Journal article
Limiting Answer Review and Change on Computerized Adaptive Vocabulary Tests: Psychometric and Attitudinal Results
Journal of educational measurement, Vol.37(1), pp.21-38
03/2000
DOI: 10.1111/j.1745-3984.2000.tb01074.x
Abstract
Previous simulation studies of computerized adaptive tests (CATs) have revealed that the validity and precision of proficiency estimates can be maintained when review opportunities are limited to items within successive blocks. Our purpose in this study was to evaluate the effectiveness of CATs with such restricted review options in a live testing setting. Vocabulary CATs were compared under four conditions: (a) no item review allowed, (b) review allowed only within successive 5-item blocks, (c) review allowed only within successive 10-item blocks, and (d) review allowed only after answering all 40 items. Results revealed no trustworthy differences among conditions in vocabulary proficiency estimates, measurement error, or testing time. Within each review condition, ability estimates and number correct scores increased slightly after review, more answers were changed from wrong to right than from right to wrong, most examinees who changed answers improved proficiency estimates by doing so, and nearly all examinees indicated that they had an adequate opportunity to review their previous answers. These results suggest that restricting review opportunities on CATs may provide a viable way to satisfy examinee desires, maintain validity and measurement precision, and keep testing time at acceptable levels.
Details
- Title: Subtitle
- Limiting Answer Review and Change on Computerized Adaptive Vocabulary Tests: Psychometric and Attitudinal Results
- Creators
- Walter P. Vispoel - University of IowaAmy B. Hendrickson - University of IowaTimothy Bleiler - University at Buffalo, State University of New York
- Resource Type
- Journal article
- Publication Details
- Journal of educational measurement, Vol.37(1), pp.21-38
- Publisher
- Blackwell Publishing Ltd
- DOI
- 10.1111/j.1745-3984.2000.tb01074.x
- ISSN
- 0022-0655
- eISSN
- 1745-3984
- Number of pages
- 18
- Language
- English
- Date published
- 03/2000
- Academic Unit
- Psychological and Quantitative Foundations
- Record Identifier
- 9984371296602771
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