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Journal articles on the topic 'Computer adaptive testing (CAT)'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Gotskaya, I. B., and V. I. Snegurova. "Model of a Computer Adaptive Learning Testing System." Pushkin Leningrad State University Journal 2 (2025): 174–87. https://doi.org/10.35231/18186653_2025_2_174.

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Introduction. The creation of a conceptually new CAT model was based on the results of theoretical and experimental studies by Russian (V. A. Veksler, P. P. Dyachuk, V. S. Dobryak, T. M. Zubkova, A. R. Kochura, M. S. Mazorchuk, I. P. Peregudova, L. F. Tagirova, etc.) and foreign researchers (M. V. Brus, A. J. Martin, G. Lazendic, S. L. Zahrebelnyi). The analysis of these studies revealed three established approaches to adaptation used in most CAT systems (variation of the number, difficulty level, and time for completing test tasks). However, the problem of individual CAT customization remaine

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Carlson, Randal D. "Computer Adaptive Testing: A Shift in the Evaluation Paradigm." Journal of Educational Technology Systems 22, no. 3 (1994): 213–24. http://dx.doi.org/10.2190/qp36-wv9l-att3-fywk.

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Evaluating and/or testing individuals is utilized in a wide range of instructional situations. This article reviews the development and use of mass testing procedures commonly employed to evaluate large groups of relatively homogeneous individuals and suggests computer adaptive testing (CAT) as a viable alternative to conventional testing in many situations. The CAT process is outlined and briefly described.

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Chalhoub–Deville, Micheline, and Craig Deville. "COMPUTER ADAPTIVE TESTING IN SECOND LANGUAGE CONTEXTS." Annual Review of Applied Linguistics 19 (January 1999): 273–99. http://dx.doi.org/10.1017/s0267190599190147.

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The widespread accessibility to large, networked computer labs at educational sites and commercial testing centers, coupled with fast-paced advances in both computer technology and measurement theory, along with the availability of off-the-shelf software for test delivery, all help to make the computerized assessment of individuals more efficient and accurate than assessment using traditional paper-and-pencil (P&P) tests. Computer adaptive testing (CAT) is a form of computerized assessment that has achieved a strong foothold in licensure and certification testing and is finding greater app

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Kimura, Tetsuo. "The impacts of computer adaptive testing from a variety of perspectives." Journal of Educational Evaluation for Health Professions 14 (May 29, 2017): 12. http://dx.doi.org/10.3352/jeehp.2017.14.12.

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Computer adaptive testing (CAT) is a kind of tailored testing, in that it is a form of computer-based testing that is adaptive to each test-taker’s ability level. In this review, the impacts of CAT are discussed from different perspectives in order to illustrate crucial points to keep in mind during the development and implementation of CAT. Test developers and psychometricians often emphasize the efficiency and accuracy of CAT in comparison to traditional linear tests. However, many test-takers report feeling discouraged after taking CATs, and this feeling can reduce learning self-efficacy an

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Ayanwale, Musa Adekunle, and Mdutshekelwa Ndlovu. "Transition from computer-based testing of national benchmark tests to adaptive testing: Robust application of fourth industrial revolution tools." Cypriot Journal of Educational Sciences 17, no. 9 (2022): 3327–43. http://dx.doi.org/10.18844/cjes.v17i9.7124.

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In 2020, the COVID-19 pandemic strongly affected all sectors, including education. Across the globe, governments enacted policies restricting people's movement, affecting the educational assessment industry. During the lockdown, South Africa's National Benchmark Tests (NBTs) were cancelled. In contrast to paper-pencil and linear tests deployed for NBTs, computer-adaptive testing (CAT) is a modern alternative. CAT technology is widely used for licensing and certification exams in most developed nations. CAT is expected to be used by many educational assessment companies in sub-Saharan Africa fo

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Imawan, Okky Riswandha, Heri Retnawati, Haryanto, and Raoda Ismail. "The challenges of implementing computerized adaptive testing in Indonesia." Journal of Education and e-Learning Research 12, no. 2 (2025): 124–44. https://doi.org/10.20448/jeelr.v12i2.6677.

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This study explores the challenges of implementing computerized adaptive testing (CAT) for mathematics assessment among prospective elementary school teachers in Indonesia. It aims to describe (1) assessment practices of mathematics lecturers and (2) challenges in adopting CAT. Using a qualitative phenomenological approach, data were collected from 17 mathematics lecturers across Indonesia through questionnaires followed by in-depth interviews with four lecturers unfamiliar with or struggling to use CAT. Findings indicate that paper-and-pencil tests and computer- based testing (CBT) dominate u

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Ramgovind, Proya, and Shamola Pramjeeth. "Students’ perceptions of Computerised Adaptive Testing in higher education." Independent Journal of Teaching and Learning 18, no. 2 (2023): 109–26. http://dx.doi.org/10.17159/ijtl.v18i2.17314.

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The COVID-19 pandemic has forced higher education institutions (HEIs) to re-look at their assessment strategy as learning, development, and engagement move more fluidly into the online arena. The purpose of this research was to investigate students' academic and personal perceptions of computer adaptive testing (CAT) in higher education to understand students’ confidence in adopting CAT. Using a quantitative descriptive research design, an online questionnaire was administered to students at private and public HEIs in South Africa, with 600 respondents. The study found that the students were c

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Lunz, Mary E., and Betty Bergstrom. "Computerized Adaptive Testing: Tracking Candidate Response Patterns." Journal of Educational Computing Research 13, no. 2 (1995): 151–62. http://dx.doi.org/10.2190/gnb7-5hq0-gd8m-p0b2.

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Computerized adaptive testing (CAT) uses a computer algorithm to construct and score the best possible individualized or tailored tests for each candidate. The computer also provides an absolute record of all responses and changes to responses, as well as their effects on candidate performance. The detail of the data from computerized adaptive tests makes it possible to track initial responses and response alterations, and their effect on candidate estimated ability measures, as well as the statistical performance of the examination. The purpose of this study was to track the effect of candida

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Jing, Yong Jun, Xin Li, and Tian Hua Liu. "Using Maximum Information Selection Strategy to Computer Adaptive Test." Advanced Materials Research 1022 (August 2014): 282–85. http://dx.doi.org/10.4028/www.scientific.net/amr.1022.282.

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As psychology, education measure theory and with the combination of computer technology of continuous research and development, based on Computer Adaptive Test (CAT) become a new type of test form. Based on the analysis and state the topic of CAT theory and Maximum Information Selection Strategy (MISS), the method of maximum information selection strategy in the key issues in an adaptive testing system solutions is discussed. The effectiveness of the solution method which this topic given is proved by experiment.

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Oladele, Jumoke I., Mdutshekelwa Ndlovu, and Erica D. Spangenberg. "Simulated computer adaptive testing method choices for ability estimation with empirical evidence." International Journal of Evaluation and Research in Education (IJERE) 11, no. 3 (2022): 1392. http://dx.doi.org/10.11591/ijere.v11i3.21986.

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<p><span lang="EN-US">Computer adaptive testing (CAT) is a technological advancement for educational assessments that requires thorough feasibility studies through computer simulations to ensure strong testing foundations. This advancement is especially germane in Africa being adopters of technology, and this should not be done blindly without empirical evidence. A quasi-experimental design was adopted for this study to establish methodological choices for CAT ability estimation. Five thousand candidates were simulated with 100 items simulate through the three-parameter logistic mo

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Peute, Linda, Thom Scheeve, and Monique Jaspers. "Classification and Regression Tree and Computer Adaptive Testing in Cardiac Rehabilitation: Instrument Validation Study." Journal of Medical Internet Research 22, no. 1 (2020): e12509. http://dx.doi.org/10.2196/12509.

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Background There is a need for shorter-length assessments that capture patient questionnaire data while attaining high data quality without an undue response burden on patients. Computerized adaptive testing (CAT) and classification and regression tree (CART) methods have the potential to meet these needs and can offer attractive options to shorten questionnaire lengths. Objective The objective of this study was to test whether CAT or CART was best suited to reduce the number of questionnaire items in multiple domains (eg, anxiety, depression, quality of life, and social support) used for a ne

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Seo, Dong Gi. "Overview and current management of computerized adaptive testing in licensing/certification examinations." Journal of Educational Evaluation for Health Professions 14 (July 26, 2017): 17. http://dx.doi.org/10.3352/jeehp.2017.14.17.

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Computerized adaptive testing (CAT) has been implemented in high-stakes examinations such as the National Council Licensure Examination-Registered Nurses in the United States since 1994. Subsequently, the National Registry of Emergency Medical Technicians in the United States adopted CAT for certifying emergency medical technicians in 2007. This was done with the goal of introducing the implementation of CAT for medical health licensing examinations. Most implementations of CAT are based on item response theory, which hypothesizes that both the examinee and items have their own characteristics

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King, Sophie Grace, Jonathan David Bostic, Toni A. May, and Gregory E. Stone. "A Usability Analysis and Consequences of Testing Exploration of the Problem-Solving Measures–Computer-Adaptive Test." Education Sciences 15, no. 6 (2025): 680. https://doi.org/10.3390/educsci15060680.

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Testing is a part of education around the world; however, there are concerns that consequences of testing is underexplored within current educational scholarship. Moreover, usability studies are rare within education. One aim of the present study was to explore the usability of a mathematics problem-solving test called the Problem Solving Measures–Computer-Adaptive Test (PSM-CAT) designed for grades six to eight students (ages 11–14). The second aim of this mixed-methods research was to unpack consequences of testing validity evidence related to the results and test interpretations, leveraging

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Han, Kyung (Chris) Tyek. "Components of the item selection algorithm in computerized adaptive testing." Journal of Educational Evaluation for Health Professions 15 (March 24, 2018): 7. http://dx.doi.org/10.3352/jeehp.2018.15.7.

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Computerized adaptive testing (CAT) greatly improves measurement efficiency in high-stakes testing operations through the selection and administration of test items with the difficulty level that is most relevant to each individual test taker. This paper explains the 3 components of a conventional CAT item selection algorithm: test content balancing, the item selection criterion, and item exposure control. Several noteworthy methodologies underlie each component. The test script method and constrained CAT method are used for test content balancing. Item selection criteria include the maximized

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Tucker, Carole A., Stephen M. Haley, Helene M. Dumas, et al. "Physical function for children and youth with cerebral palsy: Item bank development for computer adaptive testing." Journal of Pediatric Rehabilitation Medicine 1, no. 3 (2008): 245–53. https://doi.org/10.3233/prm-2008-00035.

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The purposes of this paper are to: 1) present a conceptual framework that supports development of a computer adaptive test (CAT) outcome measure of physical functioning for children with cerebral palsy; 2) illustrate the development and refinement of an item bank for use in the CAT; and 3) describe the intended application of these newly developed items in a CAT platform. Improvement in physical functioning is one of the most important developmental and rehabilitative outcomes for children with cerebral palsy (CP). Computer adaptive testing technology provides means to improve outcome measures

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Yao, Simeng, Zhongyu Huang, Xianhua Liu, et al. "Interpretation of a Quantitative Diagnosis Model of Traditional Chinese Medicine Syndromes Based on Computer Adaptive Testing." Evidence-Based Complementary and Alternative Medicine 2022 (June 30, 2022): 1–9. http://dx.doi.org/10.1155/2022/3203158.

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Objectives. The aim of this study is to interpret a quantitative diagnosis model of traditional Chinese medicine (TCM) syndromes based on computer adaptive testing (CAT), from the perspective of both patients and clinicians. Methods. In this cross-sectional study, patients with postprandial distress syndrome completed the CAT model of TCM syndromes and the Chinese version of the Quality of Life Questionnaire for Functional Digestive Disorders (Chin-FDDQL); the clinicians’ diagnosis was concurrently recorded. The patients completed this questionnaire again after 14 ± 2 days. The kappa test and

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Ortner, Tuulia M., and Juliane Caspers. "Consequences of Test Anxiety on Adaptive Versus Fixed Item Testing." European Journal of Psychological Assessment 27, no. 3 (2011): 157–63. http://dx.doi.org/10.1027/1015-5759/a000062.

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We investigated the effects of test anxiety on test performance using computerized adaptive testing (CAT) versus conventional fixed item testing (FIT). We hypothesized that tests containing mainly items with medium probabilities of being solved would have negative effects on test performance for testtakers high in test anxiety. A total of 110 students (aged 16 to 20) from a German secondary modern school filled out a short form of the Test Anxiety Inventory (TAI-G; Wacker, Jaunzeme, & Jaksztat, 2008 ) and then were presented with items from the Adaptive Matrices Test (AMT; Hornke, Etzel, &

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Burston, Jack. "Practical Design and Implementation Considerations of a Computer Adaptive Foreign Language Test." CALICO Journal 13, no. 1 (2013): 26–43. http://dx.doi.org/10.1558/cj.v13i1.26-43.

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While the psychometric and statistical models underlying the design of computer adaptive tests (CAT) are well understood, relatively few working models exist for the purpose of foreign language assessment. Likewise, little has been published concerning the practical considerations affecting the implementation of such tests. in the process of constructing the Monash/Melbourne French CAT, we discovered much about putting testing theory into practice. The present paper reports this experience in three parts. In a preliminary section, we describe the academic context in which the French CAT was cr

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Trasolini, Nicholas A., Shane Korber, Aaron Gipsman, Austin E. San, Alexander E. Weber, and George F. “Rick” Hatch. "Performance of PROMIS Computer Adaptive Testing As Compared With Established Instruments for Multiple-Ligament Knee Injuries." Orthopaedic Journal of Sports Medicine 7, no. 9 (2019): 232596711986741. http://dx.doi.org/10.1177/2325967119867419.

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Background: The Patient-Reported Outcomes Measurement Information System (PROMIS) computer adaptive testing (CAT) is a patient-reported outcome metric that has been validated for anterior cruciate ligament (ACL) injuries, ACL reconstructions, and meniscal injuries. Thus far, the system has not been validated for multiligament knee injuries. The Multiligament Quality of Life (MLQOL) questionnaire is a validated, disease-specific patient-reported outcome instrument for this population that can serve as a gold standard for validation of the newer PROMIS. Purpose/Hypothesis: The purpose of this st

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Devi Kurniasari, Norma, Anis Shobikhah, Trian Basofi Rohman, and Muchamad Kurniawan. "Implementation of Decision Tree and Item Response Theory (IRT) in SIMPATIF (Sistem Penilaian Adaptif)." BEST : Journal of Applied Electrical, Science, & Technology 7, no. 1 (2025): 17–20. https://doi.org/10.36456/best.vol7.no1.10317.

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This study discusses how to accurately determine the level of ability of students using Computer Adaptive Testing (CAT). In the implementation of CAT, test participants are given question items according to their abilities. This shows the difference from existing testing systems such as Computer Based Testing (CBT). ADAPTIVE in this system is an automated exam system that is carried out adaptively, adjusting the difficulty level of the questions to the ability of each examinee. The questions given depend on the answer to the previous question: true or false. If the answer is correct, then the

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Healy, Brian C., Jonathan Zurawski, Cindy T. Gonzalez, Tanuja Chitnis, Howard L. Weiner, and Bonnie I. Glanz. "Assessment of computer adaptive testing version of the Neuro-QOL for people with multiple sclerosis." Multiple Sclerosis Journal 25, no. 13 (2018): 1791–99. http://dx.doi.org/10.1177/1352458518810159.

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Background: To date, the computerized adaptive testing (CAT) version of the Neuro-quality of life (QOL) has not been assessed in a large sample of people with multiple sclerosis (MS). Objective: The aim of this study was to assess the associations between the CAT version of Neuro-QOL and other clinical and patient-reported outcome measures. Methods: Subjects ( n = 364) enrolled in SysteMS completed the CAT version of the Neuro-QOL and the 36-Item Short Form Survey (SF-36) within 4 weeks of a clinical exam that included the Multiple Sclerosis Functional Composite-4 (MSFC-4). The correlations be

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Kim, Mee Young, and Sun Huh. "Students' Attitude toward and Acceptability of Computerized Adaptive Testing in Medical School and their Effect on the Examinees' Ability." Journal of Educational Evaluation for Health Professions 2 (June 30, 2005): 105. http://dx.doi.org/10.3352/jeehp.2005.2.1.105.

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An examinee's ability can be evaluated precisely using computerized adaptive testing (CAT), which is shorter than written tests and more efficient in terms of the duration of the examination. We used CAT for the second General Examination of 98 senior students in medical college on November 27, 2004. We prepared 1,050 pre-calibrated test items according to item response theory, which had been used for the General Examination administered to senior students in 2003. The computer was programmed to pose questions until the standard error of the ability estimate was smaller than 0.01. To determine

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Huda, Asrul, Firdaus Firdaus, Dedy Irfan, Yeka Hendriyani, Almasri Almasri, and Murni Sukmawati. "Optimizing Educational Assessment: The Practicality of Computer Adaptive Testing (CAT) with an Item Response Theory (IRT) Approach." JOIV : International Journal on Informatics Visualization 8, no. 1 (2024): 473. http://dx.doi.org/10.62527/joiv.8.1.2217.

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This research aims to develop a Computer Adaptive Test (CAT) system using the Items Response Theory (IRT) approach. This study is part of developing a web-based system using the Research and Development (R&D) method, employing the Four-D (4-D) model. At its core, this system is similar to a Computer-Based Test (CBT). Still, the critical difference lies in its ability to randomize and provide questions that align with the test-taker's skill levels using the Items Response Theory (IRT) algorithm. The system employs the 3-PL model from the Items Response Theory, considering the difficulty lev

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Burston, Jack, and Maro Neophytou. "Lessons Learned in Designing and Implementing a Computer-Adaptive Test for English." EuroCALL Review 22, no. 2 (2014): 19. http://dx.doi.org/10.4995/eurocall.2014.3632.

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<span>This paper describes the lessons learned in designing and implementing a computer-adaptive test (CAT) for English. The early identification of students with weak L2 English proficiency is of critical importance in university settings that have compulsory English language course graduation requirements. The most efficient means of diagnosing the L2 English ability of incoming students is by means of a computer-based test since such evaluation can be administered quickly, automatically corrected, and the outcome known as soon as the test is completed. While the option of using a comm

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Thu Nguyet, Phan Thi, and Muslem Daud. "Computer Adaptive Test Development To Assess Students’ Psychology." JURNAL SERAMBI ILMU 22, no. 1 (2021): 139–49. http://dx.doi.org/10.32672/si.v22i1.2760.

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Stress becomes a significantly serious issue among university students and we need efficient tools to understand it more. The aim of present study is to develop a Computerized Adaptive Testing (CAT) to measure the mentioned stress, as pioneer project in Vietnam. In this vein, an item bank of 68 items has been constructed, which is based on Likert Polytomous Scales through five subdomains: behavior, academic performance, family, lecturer and finance. The sampling of the survey is large. It has assessed 2,085 students (704 males and 1,381 females). Multidimensional Random Coefficients Multinomia

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Zheng, Chanjin, and Chun Wang. "Application of Binary Searching for Item Exposure Control in Cognitive Diagnostic Computerized Adaptive Testing." Applied Psychological Measurement 41, no. 7 (2017): 561–76. http://dx.doi.org/10.1177/0146621617707509.

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Cognitive diagnosis has emerged as a new generation of testing theory for educational assessment after the item response theory (IRT). One distinct feature of cognitive diagnostic models (CDMs) is that they assume the latent trait to be discrete instead of continuous as in IRT. From this perspective, cognitive diagnosis bears a close resemblance to searching problems in computer science and, similarly, item selection problem in cognitive diagnostic computerized adaptive testing (CD-CAT) can be considered as a dynamic searching problem. Previously, item selection algorithms in CD-CAT were devel

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Suárez-Cansino, Joel, Virgilio López-Morales, Luis Roberto Morales-Manilla, Adrián Alberto-Rodríguez, and Julio César Ramos-Fernández. "Prior Distribution and Entropy in Computer Adaptive Testing Ability Estimation through MAP or EAP." Entropy 25, no. 1 (2022): 50. http://dx.doi.org/10.3390/e25010050.

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To derive a latent trait (for instance ability) in a computer adaptive testing (CAT) framework, the obtained results from a model must have a direct relationship to the examinees’ response to a set of items presented. The set of items is previously calibrated to decide which item to present to the examinee in the next evaluation question. Some useful models are more naturally based on conditional probability in order to involve previously obtained hits/misses. In this paper, we integrate an experimental part, obtaining the information related to the examinee’s academic performance, with a theo

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Oladele, Jumoke I., and Mdutshekelwa Ndlovu. "A Review of Standardised Assessment Development Procedure and Algorithms for Computer Adaptive Testing: Applications and Relevance for Fourth Industrial Revolution." International Journal of Learning, Teaching and Educational Research 20, no. 5 (2021): 1–17. http://dx.doi.org/10.26803/ijlter.20.5.1.

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Teaching and learning have gone online in response to the pandemic, which reveals the need for accurately tailored educational assessments to ascertain the extent to which learning outcomes or objectives are achieved. Computer Adaptive Testing (CAT) is a technology-driven form of assessment that tailors items to a candidate's ability level with empirically proven benefits over the fixed-form computer based test. A systematic review was employed which shows that item bank is a key requirement for CAT and the items must through a rigorous item development process to ensure and maintain quality i

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Kantrowitz, Tracy M., Craig R. Dawson, and Michael S. Fetzer. "Computer Adaptive Testing (CAT): A Faster, Smarter, and More Secure Approach to Pre-Employment Testing." Journal of Business and Psychology 26, no. 2 (2011): 227–32. http://dx.doi.org/10.1007/s10869-011-9228-3.

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Mizumoto, Atsushi, Yosuke Sasao, and Stuart A. Webb. "Developing and evaluating a computerized adaptive testing version of the Word Part Levels Test." Language Testing 36, no. 1 (2017): 101–23. http://dx.doi.org/10.1177/0265532217725776.

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The knowledge about affix plays a vital role in the development of word knowledge and vocabulary acquisition. A test for diagnostic information on the level of affix knowledge would be useful in order to inform the test users of what learners have gained or lacked in this integral component of vocabulary knowledge. This paper reports the development and evaluation of a computerized adaptive testing (CAT) version of the Word Part Levels Test (WPLT), created by Sasao and Webb (2017). The CAT-WPLT was developed to maximize further the effectiveness of the WPLT as a diagnostic test. It was adminis

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Keeley, Sean, and Parkes Jo. "Testing dyslexic candidates using CAT administration: Taking time out of the test equation." Assessment and Development Matters 7, no. 4 (2015): 13–19. http://dx.doi.org/10.53841/bpsadm.2015.7.4.13.

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Here we address the question as to whether or not CAT (Computer-adaptive testing) administration can help to lessen group differences between dyslexic and non-dyslexic candidates by providing all candidates with all of the time they require. The article is a summary of our findings from a study presented at the 2015 BPS Division of Occupational Psychology Conference.

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Phan Thi Thu Nguyet. "Computer Adaptive Test Development To Assess Students’ Psychology." Jurnal Serambi Ilmu 22, no. 1 (2024): 139–49. https://doi.org/10.32672/jsi.v22i1.1120.

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Psychology stability plays great role in students’ learning, and stress becomes asignificantly serious issue among university students. An efficient tools isneeded to understand it more. The aim of present study is to develop aComputerized Adaptive Testing (CAT) as pioneer project in South East Asia,and starting in Vietnam. In this vein, an item bank of 68 items has beenconstructed, which is based on Likert Polytomous Scales through five subdomains: behavior, academic performance, family, lecturer and finance. It hasassessed 2,085 students (704 males and 1,381 females). MultidimensionalRandom

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Huda, M. Alamil, and Rifqi Aulia Erlangga. "PENGEMBANGAN EVALUASI PEMBELAJARAN MILANPULSA BERPEDOMAN PADA COMPUTER ADAPTIVE TEST (CAT) UNTUK PENIAIAN KOGNITIF TEMATIK." JS (JURNAL SEKOLAH) 7, no. 2 (2023): 169. http://dx.doi.org/10.24114/js.v7i2.43381.

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Abstract: Researchers in this case want to develop a learning evaluation by utilizing an evaluation media called Milanpulsa based on the Computer Adaptive Test (CAT). In this study, researchers used the Research and Development (R&D) method. The research subjects were educators and students at an elementary school, namely Ma'arif Pulutan Madrasah, Salatiga City. This research uses data collection instruments in the form of interviews & tests. The ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) was used in this study. The product used will be developed accord

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Chu, Man-Wai, and Hollis Lai. "Fairness in Computerized Testing: Detecting Item Bias using CATSIB with Impact Present." Alberta Journal of Educational Research 59, no. 4 (2014): 630–43. http://dx.doi.org/10.55016/ojs/ajer.v59i4.55750.

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In educational assessment, there is an increasing demand for tailoring assessments to individual examinees through computer adaptive tests (CAT). As such, it is particularly important toinvestigate the fairness of these adaptive testing processes, which require theinvestigation of differential item function (DIF) to yield information about itembias. The performance of CATSIB, a revision of SIBTEST to accommodate CATresponses, in detecting DIF in a multi-stage adaptive testing (MST) environmentis investigated in the present study. Specifically, the power and type I error rates on directional DI

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Pinter, Robert, Sanja Maravić Čisar, Attila Kovari, Lenke Major, Petar Čisar, and Jozsef Katona. "Case Study: Students’ Code-Tracing Skills and Calibration of Questions for Computer Adaptive Tests." Applied Sciences 10, no. 20 (2020): 7044. http://dx.doi.org/10.3390/app10207044.

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Computer adaptive testing (CAT) enables an individualization of tests and better accuracy of knowledge level determination. In CAT, all test participants receive a uniquely tailored set of questions. The number and the difficulty of the next question depend on whether the respondent’s previous answer was correct or incorrect. In order for CAT to work properly, it needs questions with suitably defined levels of difficulty. In this work, the authors compare the results of questions’ difficulty determination given by experts (teachers) and students. Bachelor students of informatics in their first

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Thamsborg, Lise Holst, Morten Aa Petersen, Neil K. Aaronson, et al. "Development of a lack of appetite item bank for computer-adaptive testing (CAT)." Supportive Care in Cancer 23, no. 6 (2014): 1541–48. http://dx.doi.org/10.1007/s00520-014-2498-3.

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Lee, Yoon-Hwan, Jung-Ho Park, and In-Yong Park. "Estimation of an Examinee's Ability in the Web-Based Computerized Adaptive Testing Program IRT-CAT." Journal of Educational Evaluation for Health Professions 3 (November 22, 2006): 4. http://dx.doi.org/10.3352/jeehp.2006.3.4.

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We developed a program to estimate an examinee's ability in order to provide freely available access to a web-based computerized adaptive testing (CAT) program. We used PHP and Java Script as the program languages, PostgresSQL as the database management system on an Apache web server and Linux as the operating system. A system which allows for user input and searching within inputted items and creates tests was constructed. We performed an ability estimation on each test based on a Rasch model and 2- or 3-parametric logistic models. Our system provides an algorithm for a web-based CAT, replaci

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Dumas, Helene M., Maria A. Fragala-Pinkham, Elaine L. Rosen, Kelly A. Lombard, and Colleen Farrell. "Pediatric Evaluation of Disability Inventory Computer Adaptive Test (PEDI-CAT) and Alberta Infant Motor Scale (AIMS): Validity and Responsiveness." Physical Therapy 95, no. 11 (2015): 1559–68. http://dx.doi.org/10.2522/ptj.20140339.

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Background Although preliminary studies have established a good psychometric foundation for the Pediatric Evaluation of Disability Inventory Computer Adaptive Test (PEDI-CAT) for a broad population of youth with disabilities, additional validation is warranted for young children. Objective The study objective was to (1) examine concurrent validity, (2) evaluate the ability to identify motor delay, and (3) assess responsiveness of the PEDI-CAT Mobility domain and the Alberta Infant Motor Scale (AIMS). Methods Fifty-three infants and young children (&lt;18 months of age) admitted to a pediat

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Hontangas, Pedro, Julio Olea, Vicente Ponsoda, Javier Revuelta, and Steven L. Wise. "Assisted Self-Adapted Testing: A Comparative Study." European Journal of Psychological Assessment 20, no. 1 (2004): 2–9. http://dx.doi.org/10.1027/1015-5759.20.1.2.

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Abstract: A new type of self-adapted test (S-AT), called Assisted Self-Adapted Test (AS-AT), is presented. It differs from an ordinary S-AT in that prior to selecting the difficulty category, the computer advises examinees on their best difficulty category choice, based on their previous performance. Three tests (computerized adaptive test, AS-AT, and S-AT) were compared regarding both their psychometric (precision and efficiency) and psychological (anxiety) characteristics. Tests were applied in an actual assessment situation, in which test scores determined 20% of term grades. A sample of 17

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KIRWAN, JOHN R., JAMES F. FRIES, SARAH HEWLETT, and RICHARD H. OSBORNE. "Patient Perspective: Choosing or Developing Instruments." Journal of Rheumatology 38, no. 8 (2011): 1716–19. http://dx.doi.org/10.3899/jrheum.110390.

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Previous Outcome Measures in Rheumatology (OMERACT) meetings recognized that patients view outcomes of intervention from a different perspective. This preconference position paper briefly sets out 2 patient-reported outcome (PRO) instrument approaches, the PROMISE computer adaptive testing (CAT) system and development of a rheumatoid arthritis-specific questionnaire to measure fatigue; a tentative proposal for a PRO instrument development pathway is also made.

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N. Hula, Ibnu Rawandhy, Moh Zulkifli Paputungan, and Ana Mariana. "PENGEMBANGAN HYBRID LEARNING BERBASIS APLIKASI COMPUTER ASSITED TEST (CAT) PADA PROGRAM ARABIC PROFICIENCY TEST." Tadbir: Jurnal Manajemen Pendidikan Islam 9, no. 1 (2021): 103–25. http://dx.doi.org/10.30603/tjmpi.v9i1.2063.

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This study aims to develop Hybrid Learning based on the Computer Assisted Test (CAT) application in the Arabic Proficiency Test (APT) program.The method used was Research and Development with the ADDIE instructional design model (Analyze, Design, Develop, Implement and Evaluate), with development stages (concept, design, material collecting, assembly, testing and distribution). The results showed that the development of Hybrid Learning based on CAT application can be used in the Arabic Proficiency Test (APT) program which contains three language competency tests, (istima, tarakib and Qira’ah)

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Flens, Gerard, Niels Smits, Caroline B. Terwee, Joost Dekker, Irma Huijbrechts, and Edwin de Beurs. "Development of a Computer Adaptive Test for Depression Based on the Dutch-Flemish Version of the PROMIS Item Bank." Evaluation & the Health Professions 40, no. 1 (2017): 79–105. http://dx.doi.org/10.1177/0163278716684168.

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We developed a Dutch-Flemish version of the patient-reported outcomes measurement information system (PROMIS) adult V1.0 item bank for depression as input for computerized adaptive testing (CAT). As item bank, we used the Dutch-Flemish translation of the original PROMIS item bank (28 items) and additionally translated 28 U.S. depression items that failed to make the final U.S. item bank. Through psychometric analysis of a combined clinical and general population sample ( N = 2,010), 8 added items were removed. With the final item bank, we performed several CAT simulations to assess the efficie

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Han, Woo-Jin, Jeongwook Choi, and Dong-Gi Seo. "Development of a CAT based Diagnostic System for Assessing Basic Academic Skills in Undergraduate Students." Korean Association of General Education 19, no. 3 (2025): 177–90. https://doi.org/10.46392/kjge.2025.19.3.177.

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The purpose of this study is to develop a Computerized Adaptive Testing (CAT) based diagnostic system for assessing the basic academic skills of undergraduate students and to explore its applicability in the university educational setting. To achieve these objectives, diagnostic items were developed considering the content structure of basic liberal arts courses such as Writing, Mathematics, English, and Software at J University. To verify the psychometric properties of the developed items, item analysis was conducted based on Classical Test Theory (CTT) and Item Response Theory (IRT), and an

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Shuqun, Yang, Ding Shuliang, and Yao Zhiqiang. "The Theory about CD-CAT Based on FCA and Its Application." International Journal of Distance Education Technologies 7, no. 4 (2009): 61–78. http://dx.doi.org/10.4018/jdet.2009062404.

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Cognitive diagnosis (CD) plays an important role in intelligent tutoring system. Computerized adaptive testing (CAT) is adaptive, fair, and efficient, which is suitable to large-scale examination. Traditional cognitive diagnostic test needs quite large number of items, the efficient and tailored CAT could be a remedy for it, so the CAT with cognitive diagnosis (CD-CAT) is prospective. It is more benefit to the students who live in the developing area without rich source of teaching and distance education is adopted there. Although many researchers pay attention to CD, some flaws exist because

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Wang, Changqian, Shangshang Yang, Siyu Song, et al. "Explicit and Implicit Examinee-Question Relation Exploiting for Efficient Computerized Adaptive Testing." Proceedings of the AAAI Conference on Artificial Intelligence 39, no. 12 (2025): 12685–93. https://doi.org/10.1609/aaai.v39i12.33383.

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Computerized adaptive testing(CAT) is a crucial task in computer-aided education, which aims to adaptively select suitable question to diagnose examinees' ability status. Existing CAT approaches enhance selection performance by exploring examinee-question(E-Q) relation. These approaches either exclusively utilize explicit E-Q relation. For instance, policy-based approaches determine question selection based on predefined criteria. While effective in adapting to changes in question banks, these methods often entail significant computational costs in searching for suitable questions. Conversely,

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Bass, Michael. "A Computer Adaptive Testing (CAT) approach to Patient Reported Outcomes (PROs) for mobile devices." Journal of Mobile Technology in Medicine 1, no. 4S (2012): 20. http://dx.doi.org/10.7309/jmtm.43.

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Kwan, Yu Heng, Eva Fenwick, Ying Ying Leung, et al. "Establishing language and ethnic equivalence for health-related quality of life item banks and testing their efficiency via computerised adaptive testing simulations." PLOS ONE 19, no. 2 (2024): e0298141. http://dx.doi.org/10.1371/journal.pone.0298141.

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Purpose We aimed to (1) establish linguistic and ethnic equivalence (i.e. lack of bias) for the items in the English and Chinese versions of the Singapore Health and Well Being (SHAWS) Physical Functioning (PF), Positive Mindset (PM) and Social Relationship (SR) item banks (IBs); and (2) evaluate the preliminary efficiency of these IBs using Computer Adaptive Testing (CAT) simulations. Methods In this cross-sectional study, 671, 670, and 672 subjects answered 55, 48 and 30 items of the PF, PM, and SR IBs, respectively. Rasch analysis was conducted to assess each IB’s psychometric properties, p

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LAURIER, MICHEL. "Can computerised testing be authentic?" ReCALL 12, no. 1 (2000): 93–104. http://dx.doi.org/10.1017/s0958344000001014.

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The concept of authenticity first appeared with the development of the communicative approach. More recently, in the field of educational measurement, authentic assessment methods have been proposed. Although adaptive testing seems to be the most important application of computers in language assessment, these tests are usually not authentic. Since many real world tasks are accomplished with computers, these may be used for authentic direct testing. Computers may be also used in semi-direct testing as a way to enhance the context. Finally in authentic assessment, computers may be used as a too

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Gibbons, Robert. "81.3 COMPUTER ADAPTIVE TESTING: MULTIDIMENSIONAL ITEM RESPONSE THEORY AND THE DEVELOPMENT OF THE KIDDIE-CAT." Journal of the American Academy of Child & Adolescent Psychiatry 58, no. 10 (2019): S117. http://dx.doi.org/10.1016/j.jaac.2019.07.595.

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Lim, Hwanggyu, and Kyung Seok Kang. "The irtQ R Package: a user-friendly tool for item response theory-based test data analysis and calibration." Journal of Educational Evaluation for Health Professions 21 (September 12, 2024): 23. http://dx.doi.org/10.3352/jeehp.2024.21.23.

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Computerized adaptive testing (CAT) has become a widely adopted test design for high-stakes licensing and certification exams, particularly in the health professions in the United States, due to its ability to tailor test difficulty in real time, reducing testing time while providing precise ability estimates. A key component of CAT is item response theory (IRT), which facilitates the dynamic selection of items based on examinees' ability levels during a test. Accurate estimation of item and ability parameters is essential for successful CAT implementation, necessitating convenient and reliabl

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