@inbook {2273,
	title = {Reporting differentiated literacy results in PISA by using multidimensional adaptive testing. },
	booktitle = {Research on PISA.},
	year = {2013},
	publisher = {Dodrecht: Springer},
	organization = {Dodrecht: Springer},
	author = {Frey, A. and Seitz, N-N. and Kr{\"o}hne, U.}
}
@inbook {2274,
	title = {Adaptives Testen [Adaptive testing].},
	booktitle = {Testtheorie und Fragebogenkonstruktion},
	year = {2012},
	publisher = {Heidelberg: Springer},
	organization = {Heidelberg: Springer},
	address = {Berlin},
	author = {Frey, A.}
}
@article {2267,
	title = {Hypothetical use of multidimensional adaptive testing for the assessment of student achievement in PISA. },
	journal = {Educational and Psychological Measurement},
	volume = {71},
	year = {2011},
	pages = {503-522},
	author = {Frey, A. and Seitz, N-N.}
}
@article {2268,
	title = {Multidimensionale adaptive Kompetenzdiagnostik: Ergebnisse zur Messeffizienz [Multidimensional adaptive testing of competencies: Results regarding measurement efficiency].},
	journal = {Zeitschrift f{\"u}r P{\"a}dagogik},
	volume = {56},
	year = {2010},
	pages = {40-51},
	author = {Frey, A. and Seitz, N-N.}
}
@article {2269,
	title = {Diagnostic classification models and multidimensional adaptive testing: A commentary on Rupp and Templin.},
	journal = {Measurement: Interdisciplinary Research and Perspectives},
	volume = {7},
	year = {2009},
	pages = {58-61},
	author = {Frey, A. and Carstensen, C. H.}
}
@article {2270,
	title = {Effekte des adaptiven Testens auf die Moti{\textlnot}vation zur Testbearbeitung [Effects of adaptive testing on test taking motivation].},
	journal = {Diagnostica},
	volume = {55},
	year = {2009},
	pages = {20-28},
	author = {Frey, A. and Hartig, J. and Moosbrugger, H.}
}
@article {140,
	title = {Multidimensional adaptive testing in educational and psychological measurement: Current state and future challenges},
	journal = {Studies in Educational Evaluation},
	volume = {35},
	number = {2-3},
	year = {2009},
	pages = {89-94},
	abstract = {The paper gives an overview of multidimensional adaptive testing (MAT) and evaluates its applicability in educational and psychological testing. The approach of Segall (1996) is described as a general framework for MAT. The main advantage of MAT is its capability to increase measurement efficiency. In simulation studies conceptualizing situations typical to large scale assessments, the number of presented items was reduced by MAT by about 30{\textendash}50\% compared to unidimensional adaptive testing and by about 70\% compared to fixed item testing holding measurement precision constant. Empirical results underline these findings. Before MAT is used routinely some open questions should be answered first. After that, MAT represents a very promising approach to highly efficient simultaneous testing of multiple competencies.},
	isbn = {0191491X},
	author = {Frey, A. and Seitz, N-N.}
}
@article {2271,
	title = {Hypothetischer Einsatz adaptiven Testens bei der Messung von Bildungsstandards in Mathematik [Hypothetical use of adaptive testing for the measurement of educational standards in mathematics] . },
	journal = {Zeitschrift f{\"u}r Erziehungswissenschaft},
	volume = {8},
	year = {2007},
	pages = {169-184},
	author = {Frey, A. and Ehmke, T.}
}
@mastersthesis {2272,
	title = {Validit{\"a}tssteigerungen durch adaptives Testen [Increasing validity by adaptive testing]. },
	year = {2006},
	type = {Doctoral},
	author = {Frey, A.}
}
@article {139,
	title = {Kann die Konfundierung von Konzentrationsleistung und Aktivierung durch adaptives Testen mit dern FAKT vermieden werden? [Avoiding the confounding of concentration performance and activation by adaptive testing with the FACT]},
	journal = {Zeitschrift f{\"u}r Differentielle und Diagnostische Psychologie},
	volume = {25},
	number = {1},
	year = {2004},
	pages = {1-17},
	abstract = {The study investigates the effect of computerized adaptive testing strategies on the confounding of concentration performance with activation. A sample of 54 participants was administered 1 out of 3 versions (2 adaptive, 1 non-adaptive) of the computerized Frankfurt Adaptive Concentration Test FACT (Moosbrugger \& Heyden, 1997) at three subsequent points in time. During the test administration changes in activation (electrodermal activity) were recorded. The results pinpoint a confounding of concentration performance with activation for the non-adaptive test version, but not for the adaptive test versions (p = .01). Thus, adaptive FACT testing strategies can remove the confounding of concentration performance with activation, thereby increasing the discriminant validity. In conclusion, an attention-focusing-hypothesis is formulated to explain the observed effect. (PsycINFO Database Record (c) 2005 APA ) (journal abstract)},
	keywords = {Adaptive Testing, Computer Assisted Testing, Concentration, Performance, Testing computerized adaptive testing},
	author = {Frey, A. and Moosbrugger, H.}
}
