A continuous calibration strategy for computerized adaptive testing.

Autor/inn/en	Fink, Aron; Born, Sebastian; Spoden, Christian; Frey, Andreas
Titel	A continuous calibration strategy for computerized adaptive testing.
Quelle	In: Psychological test and assessment modeling, 60 (2018) 3, S. 324-346 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	2190-0493; 2190-0507
Schlagwörter	Evaluation; Testaufbau; Testkonstruktion; Fähigkeit; Selbsteinschätzung; Fähigkeitstest; Testdiagnostik; Testdurchführung; Testentwicklung; Bewertung; Simulation; Strategie; Evaluation; Entwicklung; Testkonstruktion; Selbsteinschätzung; Computerunterstütztes Verfahren; Fähigkeit; Zyklus; Item; Computerauswertung; Simulationsprogramm; Computerunterstütztes Verfahren; Bewertung; Entwicklung; Item; Simulation; Strategie; Zyklus
Abstract	This paper presents a new continuous calibration strategy for using computerized adaptive testing in application areas where it is not feasible to conduct a separate calibration study and/or to construct the complete item pool before the operational phase of the test. This method enables a step-by-step build-up of the item pool across several test cycles. A combination of equating and linking is used to maintaining the scale across these cycles. A simulation study was carried out to investigate the performance of the strategy regarding the precision of the ability estimates. The simulation study is based on a full factorial design with the factors IRT model, sample size and number of new uncalibrated items added to the item pool per test cycle. Precision of the ability estimates increased over the test cycles in all conditions. For the 2PL model, a better performance was reached when using a lower number of new uncalibrated items. The results support the application of the new method especially in small sample sizes. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/4