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| Autor/inn/en | Schnipke, Deborah L.; Reese, Lynda M. |
|---|---|
| Titel | A Comparison of Testlet-Based Test Designs for Computerized Adaptive Testing. |
| Quelle | (1997), (25 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Ability; Adaptive Testing; Algorithms; Comparative Analysis; Computer Assisted Testing; Difficulty Level; Estimation (Mathematics); Psychometrics; Scoring; Simulation; Test Construction; Testing Problems |
| Abstract | Two-stage and multistage test designs provide a way of roughly adapting item difficulty to test-taker ability. All test takers take a parallel stage-one test, and, based on their scores, they are routed to tests of different difficulty levels in subsequent stages. These designs provide some of the benefits of standard computerized adaptive testing (CAT), such as increased precision of ability estimates over a paper-and-pencil test design. The item selection and scoring algorithms in two-stage and multistage designs may also be easier for test takers and test score users to understand--an important feature for gaining public acceptance of new test designs. This study incorporates testlets (bundles of items) into two-stage and multistage designs, and compares the precision of the ability estimates derived from these designs with those derived from a standard CAT design and from paper-and-pencil test designs. For the group that was used to establish the cutoffs for the two-stage and multistage testlet designs, 50,000 simulated test takers were created randomly. The group of simulated test takers used to simulate all test designs totaled 25,000. Results indicate that all testlet-based designs resulted in improved precision over the same-length paper-and-pencil test, and almost as much precision as the paper-and-pencil test of double length. Given the many other (nonpsychometric) advantages of these designs, they may be viable options for computer-administered tests. (Contains six figures and nine references.) (Author/SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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