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Computer-based and Computerized Adaptive Testing

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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 04-01-2012
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 04-01-2011
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 03-01-2011
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 10-01-2010
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 03-01-2010
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. 02-01-2010
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 12-01-2009
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 11-02-2009
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 04-01-2009
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. 12-01-2008
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. 03-28-2008
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 03-01-2008
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 03-01-2008
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. 01-01-2008
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. 04-01-2006
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. 04-01-2006