Several alternatives for item selection algorithms based on item response theory in computerized classification testing (CCT) have been suggested, with no conclusive evidence on the substantial superiority of a single method. It is argued that the lack of sizable effect is because some of the methods actually assess items very similarly through different calculations and will usually select the same item. Consideration of methods that assess information across a wider range is often unnecessary under realistic conditions, although it might be advantageous to utilize them only early in a test. In addition, the efficiency of item selection approaches depend on the termination criteria that are used, which is demonstrated through didactic example and Monte Carlo simulation. Item selection at the cut score, which seems conceptually appropriate for CCT, is not always the most efficient option. A broad framework for item selection in CCT is presented that incorporates these points.

No abstract

No abstract

No abstract

This study aimed at examining the issues affecting the use of IRT models in investigating differential item functioning in high stakes testing. It specifically focused on the Iranian National University Entrance Exam (INUEE) Special English Subtest. A sample of 200,000 participants was randomly selected from the candidates taking part in the INUEE 2003 and 2004 respectively. The data collected in six domains of vocabulary, grammar, word order, language function, cloze test and reading comprehension were analyzed to evaluate the applicability of item response theory (IRT; Embretson & Reise, 2000), including the use of IRT for assessing differential item functioning (DIF; Zumbo, 2007). Substantial model-data misfit was observed in calibrations using PARSCALE and BILOG MG software (Scientific Software International, 2004). Additional analysis through Xcalibre and Iteman 4 (Assessment Systems Corporation, 2010) suggested that item response theory, including IRT-based DIF analysis, is not applicable when the test administered is noticeably beyond the participants’ level of capability, when the test is speeded, or if students are penalized for their wrong answers