The effect of review on student ability and test efficiency for computerized adaptive tests

Abstract

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.