The goal of this study was to assess the feasibility of an approach to adaptive testing based on item models. A simulation study was designed to explore the affects of item modeling on score precision and bias, and two experimental tests were administered -an experimental, on-the-fly, adaptive quantitative-reasoning test as well as a linear test. Results of the simulation study showed that under different levels of isomorphicity, there was no bias, but precision of measurement was eroded, especially in the middle range of the true-score scale. However, the comparison of adaptive test scores with operational Graduate Record Examinations (GRE) test scores matched the test-retest correlation observed under operational conditions. Analyses of item functioning on linear forms suggested a high level of isomorphicity across items within models. The current study provides a promising first step toward significant cost and theoretical improvement in test creation methodology for educational assessment.

We describe the item modeling development and evaluation process as applied to a quantitative assessment with high‐stakes outcomes. In addition to expediting the item‐creation process, a model‐based approach may reduce pretesting costs, if the difficulty and discrimination of model‐generated items may be predicted to a predefined level of accuracy. The development and evaluation of item models represents a collaborative effort among content specialists, statisticians, and cognitive scientists. A cycle for developing and revising item models that generate items with more predictable statistics is described. We review the goals of item modeling from different perspectives and recommend a method for structuring families of models that span content and generate items with more predictable psychometric parameters.

The literature and the employee and workforce surveys rank collaborative problem solving (CPS) among the top 5 most critical skills necessary for success in college and the workforce. This paper provides a review of the literature on CPS and related terms, including a discussion of their definitions, importance to higher education and workforce success, and considerations relevant to their assessment. The goal is to discuss progress on CPS to date and help generate future research on CPS in relation to educational and workforce success.

Hart Research Associates conducted an online survey on behalf of the Association of American Colleges and Universities among 400 employers whose organizations have at least 25 employees and report that 25% or more of their new hires hold either an associate degree from a two-year college or a bachelor's degree from a four-year college. Respondents are executives at private sector and nonprofit organizations, including owners, CEOs, presidents, C-suite level executives, and vice presidents. The objective of the survey is to understand which learning outcomes employers believe are most important to acquire to be able to succeed in today's economy, how prepared they believe recent college graduates are in these areas, and employers' feelings about the importance of applied and project-based learning in college. In addition, from November 13 to December 3, 2014, Hart Research conducted an online survey among 613 college students. Respondents included 455 four-year college seniors (304 at public colleges and 151 at private colleges) and 158 community college students who plan to receive their associate degree or transfer to a four-year college within the next 12 months. This survey explored many of the same topics as the survey of employers in order to provide a comparative perspective among college students.

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