In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in kindergarten. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2008 and administered to approximately 2800 students from…

E-learning provides a convenient and efficient way for learning. Formative assessment not only guides student in instruction and learning, diagnose skill or knowledge gaps, but also measures progress and evaluation. An efficient and convenient e-learning formative assessment system is the key character for e-learning. However, most e-learning…

These proceedings contain the papers of the International Conference e-Learning 2015, which was organised by the International Association for Development of the Information and Society and is part of the Multi Conference on Computer Science and Information Systems (Las Palmas de Gran Canaria, Spain, July 21-24, 2015). The e-Learning 2015…

Recently, concerted efforts have been made to encourage teachers to utilize technology within the classroom. Just as other modes of presentation style have implications for students' perceptions of their classroom experiences, so, too, might teachers' use of technology. The current study investigated this possibility, as well as whether the…

As adaptive testing moves toward operational implementation in large scale testing programs, where it is important that adaptive tests be as parallel as possible to existing linear tests, a number of practical issues arise. This paper concerns three such issues. First, optimum item pool size is difficult to determine in advance of pool…

Applications of item response theory to practical testing problems including equating, differential item functioning, and computerized adaptive testing, require that item parameter estimates be placed onto a common metric. In this study, two methods for developing a common metric for the graded response model under item response theory were…

The ways in which experience and academic training influence the types of questions therapists ask of their clients were studied. Psychologists and psychology students of varying degrees of expertise (n=138) were provided an artificial intelligence program that simulated a date rape client's responses to typed questions and were asked to conduct a…

In this study, the relationships between simple learning by accretion and various cognitive ability variables were explored. Computerized tests of five sources of individual differences were administered to a sample of 714 Air Force recruits, along with a trigram-English word paired-associate task, which was presented as a foreign language…

Modern applications of computerized adaptive testing (CAT) are typically grounded in item response theory (IRT; Lord, 1980). While the IRT foundations of adaptive testing provide a number of approaches to adaptive test scoring that may seem natural and efficient to psychometricians, these approaches may be more demanding for test takers, test…

Test-retest reliabilities and practice effect magnitudes were considered for nine computer-simulated tasks of everyday cognition and five traditional neuropsychological tests. The nine simulated everyday memory tests were from the Memory Assessment Clinic battery as follows: (1) simple reaction time while driving; (2) divided attention (driving…

An item-selection algorithm to neutralize the differential effects of time limits on scores on computerized adaptive tests is proposed. The method is based on a statistical model for the response-time distributions of the examinees on items in the pool that is updated each time a new item has been administered. Predictions from the model are used…

This study investigated and compared the properties of five methods of item exposure control within the purview of estimating examinees' abilities in a computerized adaptive testing (CAT) context. Each of the exposure control algorithms was incorporated into the item selection procedure and the adaptive testing progressed based on the CAT design…

This paper presents a study on the generation of mathematics test items using algorithmic methods. The history of this approach is briefly reviewed and is followed by a survey of the research to date on the statistical parallelism of algorithmically generated mathematics items. Results are presented for 8 parallel test forms generated using 16…

Item analysis procedures appropriate for domain-referenced classroom testing are described. A conceptual framework within which item statistics can be considered and promising statistics in light of this framework are presented. The sampling fluctuations of the more promising item statistics for sample sizes comparable to the typical classroom…

Educational item banking presents observers with a considerable paradox. The development of test items from scratch is viewed as wasteful, a luxury in times of declining resources. On the other hand, item banking has failed to become a mature technology despite large amounts of money and the efforts of talented professionals. The question of which…