Hybrid Computerized Adaptive Testing: From Group Sequential Design to Fully Sequential Design

Autor/inn/en	Wang, Shiyu; Lin, Haiyan; Chang, Hua-Hua; Douglas, Jeff
Titel	Hybrid Computerized Adaptive Testing: From Group Sequential Design to Fully Sequential Design
Quelle	In: Journal of Educational Measurement, 53 (2016) 1, S.45-62 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0655
DOI	10.1111/jedm.12100
Schlagwörter	Computer Assisted Testing; Adaptive Testing; Test Format; Sequential Approach; Test Construction; Design Requirements; Robustness (Statistics); Test Reliability; Test Validity; Computer Simulation; Group Testing + Suchen Sie Ihr Suchwort? Testentwicklung; Schrittfolge; Testaufbau; Design preferences; Gestaltungsmittel; Widerstandsfähigkeit; Testreliabilität; Testvalidität; Computergrafik; Computersimulation; Gruppentest
Abstract	Computerized adaptive testing (CAT) and multistage testing (MST) have become two of the most popular modes in large-scale computer-based sequential testing. Though most designs of CAT and MST exhibit strength and weakness in recent large-scale implementations, there is no simple answer to the question of which design is better because different modes may fit different practical situations. This article proposes a hybrid adaptive framework to combine both CAT and MST, inspired by an analysis of the history of CAT and MST. The proposed procedure is a design which transitions from a group sequential design to a fully sequential design. This allows for the robustness of MST in early stages, but also shares the advantages of CAT in later stages with fine tuning of the ability estimator once its neighborhood has been identified. Simulation results showed that hybrid designs following our proposed principles provided comparable or even better estimation accuracy and efficiency than standard CAT and MST designs, especially for examinees at the two ends of the ability range. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01