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Modern computer technology has opened up several new possibilities for optimizing the administration of educational and psychological tests. In computer adaptive testing (CAT), tests are automatically tailored to the proficiency level of the individual examinees. Currently, nearly all large-scale testing programs in the western world are already adaptive or in the process of becoming so. Written by active CAT researchers from Europe and North America, the chapters offer a comprehensive introduction to the latest developments in the theory and practice of CAT. The book can be used both as a basic reference on the state of the art in CAT and a valuable resource in graduate courses on test theory. The theoretical chapters in this book cover such topics as item selection and ability estimation, item pool development and maintenance, item calibration and model fit, and testlet-based adaptive testing. The practical chapters describe the operational aspects of existing large-scale CAT programs.
Computer adaptive testing. --- Computer adaptive testing --- Education --- Social Sciences --- Education, Special Topics --- Theory & Practice of Education --- #PBIB:2001.4 --- #PBIB:gift 2001 --- #PBIB:2003.4 --- #PBIB:gift 2003 --- Education. --- Educational technology. --- Assessment. --- Statistics. --- Assessment, Testing and Evaluation. --- Educational Technology. --- Statistics, general. --- 371.694 --- 371.694 Geprogrammeerde instructie. CAI. Leermachines. Computerbegeleid onderwijs. --- Geprogrammeerde instructie. CAI. Leermachines. Computerbegeleid onderwijs. --- Adaptive testing, Computer --- CAT (Computer adaptive testing) --- Computer adaptive tests --- Computerized adaptive testing --- Ability --- Competency-based educational tests --- Geprogrammeerde instructie. CAI. Leermachines. Computerbegeleid onderwijs --- Testing --- Didactic evaluation --- Computer assisted instruction --- Educational tests and measuremen. --- Educational tests and measurements. --- Statistics . --- Statistical analysis --- Statistical data --- Statistical methods --- Statistical science --- Mathematics --- Econometrics --- Instructional technology --- Technology in education --- Technology --- Educational innovations --- Instructional systems --- Teaching --- Aids and devices --- Informatique --- Computer science --- Statistique --- Mesure
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The arrival of the computer in educational and psychological testing has led to the current popularity of adaptive testing---a testing format in which the computer uses statistical information about the test items to automatically adapt their selection to a real-time update of the test taker’s ability estimate. This book covers such key features of adaptive testing as item selection and ability estimation, adaptive testing with multidimensional abilities, sequencing adaptive test batteries, multistage adaptive testing, item-pool design and maintenance, estimation of item and item-family parameters, item and person fit, as well as adaptive mastery and classification testing. It also shows how these features are used in the daily operations of several large-scale adaptive testing programs. Wim J. van der Linden is Chief Research Scientist at CTB/McGraw-Hill, Monterey, CA. His specialization is psychometric theory and methods, and he has been an active researcher of adaptive testing throughout his career. For Springer, he wrote Linear Models for Optimal Test Design (2005) and co-edited Handbook of Modern Item ResponseTheory (1997). He is a past president of the Psychometric Society and recipient of lifetime achievement awards from the National Council for Measurement in Education (NCME) and the Association of Test Publishers (ATP). Cees A. W. Glas is Professor of Social Science Research Methodology, University of Twente, the Netherlands. His specialization is psychometric theory and methods, with an emphasis on item response theory, adaptive testing, model fit analysis, and missing data. Professor Glas is a co-author of Educational Evaluation, Assessment, and Monitoring (Swets & Zetlinger, 2003). Currently, he is a member of the Editorial Board of Psychometrika and serves as a technical consultant to the OECD programs for international student assessment (PISA) and the assessment of adult competencies (PIAAC).
Computer adaptive testing. --- Educational tests and measurements. --- Graduate Management Admission Test. --- Psychometrics. --- Statistics. --- Computer adaptive testing --- Education --- Mathematics --- Theory & Practice of Education --- Mathematical Statistics --- Social Sciences --- Physical Sciences & Mathematics --- Achievement tests. --- Scholastic achievement tests --- School achievement tests --- Adaptive testing, Computer --- CAT (Computer adaptive testing) --- Computer adaptive tests --- Computerized adaptive testing --- Assessment. --- Statistics for Social Science, Behavorial Science, Education, Public Policy, and Law. --- Assessment, Testing and Evaluation. --- Statistics for Social Science, Behavioral Science, Education, Public Policy, and Law. --- Measurement, Mental --- Measurement, Psychological --- Psychological measurement --- Psychological scaling --- Psychological statistics --- Psychology --- Psychometry (Psychophysics) --- Scaling, Psychological --- Psychological tests --- Scaling (Social sciences) --- Statistical analysis --- Statistical data --- Statistical methods --- Statistical science --- Econometrics --- Measurement --- Scaling --- Methodology --- Academic achievement --- Educational tests and measurements --- Examinations --- Ability --- Competency-based educational tests --- Testing --- Educational tests and measuremen. --- Statistics for Social Sciences, Humanities, Law. --- Statistics .
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This book looks at the foundations of school self-evaluation from a scientific as from a practical perspective. Planning concepts, restructuring of education systems, organizational theory on schools, evaluation methodology and models of school effectiveness and school improvement are discussed as contributing to the overall conceptualization of school self-evaluation. A broad range of approaches is presented and methodological requirements are discussed. School self-evaluation contains controversial issues that reflect tension between the need for objectivity in a context that is permeated by
Educational evaluation. --- Educational tests and measurements. --- Educational assessment --- Educational measurements --- Mental tests --- Tests and measurements in education --- Psychological tests for children --- Psychometrics --- Students --- Examinations --- Psychological tests --- Educational program evaluation --- Evaluation research in education --- Instructional systems analysis --- Program evaluation in education --- Self-evaluation in education --- Evaluation --- Rating of
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This volume offers insights from modelling measures of parental involvement and their relationship with student reading literacy across countries, exploring and incorporating cultural differences. This is a significant contribution to a field where cross-cultural comparisons from a triangulated perspective are sparse. For readers interested in exploring the relationship between parental involvement and student attainment, the literature review provides a useful starting point. Meanwhile, for the more methodologically interested reader, this report presents state-of-the-art ways to identify and model cultural differential item functioning in international large-scale assessment (ILSA), illustrating the extent to which the parental involvement construct may be influenced by cultural differences and how this may affect the outcomes of cross-cultural comparisons. The framework is generic and should provide a solid foundation for future ILSA practices and secondary analyses. ILSA studies like the IEA’s Progress in International Reading Literacy Study (PIRLS) provide valuable data, containing both student achievement data and contextual background data from schools, teachers, students and parents for over 41 countries.
Developmental psychology --- Age group sociology --- Statistical science --- Didactic evaluation --- Teaching --- Educational sciences --- Linguistics --- ontwikkeling van het kind --- assessments (onderwijs) --- geletterdheid --- evaluatie (onderwijs) --- onderwijs --- statistiek --- opvoeding
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The arrival of the computer in educational and psychological testing has led to the current popularity of adaptive testing---a testing format in which the computer uses statistical information about the test items to automatically adapt their selection to a real-time update of the test taker’s ability estimate. This book covers such key features of adaptive testing as item selection and ability estimation, adaptive testing with multidimensional abilities, sequencing adaptive test batteries, multistage adaptive testing, item-pool design and maintenance, estimation of item and item-family parameters, item and person fit, as well as adaptive mastery and classification testing. It also shows how these features are used in the daily operations of several large-scale adaptive testing programs. Wim J. van der Linden is Chief Research Scientist at CTB/McGraw-Hill, Monterey, CA. His specialization is psychometric theory and methods, and he has been an active researcher of adaptive testing throughout his career. For Springer, he wrote Linear Models for Optimal Test Design (2005) and co-edited Handbook of Modern Item ResponseTheory (1997). He is a past president of the Psychometric Society and recipient of lifetime achievement awards from the National Council for Measurement in Education (NCME) and the Association of Test Publishers (ATP). Cees A. W. Glas is Professor of Social Science Research Methodology, University of Twente, the Netherlands. His specialization is psychometric theory and methods, with an emphasis on item response theory, adaptive testing, model fit analysis, and missing data. Professor Glas is a co-author of Educational Evaluation, Assessment, and Monitoring (Swets & Zetlinger, 2003). Currently, he is a member of the Editorial Board of Psychometrika and serves as a technical consultant to the OECD programs for international student assessment (PISA) and the assessment of adult competencies (PIAAC).
Psychology --- Sociology --- Statistical science --- Law --- Didactic evaluation --- Mathematical statistics --- psychologie --- assessments (onderwijs) --- evaluatie (onderwijs) --- wetgeving --- statistiek
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This volume offers insights from modelling measures of parental involvement and their relationship with student reading literacy across countries, exploring and incorporating cultural differences. This is a significant contribution to a field where cross-cultural comparisons from a triangulated perspective are sparse. For readers interested in exploring the relationship between parental involvement and student attainment, the literature review provides a useful starting point. Meanwhile, for the more methodologically interested reader, this report presents state-of-the-art ways to identify and model cultural differential item functioning in international large-scale assessment (ILSA), illustrating the extent to which the parental involvement construct may be influenced by cultural differences and how this may affect the outcomes of cross-cultural comparisons. The framework is generic and should provide a solid foundation for future ILSA practices and secondary analyses. ILSA studies like the IEA’s Progress in International Reading Literacy Study (PIRLS) provide valuable data, containing both student achievement data and contextual background data from schools, teachers, students and parents for over 41 countries.
Education. --- Assessment. --- Child development. --- Literacy. --- Statistics. --- Assessment, Testing and Evaluation. --- Statistics for Social Science, Behavorial Science, Education, Public Policy, and Law. --- Childhood Education. --- Statistical analysis --- Statistical data --- Statistical methods --- Statistical science --- Illiteracy --- Child study --- Children --- Development, Child --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Development --- Education --- Mathematics --- Econometrics --- General education --- Developmental biology --- Developmental psychobiology --- Child rearing --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Educational tests and measuremen. --- Early childhood education. --- Statistics for Social Sciences, Humanities, Law. --- Early Childhood Education. --- Statistics . --- Assessment --- Testing and Evaluation
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