Standard computerized adaptive testing (CAT) methods require an underlying item response theory (IRT) model. An item bank can be constructed from the IRT model, and subsequent items can be selected with maximum information at the examinee's estimated ability level. IRT models, however, do not always fit test data exactly. In such situations, it is not possible to employ standard CAT methods without violating assumptions. To extend the scope of adaptive testing, this research shows how latent class analysis (LCA) can be used in item bank construction. In addition, the research investigates suitable item selection algorithms using KullbackLeibler (KL) information for item banks based on LCA. The KL information values can be used to select items and to construct an adaptive test. Simulations show that item selection based on KL information outperformed random selection of items in progress testing. The effectiveness of the selection algorithm is evaluated, and a possible scoring for the new adaptive item selection with two classes is proposed. The applicability of the methods is illustrated by constructing a computerized adaptive progress test (CAPT) on an example data set drawn from Misfit in IRT ModelsIn some situations, however, the standard IRT framework that underlies CAT does not fit the data, for example, during the calibration phase when building a CAT. Global fit of the IRT models to an item bank can be tested by looking at global fit measures such as the Q1 test, R1 test, and/or likelihood ratio tests (Andersen, 1973;Suárez-Falcón & Glas, 2003). These testing methods for global model fit can be first pointers to misfit. Concerns raised by global indications of misfit can be caused by violations of one or more assumptions of the IRT model. Item response functions can be flat instead of S-shaped, and problems with assumed local independence and unidimensionality can occur (Yang & Kao, 2014).If many items from the item bank show misfit, constructing an item bank might be impossible or only possible with heavy violations of the assumptions of standard IRT models. In these cases, other models can be applied to the data, such as multidimensional IRT models or latent variable mixture models. Multidimensional IRT can be modeled when multiple constructs in the data disturb the model fit (Béguin & Glas, 2001). Latent variable mixture modeling is useful in populations with heterogenous rather than homogenous samples (Sawatzky, Ratner, Kopec, Wu, & Zumbo, 2016). Sometimes, however, these other IRT models do not fit Research on LCA and CATThe present research appears to be the first to propose LCA in combination with CAT in an actual testing situation. Macready and Dayton (1992) investigated the use of LCA in CAT,concluding that the combination of CAT with LCA allows for conceptually simpler models than CAT with IRT. Macready and Dayton also acknowledged that LCA has fewer untestable assumptions. Their goal was to classify respondents into the appropriate latent class with CAT and to obtain an acceptable level of...
Bayesian networks found their applications in many fields: in medicine, for medical decision making (Lucas 2001), in Artificial Intelligence, for robots and object recognition (Schneiderman 2004), in ecology, for environmental modeling (Aguilera et al. 2011), and in educational assessment, for measuring students' abilities (Mislevy et al. 2000). The network method provides a logical and graphical structure for reasoning under uncertainty (Neapolitan 2003;Pearl 1988). For instance, Lucas previously applied these methods in medicine, where symptoms are entered in a network as observable variables. By formulating probability distributions and a network structure, the most likely disease and a fitting treatment for patients could be determined. In Artificial Intelligence, Schneiderman used Bayesian networks to automatically learn network structures with the goal to detect frontal faces, eyes, and the iris of the human eye. These applications motivate the use of Bayesian networks to assess uncertainty associated with (human) environmental interventions and classifications. Uncertainty around complex relationships is found in many fields and can also arise in educational assessment settings. Innovative educational assessments, such as interactive simulations, games or complex constructed responses, can benefit from Bayesian network methodology. The book "Bayesian Networks in Educational Assessment-The State of the Field" provides an exhaustive overview of applying Bayesian networks in educational measurement. A unique reference work has been written aimed at professionals, researchers and students in this field.The book consists of three main parts. Part I introduces the building blocks of Bayesian Networks in Educational Assessment. Firstly, the evidence-centered design (ECD) approach (Mislevy et al. 2004) is outlined and explained. Then, Part I introduces Bayesian probability and graphical networks, after which methods for efficient calculations, examples, and inferences by the model are described. Part II focuses on learning and revising the network and student models when actual student data has been observed. Different model parameterizations are described. These parameterizations will definitely contribute to the readers' understanding of the choices that could be made in construction and updating of the models. Estimating distributions of parameters, and approaches to model fit or model evaluation are also introduced. This part concludes with a complex example that illustrates the concepts that were discussed in the previous chapters. After dealing with the technical and mathematical issues of Bayesian networks, Part III is about application of Bayesian networks in assessment design. It is discussed in detail how Bayesian networks can be integrated in the various steps of the evidence-based design approach.The three parts of the book give an excellent overview of current developments and the status of a still developing and emerging field. In this way, it helps researchers in psychometrics and educational assess...
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