NotesFAQContact Us
Collection
Advanced
Search Tips
Showing 1 to 15 of 18 results Save | Export
Reese, Lynda M. – 1999
This study extended prior Law School Admission Council (LSAC) research related to the item response theory (IRT) local item independence assumption into the realm of classical test theory. Initially, results from the Law School Admission Test (LSAT) and two other tests were investigated to determine the approximate state of local item independence…
Descriptors: College Entrance Examinations, Item Response Theory, Law Schools, Test Construction
Reese, Lynda M. – 1995
This study explored the impact of various degrees of violations of the item response theory (IRT) local independence assumption on the Law School Admission Test (LSAT) calibration and score distribution estimates. Initially, results from the LSAT and two other tests were investigated to determine the approximate state of local item dependence…
Descriptors: College Applicants, College Entrance Examinations, Higher Education, Item Response Theory
Reese, Lynda M. – 1999
This study represented a first attempt to evaluate the impact of local item dependence (LID) for Item Response Theory (IRT) scoring in computerized adaptive testing (CAT). The most basic CAT design and a simplified design for simulating CAT item pools with varying degrees of LID were applied. A data generation method that allows the LID among…
Descriptors: College Entrance Examinations, Item Response Theory, Law Schools, Scoring
Schnipke, Deborah L.; Reese, Lynda M. – 1997
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…
Descriptors: Ability, Adaptive Testing, Algorithms, Comparative Analysis
Reese, Lynda M.; Pashley, Peter J. – 1999
This study investigated the practical effects of local item dependence (LID) on item response theory (IRT) true-score equating. A scenario was defined that emulated the Law School Admission Test (LSAT) preequating model, and data were generated to assess the impact of different degrees of LID on final equating outcomes. An extreme amount of LID…
Descriptors: College Entrance Examinations, Equated Scores, Item Response Theory, Law Schools
Reese, Lynda M.; Cotter, Ruth Anne – 1994
This report provides a description of the item types that have appeared on the Law School Admission Test (LSAT) from the first administration of the test in February 1948 through 1994. Also included is information related to the General Background and Writing tests that were administered for some time in an afternoon session, but for which…
Descriptors: College Applicants, College Entrance Examinations, Higher Education, Law Schools
Reese, Lynda M.; Schnipke, Deborah L. – 1999
A two-stage design provides 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 the second stage. This design provides some of the benefits of standard computer adaptive testing (CAT), such as increased…
Descriptors: Ability, Adaptive Testing, Computer Assisted Testing, Difficulty Level
Schnipke, Deborah L.; Reese, Lynda M. – 1999
Two-stage and multistage test designs provide a way of roughly adapting item difficulty to test taker ability. This study incorporated testlets (bundles of items) into two-stage and multistage designs, and compared the precision of the ability estimates derived from these designs with those derived from a standard computerized adaptive test (CAT)…
Descriptors: Adaptive Testing, College Entrance Examinations, Computer Assisted Testing, Law Schools
van der Linden, Wim J.; Reese, Lynda M. – 2001
A model for constrained computerized adaptive testing is proposed in which the information on the test at the ability estimate is maximized subject to a large variety of possible constraints on the contents of the test. At each item-selection step, a full test is first assembled to have maximum information at the current ability estimate fixing…
Descriptors: Ability, Adaptive Testing, College Entrance Examinations, Computer Assisted Testing
van der Linden, Wim J.; Reese, Lynda M. – 1997
A model for constrained computerized adaptive testing is proposed in which the information in the test at the ability estimate is maximized subject to a large variety of possible constraints on the contents of the test. At each item-selection step, a full test is first assembled to have maximum information at the current ability estimate fixing…
Descriptors: Ability, Adaptive Testing, Computer Assisted Testing, Computer Simulation
Peer reviewed Peer reviewed
van der Linden, Wim J.; Reese, Lynda M. – Applied Psychological Measurement, 1998
Proposes a model for constrained computerized adaptive testing in which the information in the test at the trait level (theta) estimate is maximized subject to the number of possible constraints on the content of the test. Test assembly relies on a linear-programming approach. Illustrates the approach through simulation with items from the Law…
Descriptors: Ability, Adaptive Testing, Computer Assisted Testing, Estimation (Mathematics)
Thornton, Andrea E.; Dalessandro, Susan P.; Reese, Lynda M. – 2002
This report describes trends related to accommodations in testing for the Law School Admission Test (LSAT) and summarizes the performance of accommodated LSAT takers for the 1993-1994 through 1997-1998 testing years. Data show that the number of requests for accommodated testing increased steadily from the 1994-1995 through 1996-1997 LSAT testing…
Descriptors: College Entrance Examinations, Educational Trends, Law Schools, Learning Disabilities
Thornton, Andrea E.; Reese, Lynda M.; Pashley, Peter J. – 1998
Test takers were asked to report which, if any, methods they used to help prepare for the Law School Admission Test (LSAT). The study began with the 1991-1992 academic testing year and ended with the 1996-1997 academic testing year. More than 100,000 students responded in each of the years, with the exception of a smaller sample in 1996-1997…
Descriptors: College Entrance Examinations, Higher Education, Law Schools, Law Students
Reese, Lynda M.; Schnipke, Deborah L.; Luebke, Stephen W. – 1999
Most large-scale testing programs facing computerized adaptive testing (CAT) must face the challenge of maintaining extensive content requirements, but content constraints in computerized adaptive testing (CAT) can compromise the precision and efficiency that could be achieved by a pure maximum information adaptive testing algorithm. This…
Descriptors: Ability, Adaptive Testing, Computer Assisted Testing, Simulation
van der Linden, Wim J.; Veldkamp, Bernard P.; Reese, Lynda M. – 1998
An integer programming approach to item pool design is presented that can be used to calculate an optimal blueprint for an item pool to support an existing testing program. The results are optimal in the sense that they minimize the efforts involved in actually producing the items as revealed by current item writing patterns. Also, an adaptation…
Descriptors: Higher Education, Item Banks, Item Response Theory, Models
Previous Page | Next Page ยป
Pages: 1  |  2