Applied Psychological Measurement · 2012 · 29 citations · 15 references
EducationEducational AssessmentEducational MeasurementItem Response TheoryTest ConstructionTest DevelopmentAdaptive Experimental DesignsAdaptive TestingComputer-based TestingSimulation-based AssessmentTest ValidityAdaptive Item CalibrationAdaptive Testing Ability EstimationAdaptive Testing ModelsCalibration ErrorClassification AccuracyClassification Accuracy AnalysisClassification Accuracy AssessmentStandard Error Estimation
Variable-length computerized adaptive testing (VL-CAT) allows both items and test length to be “tailored” to examinees, thereby achieving the measurement goal (e.g., scoring precision or classification) with as few items as possible. Several popular test termination rules depend on the standard error of the ability estimate, which in turn depends on the item parameter values. However, items are chosen on the basis of their parameter estimates, and capitalization on chance may occur. In this article, the authors investigated the effects of capitalization on chance on test length and classification accuracy in several VL-CAT simulations. The results confirm that capitalization on chance occurs in VL-CAT and has complex effects on test length, ability estimation, and classification accuracy. These results have important implications for the design and implementation of VL-CATs.
15
Some Standard Errors in Item Response Theory
David Thissen, Howard Wainer · Psychometrika · 1982 · 160 citations
Education, Educational Assessment, Educational Measurement +14