Considering the Use of General and Modified Assessment Items in Computerized Adaptive Testing

The Examination of Views of Parents about the Web-Based Performance Evaluation Program in the Science Teaching Process

“…In addition, when the analysis of the data acquired from the parents participating to the interview, it was inferred that the result of parents need to use the program much more. Based on the literature review, it can be said that the results of the present study show similarity with those of many other studies in that web-based programs are accepted by their target groups to a great degree (Callı, et al, 2003;Chang, Liang & Chen, 2012;Saprıatı & Zuhaırı, 2010;Wyse & Albano, 2015).…”

“…The one of the most effective way of evaluating the skills, performances and learning processes is alternative assessment since traditional assessment methods are mostly focused on student cognition (Wyse & Albano, 2015). The alternative assessment methods do not evaluate students only in terms of knowledge and achievement at the end of the educational processes but also in terms of skills and attitudes during the educational activities through group works, project works, inclass performance activities, the interactions of students with peers, and performance tasks.…”

Computerized Adaptive Testing in Early Education: Exploring the Impact of Item Position Effects on Ability Estimation

“…In state achievement testing programs, differential boost is a form of DIF exhibited by item parameters that change for students receiving modified versions of items compared with students receiving unmodified versions of the same items. In this case, items may become less difficult when modifications are provided that make the item content more accessible to a particular student group (Wyse & Albano, ). Both of these examples of DIF can be problematic for precalibration and CAT, where it is assumed that item parameters are consistent across administrations, whether over time or for modified vs unmodified items.…”