Editorial Comments for the Special Issue on the Use of Technology in Assessment

Wall, Janet E.; Baker, Harley; Sampson, Jr. James P.

doi:10.1080/07481756.2004.11909750

Cited by 3 publications

(2 citation statements)

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“…easily. In a special issue of Measurement and Evaluation in Counseling and Development on the use of technology in assessment (Wall, Baker, & Sampson, 2004), Weiss (2004) described the usefulness of computerized adaptive testing for effective measurement in counseling and education. Weiss contrasted conventional testing (where each examinee receives the same set of items and scores are determined by cumulating item scores, be those right/wrong or Likert) with adaptive testing, where different items and different numbers of items are administered depending on the examinee's trait level as indicated by item responses as testing continues.…”

Section: Adaptive Testingmentioning

confidence: 99%

Using Item Response Theory and Adaptive Testing in Online Career Assessment

Betz

Turner

2011

Journal of Career Assessment

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The present article describes the potential utility of item response theory (IRT) and adaptive testing for scale evaluation and for web-based career assessment. The article describes the principles of both IRT and adaptive testing and then illustrates these with reference to data analyses and simulation studies of the Career Confidence Inventory (CCI). The kinds of information provided by IRT are shown to give a more precise look at scale quality across the trait continuum and also to permit the use of adaptive testing, where the items administered are tailored to the individual being tested. Such tailoring can significantly reduce testing time while maintaining high quality of measurement. This efficiency is especially useful when multiscale inventories and/or a large number of scales are to be administered. Readers are encouraged to consider using these advances in career assessment.

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Section: Adaptive Testingmentioning

confidence: 99%

Using Item Response Theory and Adaptive Testing in Online Career Assessment

Betz

Turner

2011

Journal of Career Assessment

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“…In 2004, a special issue of Measurement and Evaluation in Counseling and Development was focused on the use of technology in assessment (Wall, Baker, & Sampson, 2004). Among the contributions to that issue was an article by Weiss (2004) on the usefulness of computerized adaptive testing for effective measurement in our field.…”

Section: Introductionmentioning

confidence: 99%

Psychometric Examination of an Inventory of Self-Efficacy for the Holland Vocational Themes Using Item Response Theory

Turner

Betz

Edwards

et al. 2010

Measurement and Evaluation in Counseling and Development

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The psychometric properties of measures of self-efficacy for the six themes of Holland's theory were examined using item response theory. Item and scale quality were compared across levels of the trait continuum; all the scales were highly reliable but differentiated better at some levels of the continuum than others. Applications for adaptive testing methods in educational and career assessment are discussed.

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A comparison of the NWEA measures of academic progress and the Missouri Assessment Program

Shields¹

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Reforms are characteristic of American education. Sparked by the publication of A Nation at Risk in 1983, America embarked on a series of reforms that have led to the standards movement and high-stakes testing in public schools. The state of Missouri was quick to attack the requirements of each new piece of legislation. The current Missouri Assessment Program addresses state standards, assesment, and professional development. Criticisms of this program have included: the four month time to report scores from the assessment, and the reported achievement levels. To address these criticisms, the Northwest Evaluation Association has developed the Measures of Academic Progress computer-adaptive test to be used in tandem with the MO MAP. The MO MAP required yearly asssessment was compared with the NWEA MAP test to determine if the NWEA MAP was a good predictor of the MO MAP assessment. Subtest Rasch unit (RIT) scores of the NWEA MAP, as well as the overall RIT scores of the mathematics, language usage, and reading tests were compared with mathematics and communication arts assessments of the MO MAP. Bivariate and multiple regressions suggested that both the subtests and overall RIT scores were good predictors of the MO MAP communication arts and mathematics assessment. Of the NWEA MAP subtests, data and probability was the best predictor of the MO MAP mathematics assessment, strategies of reading preocess of the NWEA MAP reading test was the best predictor of the MO MAP communication arts asssessment, and forms and types of writing of the language usage was the best predictor of the MO MAP communication arts assessment. The research was conducted on data from a middle sized, rural Missouri school district, population of 6th, 7th, and 8th graders for the years 2005-2007. The findings, although confined to a small population, should prove useful in the decision on whether ot employ the NWEA MAP in other Missouri districts.

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Editorial Comments for the Special Issue on the Use of Technology in Assessment

Cited by 3 publications

References 0 publications

Using Item Response Theory and Adaptive Testing in Online Career Assessment

Using Item Response Theory and Adaptive Testing in Online Career Assessment

Psychometric Examination of an Inventory of Self-Efficacy for the Holland Vocational Themes Using Item Response Theory

A comparison of the NWEA measures of academic progress and the Missouri Assessment Program

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