Journals / International Journal of Assessment Tools in Education / 2020 / Cilt: 7 - Sayı: 2

Analyzing Different Module Characteristics in Computer Adaptive Multistage Testing

Pages
191–206
Publication Date
2022-10-19
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Study results show that measurement precision increases as the number and length of the modules increase.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Computer Adaptive Multistage Testing (ca-MST), which take the advantage of computer technology and adaptive test form, are widely used, and are now a popular issue of assessment and evaluation.
📊
Key Findings & Data:MSTGen simulation software tool was used for that purpose. 5000 simulees derived from normal distribution (N (0,1)) were simulated. 60 different conditions (two panel designs (1-3-3; 1-2-2), three module lengths (10-15-20), 5 different a parameter sequences (“0.8; 0.8; 0.8” - “1.4; 0.8; 0.8”-“0.8;1.4; 0.8” - “0.8; 0.8;1,4” - “1.4; 1,4; 1.4”) and two b parameter difference (small; large) conditions) were taken into consideration during analysis.
💡
Conclusion & Impact:Study results show that measurement precision increases as the number and length of the modules increase.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:ca-MST · Panel design · Module length

Abstract

Computer Adaptive Multistage Testing (ca-MST), which take the advantage of computer technology and adaptive test form, are widely used, and are now a popular issue of assessment and evaluation. This study aims at analyzing the effect of different panel designs, module lengths, and different sequence of a parameter value across stages and change in b parameter range on measurement precision in ca-MST implementations. The study has been carried out as a simulation. MSTGen simulation software tool was used for that purpose. 5000 simulees derived from normal distribution (N (0,1)) were simulated. 60 different conditions (two panel designs (1-3-3; 1-2-2), three module lengths (10-15-20), 5 different a parameter sequences (“0.8; 0.8; 0.8” - “1.4; 0.8; 0.8”-“0.8;1.4; 0.8” - “0.8; 0.8;1,4” - “1.4; 1,4; 1.4”) and two b parameter difference (small; large) conditions) were taken into consideration during analysis. Correlation, RMSE and AAD values of conditions were calculated. Conditional RMSE values corresponding to each ability level are given in a graph. Dissimilar to other studies in the literature, this study examines b parameter difference condition in three-stage tests and its interaction with a parameter sequence. Study results show that measurement precision increases as the number and length of the modules increase. Errors in measurement decrease as item discrimination values increase in all stages. Including items with a high value of item discrimination in the second or last stage contributes to measurement precision. In extreme ability levels, large difficulty difference condition produces lower error values when compared to small difficulty difference condition.

Özet

Computer Adaptive Multistage Testing (ca-MST), which take the advantage of computer technology and adaptive test form, are widely used, and are now a popular issue of assessment and evaluation. This study aims at analyzing the effect of different panel designs, module lengths, and different sequence of a parameter value across stages and change in b parameter range on measurement precision in ca-MST implementations. The study has been carried out as a simulation. MSTGen simulation software tool was used for that purpose. 5000 simulees derived from normal distribution (N (0,1)) were simulated. 60 different conditions (two panel designs (1-3-3; 1-2-2), three module lengths (10-15-20), 5 different a parameter sequences (“0.8; 0.8; 0.8” - “1.4; 0.8; 0.8”-“0.8;1.4; 0.8” - “0.8; 0.8;1,4” - “1.4; 1,4; 1.4”) and two b parameter difference (small; large) conditions) were taken into consideration during analysis. Correlation, RMSE and AAD values of conditions were calculated. Conditional RMSE values corresponding to each ability level are given in a graph. Dissimilar to other studies in the literature, this study examines b parameter difference condition in three-stage tests and its interaction with a parameter sequence. Study results show that measurement precision increases as the number and length of the modules increase. Errors in measurement decrease as item discrimination values increase in all stages. Including items with a high value of item discrimination in the second or last stage contributes to measurement precision. In extreme ability levels, large difficulty difference condition produces lower error values when compared to small difficulty difference condition.

🔖

Cite This Article

ŞAHİN, M. G. (2022). Analyzing Different Module Characteristics in Computer Adaptive Multistage Testing. International Journal of Assessment Tools in Education, Cilt: 7 - Sayı: 2, 191–206. https://ajindex.com/articles/540112

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (8)

  1. Boztunç Öztürk, N. (2019). How the length and characteristics of routing module affect ability estimation in ca-MST?. Universal Journal of Educational Research, 7(1), 164-170. https://doi.org/10.13189/ujer.2019.070121
  2. Chang, H., & Ying, Z. (1999). a-Stratified multistage computerized adaptive testing. Applied Psychological Measurement, 23(3), 211 222. https://doi.org/10.1177/01466219922031338
  3. Chen, L. Y. (2010). An investigation of the optimal test design for multi-stage test using the generalized partical credit model (unpublished doctoral dissertation). The University of Texas at Austin. Retrieved from https://repositories.lib.utexas.edu/handle/2152/ETD-UT-2010-12-344
  4. Hadadi, A., & Leucht, R. M. (1998). Some methods for detecting and understanding test speededness on timed multiple-choice tests. Academic Medicine, 73, 47-50. https://journals.lww.com/academicmedicine/Citation/1998/10000/TESTING_THE_TEST__Some_Methods_for_Detecting_and.42.aspx
  5. Hambleton, R.K., & Xing, D. (2006). Optimal and nonoptimal computer-based test designs for making pass-fail decisions. Applied Measurement in Education, 19(3), 221-229. https://doi.org/10.1207/s15324818ame1903_4
  6. Han, K. T. (2013). MSTGen: simulated data generator for multistage testing. Applied Psychological Measurement, 37(8), 666 668. https://doi.org/10.1177/0146621613499639
  7. Han, K. T., & Guo, F. (2013). An approach to assembling optimal multistage testing modules on the fly (Report No. RR-13-01). Virginia: GMAC. Hendrickson, A. (2007). An NCME instructional module on multistage testing. Educational Measurement: Issues and Practice, 26, 44 52. https://doi.org/10.1111/j.1745 3992.2007.00093.x Jodoin, M. G., Zenisky, A., & Hambleton, R. K. (2006). Comparison of the psychometric properties of several computer-based test design for credentialing exams with multiple purposes. Applied Measurement in Education, 19(3), 203-220. http://doi.org/10.1207/ s15324818ame1903_3 Kim, H., & Plake, B.S. (1993, April). Monte carlo simulation of two-stage testing and computerized adaptive testing. Paper presented at the Annual Meeting of the National Council on Measurement in Education, Atlanta. Kim, J., Chung, H., Dodd, B.G., & Park, R. (2012). Panel design variations in the multistage test using the mixed-format tests. Educational and Psychological Measurement, 72(4), 574-588. https://doi.org/10.1177/0013164411428977
  8. Kim, S., Moses, T., & Yoo, H. (2015). A comparison of IRT proficiency estimation methods uder adaptive multistage test