| Equivalence of Computer and Paper-and-Pencil Armed Services Vocational Aptitude Battery Tests |
AUG 86 |
85 pages |
| Authors:
Gerard L. Kiely; Anthony R. Zara; David J. Weiss; MINNESOTA UNIV MINNEAPOLIS DEPT OF PSYCHOLOGY
|
 | In order to investigate the possibility of obtaining equivalent results between computer and paper-and-pencil test administration, selected subtests of the Armed Services Vocational Aptitude Battery (ASVAB) were programmed for cathode-ray-tube (CRT) administration. Speeded subtest items were presented two ways: one at a time, and in blocks of several items. Paragraph comprehension items, which were too long to fit on the CRT screen, were presented in three different scrolling modes. The ... |
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| Proceedings of the Item Response Theory and Computerized Adaptive Testing Conference Held at Wayzata, Minnesota on 27-30 July 1982 |
APR 85 |
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| Authors:
David J. Weiss; MINNESOTA UNIV MINNEAPOLIS DEPT OF PHYSIOLOGY
|
 | This report is the Proceedings of the 1982 Item Response Theory and Computerized Adaptive Testing Conference held July 27-30, 1982 at the Spring Hill Conference in Wayzata, Minnesota. These Proceedings include all papers presented at the conference and discussions of these papers by the scheduled discussants. The papers are organized into the following sessions: 1) Development in Latent Trait Theory; 2) Parameter Estimation; 3) Multidimensional Item Response Theory; 4) Estimating ... |
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| Relationship between Corresponding Armed Services Vocational Aptitude Battery (ASVAB) and Computerized Adaptive Testing (CAT) Subtests |
AUG 1983 |
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| Authors:
Kathleen E. Moreno; C. Douglas Wetzel; James R. McBride; David J. Weiss; MINNESOTA UNIV MINNEAPOLIS
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| The relationship between selected subtests from the Armed Services Vocational Aptitude Battery (ASVAB) and corresponding subtests administered as computerized adaptive tests (CAT) was investigated using a sample of Marine recruits. Results showed that the CAT subtest scores correlated as well with initial ASVAB scores as did ASVAB retest scores, even though the CAT subtests contained only half the number of items. Factor analysis showed the CAT subtests loaded on the ... |
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| Effect of Examinee Certainty on Probabilistic Test Scores and a Comparison of Scoring Methods for Probabilistic Responses |
JUL 83 |
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| Authors:
Debra Suhadolnik; David J. Weiss; MINNESOTA UNIV MINNEAPOLIS COMPUTERIZED ADAPTIVE TESTING LAB
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| This study was an attempt to alleviate some of the difficulties inherent in multiple-choice items by having examinees respond to multiple-choice items in a probabilistic manner. Using this format, examinees are able to respond to each alternative and to provide indications of any partial knowledge they may possess concerning the item. The items used in this study were 30 multiple-choice analogy items. Each item was scored using five different scoring ... |
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| Bias and Information of Bayesian Adaptive Testing |
MAR 1983 |
|
| Authors:
David J. Weiss; James R. McBride; MINNESOTA UNIV MINNEAPOLIS COMPUTERIZED ADAPTIVE TESTING LAB
|
| The present study was designed to further investigate the nature of the bias and the information characteristics of Owen's Bayesian adaptive testing strategy and to examine possible causes of the bias. Factors investigated included (1) the effects of item discrimination, (2) the effects of fixed vs. variable test length, and (3) the effect of an accurate prior theta estimate. Monte carlo simulation of Owen's adaptive test was used. |
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| Reliability and Validity of Adaptive and Conventional Tests in a Military Recruit Population |
JAN 1983 |
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| Authors:
John T. Martin; James R. McBride; David J. Weiss; MINNESOTA UNIV MINNEAPOLIS COMPUTERIZED ADAPTIVE TESTING LAB
|
| A conventional verbal ability test and a Bayesian adaptive verbal ability test were compared using a variety of psychometric criteria. Tests were administered to 550 marine recruits, half of whom received two 30-item alternate forms of a conventional test and half of whom received two 30-item alternate forms a Bayesian adaptive test. Both types of tests were computer administered and were followed by a 50-item conventional verbal ability criterion test. ... |
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| Predictive Validity of Conventional and Adaptive Tests in an Air Force Training Environment |
AUG 1982 |
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| Authors:
James B. Sympson; David J. Weiss; Malcolm James Ree; MINNESOTA UNIV MINNEAPOLIS DEPT OF PSYCHOLOGY
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| Conventional ASVAB-7 Arithmetic Reasoning (AR) and Word Knowledge (WK) tests were compared with computer-administered adaptive tests as predictors of performance in an Air Force Jet Engine Mechanic (JEM) training course. All test items were calibrated using a 3-parameter logistic item response model. Adaptive tests were composed of items selected by Bayesian and stratified maximum information (STMI) strategies. Each of 495 JEM trainees was administered three AR tests and three WK ... |
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| Dimensionality of Measured Achievement over Time |
DEC 1981 |
|
| Authors:
Kathleen A. Gialluca; David J. Weiss; MINNESOTA UNIV MINNEAPOLIS DEPT OF PSYCHOLOGY
|
| Some type of difference or change score is frequently used to quantify the effects of experimental treatments and educational programs on individuals and on groups of individuals. Whether the change measurement involves the use of simple difference scores, their derivatives, or some more complex methodological design, the measurement process itself assumes that the treatment or instruction results in higher levels of the originally measured variable and that the only change ... |
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| Factors Influencing the Psychometric Characteristics of an Adaptive Testing Strategy for Test Batteries |
NOV 1981 |
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| Authors:
Vincent A. Maurelli; David J. Weiss; MINNESOTA UNIV MINNEAPOLIS COMPUTERIZED ADAPTIVE TESTING LAB
|
| A monte carlo simulation was conducted to assess the effects in an adaptive testing strategy for test batteries of varying subtest order, subtest termination criterion, and variable versus fixed entry on the psychometric properties of an existent achievement test battery. Comparisons were made among conventionally administered tests and adaptive tests using adaptive intra- subtest item selection with and without inter-subtest branching. Data consisted of responses of 300 simulees to a ... |
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| A Validity Comparison of Adaptive and Conventional Strategies for Mastery Testing |
SEP 1981 |
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| Authors:
G. Gage Kingsbury; David J. Weiss; MINNESOTA UNIV MINNEAPOLIS COMPUTERIZED ADAPTIVE TESTING LAB
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| Conventional mastery tests designed to make optimal mastery classifications were compared with fixed-length and variable-length adaptive mastery tests in terms of validity of decisions with respect to an external criterion measure. Comparisons between the testing procedures were made across five content areas in an introductory biology course from tests administered to over 400 volunteer students. The criterion measure used was the student's final standing in the course based on course ... |
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| Methods for Linking Item Parameters |
AUG 1981 |
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| Authors:
C. David Vale; Vincent A. Maurelli; Kathleen A. Gialluca; David J. Weiss; Malcolm James Ree; ASSESSMENT SYSTEMS CORP ST PAUL MN
|
| A simulation study to determine appropriate linking methods for adaptive testing items was designed. Responses of examinees of three group sizes for four test lengths were simulated. Three basic data sets were created: (a) randomly sampled data set, (b) systematically sampled data set, and (c) selected data set. Three categories of evaluative criteria were used: fidelity of parameter estimation, asymptotic ability estimates, root-mean-square error of estimates, and the correlation between ... |
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| Effects of Immediate Feedback and Pacing of Item Presentation on Ability Test Performance and Psychological Reactions to Testing. |
FEB 1981 |
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| Authors:
Marilyn F. Johnson; David J. Weiss; J. Stephen Prestwood; MINNESOTA UNIV MINNEAPOLIS COMPUTERIZED ADAPTIVE TESTING LAB
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| The study investigated the joint effects of knowledge of results (KR or no-KR), pacing of item presentation (computer or self-pacing), and type of testing strategy (50-item peaked conventional, variable-length stradaptive, or 50-item fixed-length stradaptive test, on ability test performance, test item response latency, information, and psychological reactions to testing. The psychological reactions to testing were obtained from likert-type items that assessed test-taking anxiety, motivation, perception of difficulty, and reactions to ... |
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| Review of Test Theory and Methods. |
JAN 1981 |
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| Authors:
David J. Weiss; Mark L. Davison; MINNESOTA UNIV MINNEAPOLIS DEPT OF PSYCHOLOGY
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| The research literature on test theory and methods for the period 1975 through early 1980 is critically reviewed. Research on classical test theory has concentrated on relatively unimportant developments in reliability theory, with some new developments and applications of generalizability theory appearing during this period. The reliability of change or gain scores has received some attention from the classical test theory perspective, as have the applications of classical reliability concepts ... |
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| An Alternate-Forms Reliability and Concurrent Validity Comparison of Bayesian Adaptive and Conventional Ability Tests. |
DEC 1980 |
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| Authors:
G. Gase Kingsbury; David J. Weiss; MINNESOTA UNIV MINNEAPOLIS COMPUTERIZED ADAPTIVE TESTING LAB
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| Two 30-item alternate forms of a conventional test and a Bayesian adaptive test were adminstrated by computer to 472 undergraduate psychology students. In addition, each student completed a 120-item paper-and pencil test, which served as a concurrent validity criterion test, and a series of very easy questions designed to detect students who were not answering conscientiously. All test items were five-alternative multiple-choice vocabulary items. Reliability and concurrent validity of the ... |
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| A Comparison of Adaptive Sequential, and Conventional Testing Strategies for Mastery Decisions. |
NOV 1980 |
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| Authors:
G. Gage Kingsbury; David J. Weiss; MINNESOTA UNIV MINNEAPOLIS COMPUTERIZED ADAPTIVE TESTING LAB
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| Two procedures for making mastery decisions with variable length tests and a conventional mastery testing procedure were compared in Monte Carlo simulation. The simulation varied the characteristics of the item pool used for testing and the maximum test length allowed. The procedures were compared in terms of the mean test length needed to make a decision, the validity of the decisions made by each procedure, and the types of classification ... |
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| Criterion-Related Validity of Adaptive Testing Strategies. |
JUN 1980 |
|
| Authors:
Janet G. Thompson; David J. Weiss; MINNESOTA UNIV MINNEAPOLIS COMPUTERIZED ADAPTIVE TESTING LAB
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| Criterion-related validity of two adaptive tests was compared with a conventional test in two groups of college students. Students in Group 1 (N=101) were administered a stradaptive test and a peaked conventional test; students in Group 2 (N=131) were administered a Bayesian adaptive test and the same peaked conventional test. All tests were computer-administered multiple-choice vocabulary tests; items were selected from the same pool, but there was no overlap of ... |
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| Interactive Computer Administration of a Spatial Reasoning Test. |
APR 1980 |
|
| Authors:
Austin T. Church; David J. Weiss; MINNESOTA UNIV MINNEAPOLIS DEPT OF PSYCHOLOGY
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| This report describes a pilot study on the development and administration of a test using a spatial reasoning problem, the 15-puzzle. The test utilized the on-line capabilities of a real-time computer (1) to record an examinee's progress on each problem through a sequence of problem-solving 'moves' and (2) to collect additional on-line data that might be of relevance to the evaluation of examinee performance (e.g., number of illegal and repeated ... |
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| Computerized Adaptive Performance Evaluation. |
FEB 1980 |
|
| Authors:
David J. Weiss; MINNESOTA UNIV MINNEAPOLIS DEPT OF PSYCHOLOGY
|
| Three years of research on computerized adaptive achievement testing are summarized. The goals of the research program are described, and the research approach is summarized and related to the nine technical reports completed under this contract. Major research findings are presented. The implications of the research methods and results for future research in computerized adaptive achievement testing are described. Also included are abstracts of the nine technical reports and a ... |
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| Effects of Immediate Knowledge of Results on Achievement Test Performance and Test Dimensionality. |
JAN 1980 |
|
| Authors:
Kathleen A. Gialluca; David J. Weiss; MINNESOTA UNIV MINNEAPOLIS COMPUTERIZED ADAPTIVE TESTING LAB
|
| These two studies investigated the effects of administering immediate knowledge of results (KR) concerning the correctness or incorrectness of item response on a computerized adaptive test of biology achievement. In the case of incorrect responses, the correct answers were provided to the student. The results of these studies indicate that the provision of informative KR did not systematically increase total test scores, as would be expected if students were using ... |
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| The Person Response Curve: Fit of Individuals to Item Characteristic Curve Models. |
DEC 1979 |
45 pages |
| Authors:
Tom E. Trabin; David J. Weiss; MINNESOTA UNIV MINNEAPOLIS DEPT OF PSYCHOLOGY
|
| This study investigated a method of determining the fit of individuals to item characteristic curve (ICC) models using the person response curve (PRC). The construction of observed PRCs is based on an individual's proportion correct on test item subsets (strata) that differ systematically in difficulty level. A method is proposed for identifying irregularities in an observed PRC by comparing it with the expected PRC predicted by the three-parameter ICC logistic ... |
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| Efficiency of an Adaptive Inter-Subtest Branching Strategy in the Measurement of Classroom Achievement. |
NOV 1979 |
|
| Authors:
Kathleen A. Gialluca; David J. Weiss; MINNESOTA UNIV MINNEAPOLIS DEPT OF PSYCHOLOGY
|
| A real-data simulation was conducted to investigate the efficacy of an adaptive testing strategy designed for achievement test batteries applied to a classroom achievement test. This testing strategy combined adaptive item selection routines both within and between the subtests of the test battery. Comparisons were made between the conventionally administered tests and the simulated adaptive tests in terms of test length, psychometric information, and correlations of achievement estimates. Design of ... |
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| Effect of Point-in-Time in Instruction on the Measurement of Achievement. |
AUG 1979 |
|
| Authors:
G. Gage Kingsbury ; David J. Weiss; MINNESOTA UNIV MINNEAPOLIS DEPT OF PSYCHOLOGY
|
| Item characteristic curve (ICC) theory has potential for solving some of the problems inherent in the pretest-test and test-posttest paradigms for measuring change in achievement levels. However, if achievement tests given at different points in the course of instruction tap different achievement dimensions, the use of ICC approaches and/or change scores from these tests is not desirable. This problem is investigated in two studies designed to determine whether or not ... |
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| Relationships Among Achievement Level Estimates from Three Item Characteristic Curve Scoring Methods. |
APR 1979 |
|
| Authors:
G. Gage Kingsbury; David J. Weiss; MINNESOTA UNIV MINNEAPOLIS DEPT OF PSYCHOLOGY
|
| Results for all data sets showed a high degree of similarity among parameter value estimates for the one- and two-parameter data, with slight decreases in correlations as information on the discrimination parameter was used in scoring. In general, however, the adaptive test data were less likely to result in convergence failures than were the conventional test data. The data also illustrated how each of the three scoring methods tend to ... |
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| Bias-Free Computerized Testing. |
MAR 1979 |
|
| Authors:
Steven M. Pine; David J. Weiss; MINNESOTA UNIV MINNEAPOLIS DEPT OF PSYCHOLOGY
|
| Summarized in this report is research from a project designed to investigate the utility of item characteristic curve theory and computerized adaptive testing as means of measuring and reducing ethnic bias and unfairness in ability tests. During the theory development phase, an item characteristic curve theory model of bias was developed and used in computer simulation studies which investigated the bias reduction and fairness properties of computerized adaptive testing. In ... |
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| Effects of Computerized Adaptive Testing on Black and White Students. |
MAR 1979 |
|
| Authors:
Steven M. Pine; Austin T. Church; Kathleen A. Gialluca; David J. Weiss; MINNESOTA UNIV MINNEAPOLIS DEPT OF PSYCHOLOGY
|
| Bias-reduced and non-bias-reduced conventional paper-and-pencil and computerized adaptive tests of word knowledge were administered to Black and White high school students to study differential effects on ability estimates and psychological reactions. Independent variables examined were bias-reduction, the presence or absence of knowledge of results after each item, mode of administration (paper-and-pencil or computerized adaptive), order of administration, and race. Dependent variables were three test performance variables (the ability estimates derived ... |
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| Computer Programs for Scoring Test Data with Item Characteristic Curve Models. |
FEB 1979 |
|
| Authors:
Isaac I. Bejar; David J. Weiss; MINNESOTA UNIV MINNEAPOLIS DEPT OF PSYCHOLOGY
|
| Three computer programs are described for scoring test response data using item characteristic curve (ICC) or latent trait models. The rationale and mathematical basis of both maximum likelihood and Bayesian ICC scoring methods are presented, as well as some data comparing the two methods of scoring. The three computer programs are designed for scoring conventional (linear) test data (LINDSCO) in dichotomous response format, adaptive test dichotomous data (ADADSCO), and conventional ... |
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| An Item Bias Investigation of a Standardized Aptitude Test. |
DEC 1978 |
|
| Authors:
John T. Martin; Steven M. Pine; David J. Weiss; MINNESOTA UNIV MINNEAPOLIS DEPT OF PSYCHOLOGY
|
| Verbal and quantitative data from a standardized aptitude test (SCAT, Series II, Level 2) were analyzed separately for Native American and White high school students. Item correlation matrices were factor analyzed for each group, separately for each ability. Coefficients of congruence comparing factor structures between groups were high for the first verbal factor and the first and second quantitative factors, implying that ability factor structures were similar for the two ... |
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| A Construct Validation of Adaptive Achievement Testing. |
NOV 1978 |
|
| Authors:
Isaac I. Bejar; David J. Weiss; MINNESOTA UNIV MINNEAPOLIS DEPT OF PSYCHOLOGY
|
| The construct validities of conventional paper-and-pencil and adaptive achievement tests were compared using data from two independent groups of 269 and 230 college students. Two adaptive achievement tests were computer administered to each group using the stradaptive testing strategy; each group also completed two conventional classroom paper-and-pencil achievement tests. All achievement tests were drawn from the same pool of achievement test items on which item characteristic curve (ICC) parameters had ... |
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| A Comparison of Levels and Dimensions of Performance in Black and White Groups on Tests of Vocabulary, Mathematics, and Spatial Ability. |
OCT 1978 |
|
| Authors:
Austin T. Church; Steven M. Pine; David J. Weiss; MINNESOTA UNIV MINNEAPOLIS DEPT OF PSYCHOLOGY
|
| This report examines the nature and extent of ability test performance differences between Black and White high school students on vocabulary, mathematics, and spatial ability tests. Mean differences on total test scores were found for all three tests with Whites averaging higher than Blacks. In the vocabulary test, however, this effect could not be interpreted independently of sex and parents' educational level. Parents' educational levels were significantly related to performance ... |
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| The Effects of Knowledge of Results and Test Difficulty on Ability Test Performance and Psychological Reactions to Testing. |
SEP 1978 |
|
| Authors:
J. Stephen Prestwood; David J. Weiss; MINNESOTA UNIV MINNEAPOLIS DEPT OF PSYCHOLOGY
|
| Students were administered one of three conventional or one of three stradaptive vocabulary tests with or without knowledge of results (KR). The three tests of each type differed in difficulty, as assessed by the expected proportion of correct responses to the test items. Results indicated that the mean maximum-likelihood estimates of individuals' abilities varied as a joint function of KR-provision and test difficulty. Students receiving KR scored highest on the ... |
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| A Comparison of the Fairness of Adaptive and Conventional Testing Strategies. |
AUG 1978 |
|
| Authors:
Steven M. Pine; David J. Weiss; MINNESOTA UNIV MINNEAPOLIS DEPT OF PSYCHOLOGY
|
| This report examines how selection fairness is influenced by the characteristics of a selection instrument in terms of its distribution of item difficulties, level of item discrimination, degree of item bias, and testing strategy. Computer simulation was used in the administration of either a conventional or Bayesian adaptive ability test to a hypothetical target population consisting of a minority and majority subgroup. Fairness was evaluated by three indices which reflect ... |
|
| Proceedings of the 1977 Computerized Adaptive Testing Conference Held at the University of Minnesota, July 19-22, 1977, |
JUL 1978 |
|
| Authors:
David J. Weiss; MINNESOTA UNIV MINNEAPOLIS DEPT OF PSYCHOLOGY
|
| This report is the Proceedings of the 1977 Computerized Adaptive Testing Conference held July 19-22, 1977, at the University of Minnesota. These Proceedings include 27 papers (26 of which were presented at the Conference); discussions of these papers by Darrell Bock, Frederic Lord, Nancy Cole, Ernst Rothkopf, Richard Ferguson, and David Weiss; and a panel discussion entitled 'Future Directions for Computerized Adaptive Testing,' with presentations by Frederic Lord, Mark Reckase, ... |
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| An Information Comparison of Conventional and Adaptive Tests in the Measurement of Classroom Achievement. |
OCT 1977 |
|
| Authors:
Isaac I. Bejar; David J. Weiss; Kathleen A. Gialluca; MINNESOTA UNIV MINNEAPOLIS DEPT OF PSYCHOLOGY
|
| Information provided by typical and improved conventional classroom achievement tests is compared with the information provided by an adaptive test covering the same subject matter. Both tests were administered to over 700 students in a general biology course. Using the same scoring method, adaptive testing was found to yield substantially more precise estimates of achievement level than the classroom test throughout the entire range of achievement, while at the same ... |
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| An Adaptive Testing Strategy for Achievement Test Batteries. |
OCT 1977 |
|
| Authors:
Joel M. Brown; David J. Weiss; MINNESOTA UNIV MINNEAPOLIS DEPT OF PSYCHOLOGY
|
| An adaptive testing strategy is described for use with achievement tests which cover multiple content areas. The testing strategy combines adaptive item selection both within and between the subtests in the multiple-subtest battery. A real-data simulation was conducted in order to compare the results from adaptive testing with those from conventional testing, in terms of test information and test length. Data for the simulation consisted of test results for 365 ... |
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| Calibration of an Item Pool for the Adaptive Measurement of Achievement. |
SEP 1977 |
|
| Authors:
Isaac I. Bejar; David J. Weiss; G. Gage Kingsbury; MINNESOTA UNIV MINNEAPOLIS DEPT OF PSYCHOLOGY
|
| The applicability of item characteristic curve (ICC) theory to a multiple-choice test item pool used to measure achievement is described. The rationale for attempting to use ICC theory in an achievement framework is summarized, and the adequacy for adaptive testing of a classroom achievement test item pool in a college biology class is studied. Using criteria usually applied to ability measurement item pools, the item difficulties and discriminations in this ... |
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| Accuracy of Perceived Test-Item Difficulties. |
MAY 1977 |
|
| Authors:
J. Stephen Prestwood; David J. Weiss; MINNESOTA UNIV MINNEAPOLIS DEPT OF PSYCHOLOGY
|
| This study investigated the accuracy with which testees perceive the difficulty of ability-test items. Two 41-item conventional tests of verbal ability were constructed for administration to testees in two ability groups. Testees in both the high- and low-ability groups responded to each multiple-choice item by choosing the correct alternative and then rating the item's difficulty relative to their levels of ability. Least-squares estimates of item difficulty, which were based solely ... |
|
| A Rapid Item-Search Procedure for Bayesian Adaptive Testing. |
MAY 1977 |
|
| Authors:
C. David Vale; David J. Weiss; MINNESOTA UNIV MINNEAPOLIS DEPT OF PSYCHOLOGY
|
| An alternative item-selection procedure for use with Owen's Bayesian adaptive testing strategy is proposed. This procedure is, by design, faster than Owen's original procedure because it searches only part (as compared with all) of the total item pool. Item selections are, however, identical for both methods. After a conceptual development of the rapid-search procedure, the supporting mathematics are presented. In a simulated comparison with three item pools, the rapid-search procedure ... |
|
| A Comparison of Information Functions of Multiple-Choice and Free-Response Vocabulary Items. |
APR 1977 |
|
| Authors:
C. David Vale; David J. Weiss; MINNESOTA UNIV MINNEAPOLIS DEPT OF PSYCHOLOGY
|
| Twenty multiple-choice vocabulary items and 20 free-response vocabulary items were administered to 660 college students. The free-response items consisted of the stem words of the multiple-choice items. Testees were asked to respond to the free-response items with synonyms. A computer algorithm was developed to transform the numerous free-responses entered by the testees into a manageable number of categories. The multiple-choice and the free-response items were then calibrated occording to Bock's ... |
|
| Effects of Item Characteristics on Test Fairness. |
DEC 1976 |
|
| Authors:
Steven M. Pine; David J. Weiss; MINNESOTA UNIV MINNEAPOLIS DEPT OF PSYCHOLOGY
|
| This report examines how selection fairness is influenced by the item characteristics of a selection instrument in terms of its distribution of item difficulties, level of item discrimination, and degree of item bias. Computer simulation was used in the administration of conventional ability tests to a hypothetical target population consisting of a minority and a majority subgroup. Fairness was evaluated by three indices which reflect the degree of differential validity, ... |
|
| Effects of Immediate Knowledge of Results and Adaptive Testing on Ability Test Performance. |
JUN 1976 |
|
| Authors:
Nancy E. Betz; David J. Weiss; MINNESOTA UNIV MINNEAPOLIS DEPT OF PSYCHOLOGY
|
| This study investigated the effects of immediate knowledge of results (KR) concerning the correctness of incorrectness of each item response on a computer-administered test of verbal ability. The effects of KR were examined on a 50-item conventional test and a stradaptive ability test and in high- and low-ability groups. The primary dependent variable was maximum likelihood ability estimates derived from the item responses. Results indicated that mean test scores for ... |
|
| Psychological Effects of Immediate Knowledge of Results and Adaptive Ability Testing. |
JUN 1976 |
|
| Authors:
Nancy E. Betz; David J. Weiss; MINNESOTA UNIV MINNEAPOLIS DEPT OF PSYCHOLOGY
|
| This study investigated the effects of providing immediate knowledge of results (KR) and adaptive testing on test anxiety and test-taking motivation. Also studied was the accuracy of student perceptions of the difficulty of adaptive and conventional tests administered with or without immediate knowledge of results. Testees were 350 college students divided into high- and low-ability groups and randomly assigned to one of four test strategies by KR conditions. The ability ... |
|
| Effects of Time Limits on Test-Taking Behavior. |
APR 1976 |
|
| Authors:
T. W. Miller; David J. Weiss; MINNESOTA UNIV MINNEAPOLIS DEPT OF PSYCHOLOGY
|
| Three related experimental studies analyzed rate and accuracy of test response under time-limit and no-time-limit conditions. Test instructions and multiple-choice vocabulary items were administered by computer. Student volunteers received monetary rewards under both testing conditions. In the first study college students were blocked into high- and low-ability groups on the basis of pretest scores. Results for both ability groups showed: (1) Higher response rates under time-limit conditions than under no-time-limit ... |
|
| Computerized Ability Testing, 1972-1975. |
APR 1976 |
|
| Authors:
David J. Weiss; MINNESOTA UNIV MINNEAPOLIS DEPT OF PSYCHOLOGY
|
| Three and one-half years of research on computerized ability testing are summarized. The research program's original research to objectives are described, and the research approach is summarized and related to the eighteen Technical Reports produced under this contract. Twenty-one major research findings are presented. The implications of the research findings and methods for future research n computerized adaptive testing are described. Also included are abstracts of the eighteen Technical Reports ... |
|
| A Simulation Study of Stradaptive Ability Testing. |
DEC 1975 |
|
| Authors:
C. David Vale; David J. Weiss; MINNESOTA UNIV MINNEAPOLIS DEPT OF PSYCHOLOGY
|
| A conventional test and 2 forms of a stradaptive (stratified adaptive) test were administered to thousands of simulated subjects by minicomputer. Characteristics of the three tests using several scoring techniques were investigated while varying the discriminating power of the items, the lengths of the tests, and the availability of prior information about the testee's ability level. The tests were evaluated in terms of their correlations with underlying ability, the amount ... |
|
| Empirical and Simulation Studies of Flexilevel Ability Testing. |
JUL 1975 |
|
| Authors:
Nancy E. Betz; David J. Weiss; MINNESOTA UNIV MINNEAPOLIS DEPT OF PSYCHOLOGY
|
| A 40-item flexilevel test and a 40-item conventional test were compared using data obtained through (1) computer-administration of the two tests to three groups of college students, and (2) Monte Carlo simulation of test response patterns. The overall test-retest stability of the two tests was equivalent, but there was evidence indicating that memory effects inflated the stability of the flexilevel test scores less than that of conventional test scores. |
|
| TETREST: A Fortran IV Program for Calculating Tetrachoric Correlations. |
FEB 1975 |
|
| Authors:
James R. McBride; David J. Weiss; MINNESOTA UNIV MINNEAPOLIS DEPT OF PSYCHOLOGY
|
| A general purpose computer program for the calculation of a matrix of tetrachoric correlations is described. This program was developed for use in adaptive (and other) testing research for examining the unidimensionality assumption in latent trait theory, in conjunction with available factor analysis programs. Several other potential applications, as well as details for its use, are described. The program accepts as input raw dichotomous data, reduced joint frequency data, or ... |
|
| Strategies of Adaptive Ability Measurement. |
DEC 1974 |
|
| Authors:
David J. Weiss; MINNESOTA UNIV MINNEAPOLIS DEPT OF PSYCHOLOGY
|
| A number of strategies are described for adapting ability test items to individual differences in ability levels of testees. Each strategy consists of a different set of rules for selecting the sequence of test items to be administered to a given testee. Advantages and disadvantages of each strategy are discussed, and research issues unique to the strategy are described. Strategies reviewed are differentiated into two-stage approaches and multi-stage approaches. Several ... |
|
| Simulation Studies of Two-Stage Ability Testing. |
OCT 1974 |
|
| Authors:
David J. Weiss; Nancy E. Betz; MINNESOTA UNIV MINNEAPOLIS DEPT OF PSYCHOLOGY
|
| Monte Carlo simulation procedures were used to study the psychometric characteristics of two two-stage adaptive tests and a conventional 'peaked' ability test. Results showed that scores yielded by both two-stage tests better reflected the normal distribution of underlying ability. Ability estimates yielded by one of the two stage tests were more reliable and had a slightly higher relationship to underlying ability than did the conventional test scores. Several improvements in ... |
|
| An Empirical Investigation of Computer-administered Pyramidal Ability Testing. |
JUL 1974 |
|
| Authors:
Kevin C. Larkin; David J. Weiss; MINNESOTA UNIV MINNEAPOLIS DEPT OF PSYCHOLOGY
|
| Three pyramidal adaptive tests and a conventional peaked test were constructed and administered by time-shared computer to two separate groups of students enrolled in undergraduate psychology courses. Six different methods of scoring pyramidal tests were evaluated with respect to score distributions, stability, and the degree of relationship among scoring methods and between pyramidal scoring methods and scores on the conventional test. The effects of memory were also considered. (Modified author ... |
|
| A Word Knowledge Item Pool for Adaptive Ability Measurement. |
JUN 1974 |
|
| Authors:
James R. McBride; David J. Weiss; MINNESOTA UNIV MINNEAPOLIS DEPT OF PSYCHOLOGY
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| A series of four vocabulary norming tests was used to develop a large, homogeneous pool of vocabulary test items for use in computer-administered adaptive testing research. 575 unique vocabulary knowledge items were divided among the four norming tests, and administered to separate groups of college undergraduates. Norming tests were administered by computer or paper and pencil in fixed and random orders. Item difficulty and discrimination indices of both the classical ... |
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