The effect of reviewing items and altering
responses on the efficiency of computerized adaptive
tests and the resultant ability estimates of
examinees were explored. 220 students were randomly
assigned to a review condition; their test
instructions indicated that each item must be
answered when presented, but that the responses
could be reviewed and altered at the end of the
test. A sample of 492 students did not have the
opportunity to review and alter responses. Within
the review condition, examinee ability estimates
before and after review were correlated .98. The
average efficiency of the test was decreased by 1%
after review. Approximately 32% of the examinees
improved their ability estimates after review, but
did not change their pass/fail status. Disallowing
review on adaptive tests administered under these
rules is not supported by these data. Index terms:
adaptive testing, computerized adaptive testing, Rasch
model, relative efficiency, test information.
Lunz, Mary E, Bergstrom, Betty A & Wright, Benjamin D. (1992). The effect of review on student ability and test efficiency for computerized adaptive tests. Applied Psychological Measurement, 16, 33-40. doi:10.1177/014662169201600103
Lunz, Mary E.; Bergstrom, Betty A.; Wright, Benjamin D..
The effect of review on student ability and test efficiency for computerized adaptive tests.
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