and-development-computer-adaptive-test-listening-comprehension-less-commonly-taught00405nas a2200109 4500008004100000245005800041210005700099260002100156100001600177700001800193856008400211 1999 eng d00aResponse time feedback on computer-administered tests0 aResponse time feedback on computeradministered tests aMontreal, Canada1 aScrams, D J1 aSchnipke, D L uhttp://www.iacat.org/content/response-time-feedback-computer-administered-tests00544nam 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-000598nas a2200133 4500008004100000245012500041210006900166260004600235100001400281700001600295700001600311700001400327856012300341 1998 eng d00aThe relationship between computer familiarity and performance on computer-based TOEFL test tasks (Research Report 98-08)0 arelationship between computer familiarity and performance on com aPrinceton NJ: Educational Testing Service1 aTaylor, C1 aJamieson, J1 aEignor, D R1 aKirsch, I uhttp://www.iacat.org/content/relationship-between-computer-familiarity-and-performance-computer-based-toefl-test-tasks00464nas a2200109 4500008004100000245009100041210006900132300001200201490000700213100001700220856011700237 1998 eng d00aReviewing and changing answers on computer-adaptive and self-adaptive vocabulary tests0 aReviewing and changing answers on computeradaptive and selfadapt a328-3450 v351 aVispoel, W P uhttp://www.iacat.org/content/reviewing-and-changing-answers-computer-adaptive-and-self-adaptive-vocabulary-tests00426nas a2200121 4500008004100000245005900041210005900100260001800159100001300177700001400190700001600204856008400220 1997 eng d00aRealistic simulation procedures for item response data0 aRealistic simulation procedures for item response data aGatlinburg TN1 aDavey, T1 aNering, M1 aThompson, T uhttp://www.iacat.org/content/realistic-simulation-procedures-item-response-data00607nas a2200145 4500008004100000245012900041210006900170260001500239100002000254700002000274700001400294700001500308700001700323856012100340 1997 eng d00aRelationship of response latency to test design, examinee ability, and item difficulty in computer-based test administration0 aRelationship of response latency to test design examinee ability aChicago IL1 aSwanson, D., B.1 aFeatherman, C M1 aCase, A M1 aLuecht, RM1 aNungester, R uhttp://www.iacat.org/content/relationship-response-latency-test-design-examinee-ability-and-item-difficulty-computer00544nas a2200109 4500008004100000245005200041210005100093260018000144100001600324700001600340856007800356 1997 eng d00aReliability and construct validity of CAT-ASVAB0 aReliability and construct validity of CATASVAB aW. A. Sands, B. K. Waters, and J. R. McBride (Eds.). Computerized adaptive testing: From inquiry to operation (pp. 169-179). Washington DC: American Psychological Association.1 aMoreno, K E1 aSegall, O D uhttp://www.iacat.org/content/reliability-and-construct-validity-cat-asvab01814nas a2200169 4500008004100000245005300041210005300094250001000147260006000157300001000217520125400227653003401481100001701515700001601532700001701548856007901565 1997 eng d00aResearch antecedents of applied adaptive testing0 aResearch antecedents of applied adaptive testing axviii aWashington D.C. USAbAmerican Psychological Association a47-573 a(from the chapter) This chapter sets the stage for the entire computerized adaptive testing Armed Services Vocational Aptitude Battery (CAT-ASVAB) development program by describing the state of the art immediately preceding its inception. By the mid-l970s, a great deal of research had been conducted that provided the technical underpinnings needed to develop adaptive tests, but little research had been done to corroborate empirically the promising results of theoretical analyses and computer simulation studies. In this chapter, the author summarizes much of the important theoretical and simulation research prior to 1977. In doing so, he describes a variety of approaches to adaptive testing, and shows that while many methods for adaptive testing had been proposed, few practical attempts had been made to implement it. Furthermore, the few instances of adaptive testing were based primarily on traditional test theory, and were developed in laboratory settings for purposes of basic research. The most promising approaches, those based on item response theory and evaluated analytically or by means of computer simulations, remained to be proven in the crucible of live testing. (PsycINFO Database Record (c) 2004 APA, all rights reserved).10acomputerized adaptive testing1 aMcBride, J R1 aWaters, B K1 aMcBride, J R uhttp://www.iacat.org/content/research-antecedents-applied-adaptive-testing01406nas a2200133 4500008004100000245008900041210006900130300001200199490000700211520089300218653003401111100001801145856010901163 1997 eng d00aRevising item responses in computerized adaptive tests: A comparison of three models0 aRevising item responses in computerized adaptive tests A compari a129-1420 v213 aInterest in the application of large-scale computerized adaptive testing has focused attention on issues that arise when theoretical advances are made operational. One such issue is that of the order in which exaniinees address questions within a test or separately timed test section. In linear testing, this order is entirely under the control of the examinee, who can look ahead at questions and return and revise answers to questions. Using simulation, this study investigated three models that permit restricted examinee control over revising previous answers in the context of adaptive testing. Even under a worstcase model of examinee revision behavior, two of the models of permitting item revisions worked well in preserving test fairness and accuracy. One model studied may also preserve some cognitive processing styles developed by examinees for a linear testing environment. 10acomputerized adaptive testing1 aStocking, M L uhttp://www.iacat.org/content/revising-item-responses-computerized-adaptive-tests-comparison-three-models00411nas a2200133 4500008004100000245005400041210004900095300001000144490000700154100001400161700001400175700001500189856007300204 1997 eng d00aThe role of item feedback in self-adapted testing0 arole of item feedback in selfadapted testing a85-980 v571 aRoos, L L1 aWise, S L1 aPlake, B S uhttp://www.iacat.org/content/role-item-feedback-self-adapted-testing00520nas a2200109 4500008004100000245009800041210006900139260004600208100001900254700001200273856012500285 1996 eng d00aRecursive maximum likelihood estimation, sequential design, and computerized adaptive testing0 aRecursive maximum likelihood estimation sequential design and co aPrinceton NJ: Educational Testing Service1 aChang, Hua-Hua1 aYing, Z uhttp://www.iacat.org/content/recursive-maximum-likelihood-estimation-sequential-design-and-computerized-adaptive-testing00494nas a2200097 4500008004100000245010200041210006900143260004600212100001800258856012000276 1996 eng d00aRevising item responses in computerized adaptive testing: A comparison of three models (RR-96-12)0 aRevising item responses in computerized adaptive testing A compa aPrinceton NJ: Educational Testing Service1 aStocking, M L uhttp://www.iacat.org/content/revising-item-responses-computerized-adaptive-testing-comparison-three-models-rr-96-1200522nam a2200097 4500008003900000245010900039210006900148260007200217100001200289856012300301 1996 d00aRobustness of a unidimensional computerized testing mastery procedure with multidimensional testing data0 aRobustness of a unidimensional computerized testing mastery proc aUnpublished doctoral dissertation, University of Iowa, Iowa City IA1 aLau, CA uhttp://www.iacat.org/content/robustness-unidimensional-computerized-testing-mastery-procedure-multidimensional-testing00518nas a2200109 4500008004100000245009900041210006900140260004200209100001200251700001900263856012600282 1995 eng d00aRecursive maximum likelihood estimation, sequential designs, and computerized adaptive testing0 aRecursive maximum likelihood estimation sequential designs and c aUniversity of Twente, the Netherlands1 aYing, Z1 aChang, Hua-Hua uhttp://www.iacat.org/content/recursive-maximum-likelihood-estimation-sequential-designs-and-computerized-adaptive-testing00392nas a2200109 4500008004100000245006300041210006200104300001200166490000700178100001500185856008200200 1995 eng d00aReview of the book Computerized Adaptive Testing: A Primer0 aReview of the book Computerized Adaptive Testing A Primer a615-6200 v4?1 aAndrich, D uhttp://www.iacat.org/content/review-book-computerized-adaptive-testing-primer00530nas a2200145 4500008004100000245008600041210006900127300001000196490000600206100001400212700001400226700001000240700002700250856010700277 1994 eng d00aThe relationship between examinee anxiety and preference for self-adapted testing0 arelationship between examinee anxiety and preference for selfada a81-910 v71 aWise, S L1 aRoos, L L1 aPlake1 aNebelsick-Gullett, L J uhttp://www.iacat.org/content/relationship-between-examinee-anxiety-and-preference-self-adapted-testing00443nas a2200133 4500008004100000245005300041210005300094260002200147490000700169100001400176700002400190700001600214856007900230 1994 eng d00aReliability of alternate computer adaptive tests0 aReliability of alternate computer adaptive tests aNew JerseybAblex0 vII1 aLunz, M E1 aBergstrom, Betty, A1 aWright, B D uhttp://www.iacat.org/content/reliability-alternate-computer-adaptive-tests00385nas a2200133 4500008004100000245004600041210003800087300001200125490000700137100001600144700001100160700001500171856006500186 1991 eng d00aOn the reliability of testlet-based tests0 areliability of testletbased tests a237-2470 v281 aSireci, S G1 aWainer1 aThissen, D uhttp://www.iacat.org/content/reliability-testlet-based-tests00494nas a2200097 4500008004100000245004200041210004200083260018500125100001500310856007100325 1990 eng d00aReliability and measurement precision0 aReliability and measurement precision aH. Wainer, N. J. Dorans, R. Flaugher, B. F. Green, R. J. Mislevy, L. Steinberg, and D. Thissen (Eds.), Computerized adaptive testing: A primer (pp. 161-186). Hillsdale NJ: Erlbaum.1 aThissen, D uhttp://www.iacat.org/content/reliability-and-measurement-precision00501nas 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-001449nas a2200157 4500008004100000245007900041210006900120300001000189490000600199520090200205653003401107100002001141700001701161700001701178856009601195 1989 eng d00aA real-data simulation of computerized adaptive administration of the MMPI0 arealdata simulation of computerized adaptive administration of t a18-220 v13 aA real-data simulation of computerized adaptive administration of the MMPI was conducted with data obtained from two personnel-selection samples and two clinical samples. A modification of the countdown method was tested to determine the usefulness, in terms of item administration savings, of several different test administration procedures. Substantial item administration savings were achieved for all four samples, though the clinical samples required administration of more items to achieve accurate classification and/or full-scale scores than did the personnel-selection samples. The use of normative item endorsement frequencies was found to be as effective as sample-specific frequencies for the determination of item administration order. The role of computerized adaptive testing in the future of personality assessment is discussed., (C) 1989 by the American Psychological Association10acomputerized adaptive testing1 aBen-Porath, Y S1 aSlutske, W S1 aButcher, J N uhttp://www.iacat.org/content/real-data-simulation-computerized-adaptive-administration-mmpi00504nas 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-examinations01299nas a2200109 4500008004100000245007900041210006900120260003600189520085200225100002001077856009201097 1988 eng d00aThe Rasch model and missing data, with an emphasis on tailoring test items0 aRasch model and missing data with an emphasis on tailoring test aNew Orleans, LA. USAcApril 5-93 aMany applications of educational testing have a missing data aspect (MDA). This MDA is perhaps most pronounced in item banking, where each examinee responds to a different subtest of items from a large item pool and where both person and item parameter estimates are needed. The Rasch model is emphasized, and its non-parametric counterpart (the Mokken scale) is considered. The possibility of tailoring test items in combination with their estimation is discussed; however, most methods for the estimation of item parameters are inadequate under tailoring. Without special measures, only marginal maximum likelihood produces adequate item parameter estimates under item tailoring. Fischer's approximate minimum-chi-square method for estimation of item parameters for the Rasch model is discussed, which efficiently produces item parameters. (TJH)1 aGruijter, D N M uhttp://www.iacat.org/content/rasch-model-and-missing-data-emphasis-tailoring-test-items00336nas a2200109 4500008004100000245004400041210003900085300001000124490000700134100001600141856006900157 1988 eng d00aThe Rasch model and multi-stage testing0 aRasch model and multistage testing a45-520 v131 aGlas, C A W uhttp://www.iacat.org/content/rasch-model-and-multi-stage-testing00480nas a2200097 4500008004100000245007000041210006200111260010100173100001800274856009000292 1988 eng d00aOn a Rasch-model-based test for non-computerized adaptive testing0 aRaschmodelbased test for noncomputerized adaptive testing aLangeheine, R. and Rost, J. (Ed.), Latent trait and latent class models. New York: Plenum Press.1 aKubinger, K D uhttp://www.iacat.org/content/rasch-model-based-test-non-computerized-adaptive-testing00437nas a2200121 4500008004100000245005900041210005600100260002200156100001700178700002000195700001700215856008300232 1988 eng d00aA real-data simulation of adaptive MMPI administration0 arealdata simulation of adaptive MMPI administration aSt. Petersburg FL1 aSlutske, W S1 aBen-Porath, Y S1 aButcher, J N uhttp://www.iacat.org/content/real-data-simulation-adaptive-mmpi-administration00622nas a2200145 4500008004100000245011100041210006900152260005400221100001400275700001700289700001400306700001600320700001700336856012300353 1988 eng d00aRefinement of the Computerized Adaptive Screening Test (CAST) (Final Report, Contract No MDA203 06-C-0373)0 aRefinement of the Computerized Adaptive Screening Test CAST Fina aWashington, DC: American Institutes for Research.1 aWise, L L1 aMcHenry, J J1 aChia, W J1 aSzenas, P L1 aMcBride, J R uhttp://www.iacat.org/content/refinement-computerized-adaptive-screening-test-cast-final-report-contract-no-mda203-06-c00484nas a2200109 4500008004100000245005900041210005900100260010100159100001600260700001700276856008100293 1985 eng d00aReducing the predictability of adaptive item sequences0 aReducing the predictability of adaptive item sequences aProceedings of the 27th Annual Conference of the Military Testing Association, San Diego, 43-48.1 aWetzel, C D1 aMcBride, J R uhttp://www.iacat.org/content/reducing-predictability-adaptive-item-sequences00603nas a2200145 4500008004500000245013900045210006900184300001200253490000600265100001600271700001600287700001700303700001400320856012300334 1984 Engldsh 00aRelationship Between Corresponding Armed Services Vocational Aptitude Battery (ASVAB) and Computerized Adaptive Testing (CAT) Subtests0 aRelationship Between Corresponding Armed Services Vocational Apt a155-1630 v81 aMoreno, K E1 aWetzel, C D1 aMcBride, J R1 aWeiss, DJ uhttp://www.iacat.org/content/relationship-between-corresponding-armed-services-vocational-aptitude-battery-asvab-and-101570nas a2200169 4500008004100000245013900041210006900180300001200249490000600261520091500267653003401182100001601216700001601232700001701248700001401265856012101279 1984 eng d00aRelationship between corresponding Armed Services Vocational Aptitude Battery (ASVAB) and computerized adaptive testing (CAT) subtests0 aRelationship between corresponding Armed Services Vocational Apt a155-1630 v83 aInvestigated the relationships between selected subtests from the Armed Services Vocational Aptitude Battery (ASVAB) and corresponding subtests administered as computerized adaptive tests (CATs), using 270 17-26 yr old Marine recruits as Ss. Ss were administered the ASVAB before enlisting and approximately 2 wks after entering active duty, and the CAT tests were administered to Ss approximately 24 hrs after arriving at the recruit depot. Results indicate that 3 adaptive subtests correlated as well with ASVAB as did the 2nd administration of the ASVAB, although CAT subtests contained only half the number of items. Factor analysis showed CAT subtests to load on the same factors as the corresponding ASVAB subtests, indicating that the same abilities were being measured. It is concluded that CAT can achieve the same measurement precision as a conventional test, with half the number of items. (16 ref) 10acomputerized adaptive testing1 aMoreno, K E1 aWetzel, C D1 aMcBride, J R1 aWeiss, DJ uhttp://www.iacat.org/content/relationship-between-corresponding-armed-services-vocational-aptitude-battery-asvab-and00645nas a2200133 4500008004100000245015000041210006900191260006500260100001600325700001600341700001700357700001400374856012300388 1983 eng d00aRelationship between corresponding Armed Services Vocational Aptitude Battery (ASVAB) and computerized adaptive testing (CAT) subtests (TR 83-27)0 aRelationship between corresponding Armed Services Vocational Apt aSan Diego CA: Navy Personnel Research and Development Center1 aMoreno, K E1 aWetzel, D C1 aMcBride, J R1 aWeiss, DJ uhttp://www.iacat.org/content/relationship-between-corresponding-armed-services-vocational-aptitude-battery-asvab-and-000620nas a2200121 4500008004100000245011100041210006900152260010500221100001700326700001600343700001400359856012500373 1983 eng d00aReliability and validity of adaptive ability tests in a military recruit population (Research Report 83-1)0 aReliability and validity of adaptive ability tests in a military aMinneapolis: Department of Psychology, Psychometric Methods Program, Computerized Testing Laboratory1 aMcBride, J R1 aMartin, J T1 aWeiss, DJ uhttp://www.iacat.org/content/reliability-and-validity-adaptive-ability-tests-military-recruit-population-research-report00576nas a2200109 4500008004100000245007700041210006900118260014800187100001700335700001600352856009800368 1983 eng d00aReliability and validity of adaptive ability tests in a military setting0 aReliability and validity of adaptive ability tests in a military aD. J. Weiss (Ed.), New horizons in testing: Latent trait test theory and computerized adaptive testing (pp. 224-236). New York: Academic Press.1 aMcBride, J R1 aMartin, J T uhttp://www.iacat.org/content/reliability-and-validity-adaptive-ability-tests-military-setting00668nas a2200121 4500008004100000245012300041210006900164260014000233100001600373700001700389700001400406856012600420 1983 eng d00aReliability and validity of adaptive vs. conventional tests in a military recruit population (Research Rep. No. 83-1).0 aReliability and validity of adaptive vs conventional tests in a aMinneapolis: University of Minnesota, Department of Psychology, Psychometric Methods Program, Computerized Adaptive Testing Laboratory.1 aMartin, J T1 aMcBride, J R1 aWeiss, DJ uhttp://www.iacat.org/content/reliability-and-validity-adaptive-vs-conventional-tests-military-recruit-population-research00602nas a2200109 4500008004100000245005800041210005800099260022200157100001400379700001800393856008100411 1982 eng d00aRobustness of adaptive testing to multidimensionality0 aRobustness of adaptive testing to multidimensionality aD. J. Weiss (Ed.), Proceedings of the 1982 Item Response Theory and Computerized Adaptive Testing Conference. Minneapolis: University of Minnesota, Department of Psychology, Psychometric Methods Program. {PDF file, 1.1 aWeiss, DJ1 aSuhadolnik, D uhttp://www.iacat.org/content/robustness-adaptive-testing-multidimensionality00403nam a2200097 4500008004100000245005600041210005200097260006300149100001500212856007800227 1979 eng d00aThe Rasch model in computerized personality testing0 aRasch model in computerized personality testing aPh.D. dissertation, University of Missouri, Columbia, 19791 aKunce, C S uhttp://www.iacat.org/content/rasch-model-computerized-personality-testing00540nas a2200109 4500008004100000245008700041210006900128260009700197100001400294700001400308856010800322 1977 eng d00aA rapid item search procedure for Bayesian adaptive testing (Research Report 77-4)0 arapid item search procedure for Bayesian adaptive testing Resear aMinneapolis: University of Minnesota, Department of Psychology, Psychometric Methods Program1 aVale, C D1 aWeiss, DJ uhttp://www.iacat.org/content/rapid-item-search-procedure-bayesian-adaptive-testing-research-report-77-400391nas a2200097 4500008004100000245005900041210005800100260003700158100001900195856007900214 1977 eng d00aReal-data simulation of a proposal for tailored teting0 aRealdata simulation of a proposal for tailored teting aLeyden, The Netherlandsc06/19771 aKillcross, M C uhttp://www.iacat.org/content/real-data-simulation-proposal-tailored-teting00501nas a2200097 4500008003900000245004700039210004700086260018600133100001400319856007000333 1977 d00aReduction of Test Bias by Adaptive Testing0 aReduction of Test Bias by Adaptive Testing aD. J. Weiss (Ed.), Proceedings of the 1977 Computerized Adaptive Testing Conference. Minneapolis MN: University of Minnesota, Department of Psychology, Psychometric Methods Program.1 aPine, S M uhttp://www.iacat.org/content/reduction-test-bias-adaptive-testing00442nas a2200097 4500008004100000245003600041210003600077260015300113100001600266856006200282 1976 eng d00aReflections on adaptive testing0 aReflections on adaptive testing aC. K. Clark (Ed.), Proceedings of the First Conference on Computerized Adaptive Testing (pp. 90-94). Washington DC: U.S. Government Printing Office.1 aHansen, D N uhttp://www.iacat.org/content/reflections-adaptive-testing00435nas a2200097 4500008004100000245007100041210006900112260005200181100001700233856008700250 1976 eng d00aResearch on adaptive testing 1973-1976: A review of the literature0 aResearch on adaptive testing 19731976 A review of the literature aUnpublished manuscript, University of Minnesota1 aMcBride, J R uhttp://www.iacat.org/content/research-adaptive-testing-1973-1976-review-literature00456nas a2200097 4500008004100000245006100041210005800102260009800160100001900258856008100277 1976 eng d00aA review of research in tailored testing (Report APRE No0 areview of research in tailored testing Report APRE No a9/76, Farnborough, Hants, U. K.: Ministry of Defence, Army Personnel Research Establishment.)1 aKillcross, M C uhttp://www.iacat.org/content/review-research-tailored-testing-report-apre-no00585nas a2200109 4500008004100000245006900041210006900110260017300179100001700352700001400369856009200383 1974 eng d00aRecent and projected developments in ability testing by computer0 aRecent and projected developments in ability testing by computer aEarl Jones (Ed.), Symposium Proceedings: Occupational Research and the Navy–Prospectus 1980 (TR-74-14). San Diego, CA: Navy Personnel Research and Development Center.1 aMcBride, J R1 aWeiss, DJ uhttp://www.iacat.org/content/recent-and-projected-developments-ability-testing-computer00308nas a2200109 4500008004100000245003200041210003100073300001200104490000700116100001400123856006100137 1973 eng d00aResponse-contingent testing0 aResponsecontingent testing a529-5440 v431 aWood, R L uhttp://www.iacat.org/content/response-contingent-testing00464nas a2200097 4500008004100000245008200041210006900123260005200192100001800244856010400262 1973 eng d00aA review of testing and decision-making procedures (Technical Bulletin No. 150 areview of testing and decisionmaking procedures Technical Bullet aIowa City IA: American College Testing Program.1 aHambleton, RK uhttp://www.iacat.org/content/review-testing-and-decision-making-procedures-technical-bulletin-no-1500354nas a2200109 4500008004100000245005000041210004900091300000900140490000700149100001300156856007500169 1971 eng d00aRobbins-Monro procedures for tailored testing0 aRobbinsMonro procedures for tailored testing a3-310 v311 aLord, FM uhttp://www.iacat.org/content/robbins-monro-procedures-tailored-testing00492nas a2200133 4500008004100000245008400041210006900125300001200194490000600206100001600212700001300228700001400241856010300255 1968 eng d00aReproduction of total test score through the use of sequential programmed tests0 aReproduction of total test score through the use of sequential p a183-1870 v51 aCleary, T A1 aLinn, RL1 aRock, D A uhttp://www.iacat.org/content/reproduction-total-test-score-through-use-sequential-programmed-tests