Presents a system of classification for describing computer-based assessment techniques based on the level of action and educational activity they offer. Illustrates 10 computer-based assessment techniques and discusses their educational value. Contains 14 references. (Author)

Studied effects of administration mode [computer adaptive test (CAT) versus self-adaptive test (SAT)], item-by-item answer feedback, and test anxiety on results from computerized vocabulary tests taken by 293 college students. CATs were more reliable than SATs, and administration time was less when feedback was provided. (SLD)

This book contains a series of research articles about computerized adaptive testing (CAT) written for advanced psychometricians. The book is divided into sections on: (1) item selection and examinee scoring in CAT; (2) examples of CAT applications; (3) item banks; (4) determining model fit; and (5) using testlets in CAT. (SLD)

When low-stakes assessments are administered, the degree to which examinees give their best effort is often unclear, complicating the validity and interpretation of the resulting test scores. This study introduces a new method, based on item response time, for measuring examinee test-taking effort on computer-based test items. This measure, termed…

Recent studies have shown that restricting review and answer change opportunities on computerized adaptive tests (CATs) to items within successive blocks reduces time spent in review, satisfies most examinees' desires for review, and controls against distortion in proficiency estimates resulting from intentional incorrect answering of items prior…

The present studies were undertaken to examine the effects of manipulating delay-interval task (Study 1) and timing of feedback (Study 2) on acquisition and retention. Participants completed a 100-item cumulative final examination, which included 50 items from each laboratory examination, plus 50 entirely new items. Acquisition and retention were…

This article explores the effect on assessment of "translating" paper and pencil test items into their computer equivalents. Computer versions of a set of mathematics questions derived from the paper-based end of key stage 2 and 3 assessments in England were administered to age appropriate pupil samples, and the outcomes compared.…

Differential item functioning (DIF) assessment attempts to identify items or item types for which subpopulations of examinees exhibit performance differentials that are not consistent with the performance differentials typically seen for those subpopulations on collections of items that purport to measure a common construct. DIF assessment…

Dichotomous item response theory (IRT) models can be viewed as families of stochastically ordered distributions of responses to test items. This paper explores several properties of such distributions. The focus is on the conditions under which stochastic order in families of conditional distributions is transferred to their inverse distributions,…

This paper reports a method for assessing the adequacy of existing item banks for computer adaptive testing. The method takes into account content specifications, test length, and stopping rules, and can be used to determine if an existing item bank is adequate to administer a computer adaptive test efficiently across differing levels of examinee…

Research has shown that multiple-choice questions formed by transforming or paraphrasing a reading passage provide a measure of student comprehension. It is argued that similar transformation and paraphrasing of lesson questions is an appropriate way to form parallel multiple-choice items to be used as a posttest measure of student comprehension.…

A study of 696 undergraduates at the University of Northern Colorado was undertaken to determine the effects of computerized unit test item feedback on final examination scores. The study, which employed the PHOENIX computer managed instruction system, included students at all undergraduate levels enrolled in an Oceanography course. To determine…

The difficulty of test items administered by paper and pencil were compared with the difficulty of the same items administered by computer. The study was conducted to determine if an interaction exists between mode of test administration and ability. An arithmetic reasoning test was constructed for this study. All examinees had taken the Armed…

In defense of retaining the "latent trait theory" term, instead of replacing it with "item response theory" as some recent research would have it, the following objectives are outlined: (1) investigation of theory and method for estimating the operating characteristics of discrete item responses using a minimum number of…

The testlet, a bundle of test items, alleviates some problems associated with computerized adaptive testing: context effects, lack of robustness, and item difficulty ordering. While testlets may be linear or hierarchical, the most useful ones are four-level hierarchical units, containing 15 items and partitioning examinees into 16 classes. (GDC)