| Title | Abstract | Author(s) | Date |
| Computer-based Assessment of Collaborative Problem-Solving Skills: Human-to-Agent versus Human-to-Human Approach | Collaborative problem solving (CPS) is a critical competency for college and career readiness. Students emerging from schools into the workforce and public life will be expected to have CPS skills as well as the ability to perform that collaboration in various group compositions and environments. However, structuring standardized computer-based assessment of CPS skills, specifically for large-scale assessment programs, is challenging. The aim of this study was to explore patterns in student CPS performance and motivation in human-to-agent (H-A) settings compared to human-to-human (H-H) settings. One hundred seventy-nine 14-year-old students from the United States, Singapore, and Israel participated in the study. | Rosen, Yigal, Ph.D.
Tager, Maryam | 03-2013 |
| A Comparison of Three Content Balancing Methods for Fixed and Variable Length Computerized Adaptive Tests | The purpose of this study is to compare the WPM method to the WDM method under various conditions including the simple and complicated content constraint structure, different CAT settings such as item pool, item exposure control specification, and theta estimation options for both fixed- and variable-length CAT tests. | Shin, Chingwei David
Chien, Yuehmei
Way, Walter Denny | 04-2012 |
| Does Size Matter? A Study on the Use of Netbooks in K-12 Assessments. | In this paper, we analyze a study conducted during the spring 2010 administration of the Texas End-of-Course (EOC) assessments to evaluate the feasibility of using netbooks in the context of K-12 assessments. | King, Leslie
Kong, Xiaojing Jadie
Bleil, Bryan
| 04-2011 |
| Cognitive Lab Evaluation of Innovative Items in Mathematics and English Language Arts Assessment of Elementary, Middle, and High School Students | This research report examines a study in which a set of prototype items were developed to align with specific Common Core State Standards and administered to students in a series of cognitive labs. The report details results and offers implications and recommendations for future use. | Dolan, Robert P.
Goodman, Joshua
Strain-Seymour, Ellen
Adams, Jeremy
Sethuraman, Sheela | 03-2011 |
| Universally Designed Computer Based Testing: UD-CBT Guidelines | This report's table of contents is hyperlinked for your convenience. These Universally Designed Computer Based Testing Guidelines aim to help item and test developers understand the cognitive processes involved in interacting with different item stimuli and response methods and, thereby, help identify sources of construct irrelevant variance. | Burling, Kelly
Dolan, Bob
Hanna, Elizabeth
Harms, Michael
Nichols, Amy
Strain-Seymour, Ellen
Way, Denny
In collaboration with CAST | 10-2010 |
| Bulletin #13: Comparability of Computerized Adaptive and Paper-Pencil Tests | When a traditional Paper-Pencil Test (PPT) is delivered by computer, two types of computerization can be implemented. One is a linear Computer-Based Test (CBT) in which the paper version of the test is presented and administered via computers. The other type of computerization is the Computerized Adaptive Testing (CAT) in which not only the medium of administration changes from paper to computer but also the test delivery algorithm turns from linear to adaptive. | Hong Wang, University of Pittsburgh
Chingwei David Shin, Pearson | 03-2010 |
| Some Considerations Related to the Use of Adaptive Testing for the Common Core Assessments | In this paper ETS, Pearson, and the College Board discuss some important considerations related to the use of adaptive testing within a common core assessment system, particularly as used for summative purposes. | Camara, Wayne
Lazer, Stephen
Mazzeo, John
Sweeny, Kevin
Twing, Jon S.
Way, Walter D.
| 02-2010 |
| Bulletin #10: Methods of Comparability Studies for Computerized and Paper-Based Tests | In recent years, tests have begun being administered by computer. | Wan, Lei
Keng, Leslie
McClarty, Katie
Davis, Laurie | 12-2009 |
| Bulletin #9: Computer-Based & Paper-Pencil Test Comparability Studies | In some testing applications, Computer-Based Test (CBT) delivery is gaining popularity over the traditional Paper-
Pencil-Test (PPT) delivery due to the several potential advantages that it offers, such as immediate scoring and reporting of results, more | Wang, Hong
Shin, Chingwei David | 11-2009 |
| Weighted Penalty Model for Content Balancing in CAT | This research report proposes a new model called the Weighted Penalty Model (WPM) for content balancing in computer adaptive testing. | Chien, Yuehmei
Shin, Chingwei David
Swanson, Len
Way, Walter Denny | 04-2009 |
| Growth, Precision, and CAT: An Examination of Gain Score Conditional SEM | Monitoring the growth of student learning is a critically important component of modern education. Such growth is typically monitored using gain scores representing differences between two testing occasions, such as prior to and following a year of instruction. | Thompson, Tony D. | 12-2008 |
| Growth, Precision, and CAT: An Examination of Gain Score Conditional SEM | Measurement of student growth is an important topic for K-12 state testing programs, both in terms of school accountability as well as for reporting progress of individual students. | Thompson, Tony D. | 06-2008 |
| Maintaining Score Equivalence as Tests Transition Online: Issues, Approaches and Trends | The purpose of this paper is to summarize a number of studies that Pearson has conducted with K-12 state departments of education using a particular analysis method referred to as Matched Samples Comparability Analyses (MCSA). | Kong, Jadie
Lin, Chow-Hong
Way, Walter D. | 03-2008 |
| Usability and Design Considerations for Computer-based Learning and Assessment | The overall success of computer-based products and systems is dependent to a significant extent on their usability and usefulness in the intended context. | Adams, Jeremy
Harms, Michael | 03-2008 |
| A Tale of Two Modes: A Case Study in User-centered Design’s Role in Comparability and Construct Validity | Introduction: UCD’s Role within User-centered Assessment Design One merit of user-centered assessment design (UCAD) as defined by Nichols et al (2008) is its broadened view of test development. | Strain-Seymour, Ellen, PhD | 03-2008 |
| The Validity Case for Assessing Direct Writing by Computer | Technology continues to provide opportunities for changing how teachers give instruction and how students learn. | Davis, Laurie L., Ph.D.
Strain-Seymour, Ellen, Ph.D.
Way, Walter D., Ph.D. | 01-2008 |
| Practical Questions in Introducing Computerized Adaptive Testing for K-12 Assessments | In this paper, a number of practical questions related to introducing CAT for K-12 assessments are discussed. | Way, Walter D. | 04-2006 |
| Score Comparability of Online and Paper Administrations of the Texas Assessment of Knowledge and Skills | The comparability studies presented in this paper illustrate how responsible and psychometrically defensible comparability analyses can be incorporated within the constraints of a high-stakes, operational testing program like TAKS. | Fitzpatrick, Steven
Laughlin Davis, Laurie
Way, Walter D. | 04-2006 |