Considering the Use of General and Modified Assessment Items in Computerized Adaptive Testing

Wyse, Adam E.; Albano, Anthony D.

doi:10.1080/08957347.2014.1002921

Cited by 5 publications

(3 citation statements)

References 17 publications

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“…In addition, when the analysis of the data acquired from the parents participating to the interview, it was inferred that the result of parents need to use the program much more. Based on the literature review, it can be said that the results of the present study show similarity with those of many other studies in that web-based programs are accepted by their target groups to a great degree (Callı, et al, 2003;Chang, Liang & Chen, 2012;Saprıatı & Zuhaırı, 2010;Wyse & Albano, 2015).…”

Section: Discussionsupporting

confidence: 85%

“…The one of the most effective way of evaluating the skills, performances and learning processes is alternative assessment since traditional assessment methods are mostly focused on student cognition (Wyse & Albano, 2015). The alternative assessment methods do not evaluate students only in terms of knowledge and achievement at the end of the educational processes but also in terms of skills and attitudes during the educational activities through group works, project works, inclass performance activities, the interactions of students with peers, and performance tasks.…”

Section: Introductionmentioning

confidence: 99%

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The Examination of Views of Parents about the Web-Based Performance Evaluation Program in the Science Teaching Process

2016

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Abstract:The research was aimed to reveal the views of parents on web-based performance evaluation program. The case study method was adopted for this study. The research was conducted in the central district of Trabzon province during the fall semester of 2014-2015 academic years. A questionnaire was administered to three hundred parents and face-to-face interviews were conducted with 10 of those parents. The obtained data was analyzed through descriptive and content analysis. The majority of the parents were found to be satisfied that they could see how their children were evaluated through the different kind of performance activities which were used as an assessment and evaluation instrument, and scores of their children achieved in those activities. However, the implementation of the study with a quite limited parental participation caused the study to remain incapable of reflecting the views on this subject sufficiently. It was recommended that web-based program should be administered to a larger sample.

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Section: Discussionsupporting

confidence: 85%

Section: Introductionmentioning

confidence: 99%

The Examination of Views of Parents about the Web-Based Performance Evaluation Program in the Science Teaching Process

2016

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“…In state achievement testing programs, differential boost is a form of DIF exhibited by item parameters that change for students receiving modified versions of items compared with students receiving unmodified versions of the same items. In this case, items may become less difficult when modifications are provided that make the item content more accessible to a particular student group (Wyse & Albano, ). Both of these examples of DIF can be problematic for precalibration and CAT, where it is assumed that item parameters are consistent across administrations, whether over time or for modified vs unmodified items.…”

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confidence: 99%

Computerized Adaptive Testing in Early Education: Exploring the Impact of Item Position Effects on Ability Estimation

Albano

Cai

Lease

et al. 2019

J Educational Measurement

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Studies have shown that item difficulty can vary significantly based on the context of an item within a test form. In particular, item position may be associated with practice and fatigue effects that influence item parameter estimation. The purpose of this research was to examine the relevance of item position specifically for assessments used in early education, an area of testing that has received relatively limited psychometric attention. In an initial study, multilevel item response models fit to data from an early literacy measure revealed statistically significant increases in difficulty for items appearing later in a 20-item form. The estimated linear change in logits for an increase of 1 in position was .024, resulting in a predicted change of .46 logits for a shift from the beginning to the end of the form. A subsequent simulation study examined impacts of item position effects on person ability estimation within computerized adaptive testing. Implications and recommendations for practice are discussed.

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Item Development Research and Practice

Albano

Rodriguez

2018

Handbook of Accessible Instruction and Testing Practices

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Considering the Use of General and Modified Assessment Items in Computerized Adaptive Testing

Cited by 5 publications

References 17 publications

The Examination of Views of Parents about the Web-Based Performance Evaluation Program in the Science Teaching Process

The Examination of Views of Parents about the Web-Based Performance Evaluation Program in the Science Teaching Process

Computerized Adaptive Testing in Early Education: Exploring the Impact of Item Position Effects on Ability Estimation

Item Development Research and Practice

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