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ERIC Number: ED120209
Record Type: Non-Journal
Publication Date: 1975-Dec
Pages: 62
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A Simulation Study of Stradaptive Ability Testing. Research Report 75-6.
Vale, C. David; Weiss, David J.
A conventional test and two forms of a stradaptive test were administered to thousands of simulated subjects by minicomputer. Characteristics of the three tests using several scoring techniques were investigated while varying the discriminating power of the items, the lengths of the tests, and the availability of prior information about the testee's ability level. The tests were evaluated in terms of their correlations with underlying ability, the amount of information they provided about ability, and the equiprecision of measurement they exhibited. Major findings were (1) scores on the conventional test correlated progressively less with ability as item discriminating power was increased beyond a=1.0; (2) the conventional test provided increasingly poorer equiprecision of measurement as items became more discriminating; (3) these undesirable characteristics were not characteristic of scores on the stradaptive test; (4) the stradaptive test provided higher score-ability correlations when item discriminations were high; (5) the stradaptive test provided more information and better equiprecision of measurement when test lengths and item discriminations were the same for the two strategies; (6) the use of valid prior ability estimates by stradaptive strategies resulted in scores which had better measurement characteristics than scores derived from a fixed entry point; and (7) a Bayesian scoring technique provided scores with good measurement characteristics. (Author/RC)
Psychometric Methods Program, Dept. of Psychology, Univ. of Minnesota, Minneapolis, Minnesota 55455 (free while supplies last)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Naval Research, Arlington, VA. Personnel and Training Research Programs Office.
Authoring Institution: Minnesota Univ., Minneapolis. Dept. of Psychology.