Computerized adaptive testing: Principles and directions

Kreitzberg, Charles B.; Stocking, Martha L.; Swanson, Len

doi:10.1016/0360-1315(78)90007-6

Cited by 12 publications

(8 citation statements)

References 18 publications

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“…Angoff and Huddleston, 1958), there are three issues which are not easily resolved within this theory (Kreitzberg, Stocking, and Swanson, 1978 As these correlational indices are group-dependent, they may not be appropriate for adaptive tests, since adaptive testing requires that methods of comparing different strategies and scoring procedures be independent of the group taking the test.…”

Section: Psychometric Foundationsmentioning

confidence: 95%

“…-8-Although it is possible to develop adaptive tests based on classical test theory (e.g. Angoff and Huddleston, 1958), there are three issues which are not easily resolved within this theory (Kreitzberg, Stocking, and Swanson, 1978): Unlike classical test theory, item response theory (Lord and Novick, 1968) allows the test scores of all examinees to be expressed within a common metric, regardless of the fact that each examinee may have answered different, and even different numbers of, items. This metric allows ordering of examinees with respect to the trait to be measured and quantification of the magnitude of the differences among examinees.…”

Section: Psychometric Foundationsmentioning

confidence: 99%

“…Otherwise the estimate is further refined by returning to step 2. Kreitzberg, Stocking, and Swanson (1978) have recently reviewed the status of computerized adaptive testing and have enumerated its potential advantages in terms of its properties.…”

Section: )mentioning

confidence: 99%

“…A more sophisticated alternative to paper-and-pencil adaptive testing is to employ a computer to select and administer individual items. Testing in which the computer is used to individually select items has been variously referred to as adaptive testing , programmed testing (Cleary, Linn, and Rock, 1968a), branching tests (Bayroff and Seeley, 1967), response-contingent testing (Wood, 1973), tailored testing (Lord, 1970), and computerized adaptive testing (Kreitzberg, Stocking, and Swanson, 1978).…”

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confidence: 99%

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An Empirical Study of the Broad Range Tailored Test of Verbal Ability

Kreitzberg¹,

Jones²

1980

ETS Research Report Series

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This document is the final report of a study designed to investigate the performance of the Broad-Range Tailored Test of Verbal Ability. The Broad-Range Tailored Test (BRTT) is a computerized adaptive test developed by Frederic M. Lord. It employs a maximum likelihood selection strategy to choose items from an item pool stored on magnetic disk. The items selected are tailored to the individual testee and are presented on a computer terminal.Each testee responds to 25 items; at the conclusion of the test the computer calculates a verbal ability score for the individual. The test was designed to yield a verbal ability score from the fifth grade level to the graduate school level.Performance of the BRTT had been investigated by means of simulation studies.The current study is the first empirical test of its performance. Two forms of the BRTT were administered to 146 high school students. The students also answered a posttest questionnaire in which they indicated their reactions to this form of testing.Analyses revealed that the BRTT wa s more reliable than the PSAT for a number of scores derived from the data. The test-retest reliability of the BRTT was .8719 at the 25th item; reliability of the PSAT v~rbal score (scaled down to 25 items) was .65. AIlalyses of the reliability of the BRTT vs. the PSAT revealed that the tailored test was also more reliable than the conventional test at shorter lengths.Correlations between scores on the BRTT and PSAT were reasonably high--typically about .86. This finding confirms theoretical expectation regarding the increased efficiency of adaptive, as compared to conventional tests.The study investigated nine of observed scores and score transformations. The most useful of these was found to be the expected proportion correct over the entire item p0ol. This score was highly reliable and was found to be parallel with respect to the mean values across forms A and B.e , the commonly-employed latent-trait parameter and :;"l, a monotone transformation of 8, did not exhibit this characteristic.The information functions of the BRTT were calculated and compared favorably with simulation results previously reported by Lord. Thus the accuracy of the BRTT was in accord with theoretical expectation. Student response to the computerized testing procedure was generally quite favorable.Students found the human-computer interface easy to use and less fatiguing than a long pencil-and-paper test.Operationally, the system performed well. Detailed analysis of 11 anomalous cases, suggested refinements to the system. Response time was adequate and consistent. Reliability of the hardware and software was excellent. These results suggest that computerized adaptive testing is iii ready to take the first steps out of the laboratory environment and find its place in the educational community.The recommendations emerging from this study are: (1) that the organization collaborate with an interested client to develop an adaptive test for use in an educational setting; (2) that the potential for micropr...

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Section: Psychometric Foundationsmentioning

confidence: 95%

Section: Psychometric Foundationsmentioning

confidence: 99%

Section: )mentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

An Empirical Study of the Broad Range Tailored Test of Verbal Ability

Kreitzberg¹,

Jones²

1980

ETS Research Report Series

Self Cite

View full text Add to dashboard Cite

show abstract

“…Finally, the current length of the measure requires approximately 20 mins to complete and potentially could be reduced through computerized adaptive testing methods. 52 The use of item response theory methods in the development of the FuNHR-QOL should facilitate computerized adaptive testing application in the future.…”

Section: Study Limitationsmentioning

confidence: 99%