PDF pending restoration
ERIC Number: ED187760
Record Type: RIE
Publication Date: 1980-Feb
Reference Count: 0
Computerized Adaptive Performance Evaluation: Final Report, February 1976 through January 1980.
Weiss, David J.
During a three-year project (1977-1980) on computerized adaptive achievement testing, item characteristic curve theory (ICC) and adaptive testing strategies designed almost exclusively for ability testing were applied to achievement testing. Adaptive techniques substantially reduced test length without reducing quality, when applied to three problem areas: the use of unidimensional item pods, the measurement of multiple content areas, and mastery testing. The use of unidimensional ICC in achievement testing was further supported by the lack of effect on dimensionality of immediate knowledge of results. Because some results were inconclusive, more research is needed on inter-subtest branching, dimensionality of achievement over time in instruction, and adaptive mastery testing. Finally achievement measurement lacks a coherent framework. Norm referenced and criterion referenced testing approaches have little in common; and they do not relate to the crucial problem of measuring individual achievement gains during or after instruction. To incorporate inter-subtest branching, inter-time branching, and mastery testing, an adaptive self-referenced testing model is proposed. (CP)
Descriptors: Achievement Gains, Achievement Tests, Adaptive Testing, Aptitude Tests, Computer Assisted Testing, Criterion Referenced Tests, Feedback, Intellectual Disciplines, Latent Trait Theory, Mastery Tests, Postsecondary Education, Pretests Posttests, Scoring, Test Length, Test Theory, Testing Problems, Time Factors (Learning)
Publication Type: Information Analyses; Reports - Research
Education Level: N/A
Sponsor: Office of Naval Research, Arlington, VA. Personnel and Training Research Programs Office.
Authoring Institution: Minnesota Univ., Minneapolis. Dept. of Psychology.