Simultaneous Constrained Adaptive Item Selection for Group-Based Testing
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In: Journal of Educational Measurement, Vol. 58, No. 2, 01.06.2021, p. 236-261.
Research output: Journal contributions › Journal articles › Research › peer-review
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TY - JOUR
T1 - Simultaneous Constrained Adaptive Item Selection for Group-Based Testing
AU - Bengs, Daniel
AU - Kroehne, Ulf
AU - Brefeld, Ulf
PY - 2021/6/1
Y1 - 2021/6/1
N2 - By tailoring test forms to the test-taker's proficiency, Computerized Adaptive Testing (CAT) enables substantial increases in testing efficiency over fixed forms testing. When used for formative assessment, the alignment of task difficulty with proficiency increases the chance that teachers can derive useful feedback from assessment data. The application of CAT to formative assessment in the classroom, however, is hindered by the large number of different items used for the whole class; the required familiarization with a large number of test items puts a significant burden on teachers. An improved CAT procedure for group-based testing is presented, which uses simultaneous automated test assembly to impose a limit on the number of items used per group. The proposed linear model for simultaneous adaptive item selection allows for full adaptivity and the accommodation of constraints on test content. The effectiveness of the group-based CAT is demonstrated with real-world items in a simulated adaptive test of 3,000 groups of test-takers, under different assumptions on group composition. Results show that the group-based CAT maintained the efficiency of CAT, while a reduction in the number of used items by one half to two-thirds was achieved, depending on the within-group variance of proficiencies.
AB - By tailoring test forms to the test-taker's proficiency, Computerized Adaptive Testing (CAT) enables substantial increases in testing efficiency over fixed forms testing. When used for formative assessment, the alignment of task difficulty with proficiency increases the chance that teachers can derive useful feedback from assessment data. The application of CAT to formative assessment in the classroom, however, is hindered by the large number of different items used for the whole class; the required familiarization with a large number of test items puts a significant burden on teachers. An improved CAT procedure for group-based testing is presented, which uses simultaneous automated test assembly to impose a limit on the number of items used per group. The proposed linear model for simultaneous adaptive item selection allows for full adaptivity and the accommodation of constraints on test content. The effectiveness of the group-based CAT is demonstrated with real-world items in a simulated adaptive test of 3,000 groups of test-takers, under different assumptions on group composition. Results show that the group-based CAT maintained the efficiency of CAT, while a reduction in the number of used items by one half to two-thirds was achieved, depending on the within-group variance of proficiencies.
KW - Business informatics
UR - http://www.scopus.com/inward/record.url?scp=85092653620&partnerID=8YFLogxK
U2 - 10.1111/jedm.12285
DO - 10.1111/jedm.12285
M3 - Journal articles
AN - SCOPUS:85092653620
VL - 58
SP - 236
EP - 261
JO - Journal of Educational Measurement
JF - Journal of Educational Measurement
SN - 0022-0655
IS - 2
ER -