Computer-Based Testing: Building the Foundation for Future by Craig N. Mills, Maria T. Potenza, John J. Fremer, William C.

By Craig N. Mills, Maria T. Potenza, John J. Fremer, William C. Ward

Even though computer-based checks (CBT) were administered for a few years, advancements within the pace and tool of desktops coupled with savings of their fee have made large-scale machine supply of exams more and more possible. CBT is now a typical kind of try supply for licensure, certification, and admissions checks. Many large-scale, high-stakes checking out courses have brought CBT both as an choice or because the sole technique of attempt supply. even though this circulate to CBT has, to an excellent quantity, been profitable, it has now not been easily. Advances in psychometrics are required to make sure that those that depend upon try out effects may have not less than an analogous self belief in CBTs as they've got in conventional varieties of review. This quantity stems from an ETS-sponsored colloquium during which greater than 2 hundred size execs from 8 international locations and 29 states convened to evaluate the present and destiny prestige of CBT. The formal time table for the colloquium used to be divided into 3 significant segments: try out types, try management, and attempt research and Scoring. each one phase consisted of numerous displays by way of reviews from famous psychometricians and a break-out consultation within which presenters and discussants pointed out very important matters and tested priorities for a CBT examine schedule. This quantity comprises the papers offered on the colloquium, the discussant comments in response to these papers, and the learn time table that was once generated from the break-out classes. Computer-Based trying out: construction the root for destiny tests is needs to studying for pros, students, and complex scholars operating within the trying out box, in addition to humans within the details expertise box who've an curiosity in trying out.

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Two distinct aspects of learning can be identified. The first is familiarity with the form of a test, which teachers facilitate by introducing students to the types of questions contained on a test before it is administered. This al­ lows students to become familiar with complex item formats, so that their performance on the test is not adversely affected by novel question formats. Familiarity with complex item types has been shown to increase performance on the GRE (Powers & Swinton, 1984), and it seems likely to do so for tests that use unique item types.

Then the main reasons for item and test disclosure are presented. Practical constraints and limitations on disclosure are de­ scribed in the next section. A range of disclosure options is described in the following section; these options are analyzed in terms of the extent to which they accomplish the objectives of test disclosure and could be im­ plemented by test publishers. A brief section on research issues follows and this report concludes with a discussion of the main issues, dilem­ mas, and conclusions.

Thus, fairness would be adversely affected. , a hundred or fewer). Examinations in this setting serve to protect the pub­ lic by certifying an examinee's expertise. Using items that have not been adequately field tested might have unacceptable consequences for the public, and therefore it is important to ensure that only high quality items are included in the item pool. Item disclosure would also increase the difficulty of maintaining a criterion-referenced standard for certification. CATs require rather large item pools consisting of calibrated items; for a criterion-referenced inter­ pretation of test scores, a criterion standard to which tailored examina­ tions have been linked is also needed.

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