Classical assessments that are not comprehensive and do not distinguish students' initial abilities make measurement results far from the actual abilities. This study was conducted to produce a computerized adaptive test for physics critical thinking skills (CAT-PhysCriTS) that met the feasibility criteria. The test was presented for the physics…

Validity evidence based on test content is important for educational tests to demonstrate the degree to which they fulfill their purposes. Most content validity studies involve subject matter experts (SMEs) who rate items that comprise a test form. In computerized-adaptive testing, examinees take different sets of items and test "forms"…

The Pediatric Evaluation of Disability Inventory (PEDI) is a useful clinical and research assessment, but it has limitations in content, age range, and efficiency. The purpose of this article is to describe the development of the item bank for a new computer adaptive testing version of the PEDI (PEDI-CAT). An expanded item set and response options…

The PEDI-CAT is a new computer adaptive test (CAT) version of the Pediatric Evaluation of Disability Inventory (PEDI). Additional PEDI-CAT items specific to postacute pediatric hospital care were recently developed using expert reviews and cognitive interviewing techniques. Expert reviews established face and construct validity, providing positive…

This article discusses the main purposes of reading comprehension assessment and identifies the key features of good assessment. The article also identifies pitfalls that clinicians and educators should avoid to conduct valid assessments of reading comprehension, such as the degree to which the measure taps the constructive and integrative…

The effects of using item response theory (IRT) ability estimates based on customized tests formed by selecting areas from a nationally standardized achievement test were examined. For some populations, in some conditions, IRT ability estimates can be equivalent to scores based on full-length tests. (SLD)