@inbook {26,
	title = {CAT for certification and licensure},
	booktitle = {Innovations in computerized assessment},
	year = {1999},
	note = {Using Smart Source ParsingInnovations in computerized assessment. (pp. 67-91). xiv, 266pp},
	pages = {67-91},
	publisher = {Lawrence Erlbaum Associates},
	organization = {Lawrence Erlbaum Associates},
	address = {Mahwah, N.J.},
	abstract = {(from the chapter) This chapter discusses implementing computerized adaptive testing (CAT) for high-stakes examinations that determine whether or not a particular candidate will be certified or licensed. The experience of several boards who have chosen to administer their licensure or certification examinations using the principles of CAT illustrates the process of moving into this mode of administration. Examples of the variety of options that can be utilized within a CAT administration are presented, the decisions that boards must make to implement CAT are discussed, and a timetable for completing the tasks that need to be accomplished is provided. In addition to the theoretical aspects of CAT, practical issues and problems are reviewed. (PsycINFO Database Record (c) 2002 APA, all rights reserved).},
	keywords = {computerized adaptive testing},
	author = {Bergstrom, Betty A. and Lunz, M. E.}
}
@article {476,
	title = {Computerized adaptive testing for the national certification examination},
	year = {1996},
	author = {Bergstrom, Betty A.}
}
@article {479,
	title = {Computerized adaptive testing for the national certification examination},
	journal = {AANA.J},
	volume = {64},
	year = {1996},
	pages = {119-124},
	author = {Bergstrom, Betty A.}
}
@article {263,
	title = {Computerized adaptive testing: Tracking candidate response patterns},
	journal = {Journal of Educational Computing Research},
	volume = {13},
	number = {2},
	year = {1995},
	note = {Baywood Publishing, US},
	pages = {151-162},
	abstract = {Tracked the effect of candidate response patterns on a computerized adaptive test. Data were from a certification examination in laboratory science administered in 1992 to 155 candidates, using a computerized adaptive algorithm. The 90-item certification examination was divided into 9 units of 10 items each to track the pattern of initial responses and response alterations on ability estimates and test precision across the 9 test units. The precision of the test was affected most by response alterations during early segments of the test. While candidates generally benefited from altering responses, individual candidates showed different patterns of response alterations across test segments. Test precision was minimally affected, suggesting that the tailoring of computerized adaptive testing is minimally affected by response alterations. (PsycINFO Database Record (c) 2002 APA, all rights reserved).},
	author = {Lunz, M. E. and Bergstrom, Betty A.}
}
@conference {1036,
	title = {Equating computerized adaptive certification examinations: The Board of Registry series of studies},
	booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education},
	year = {1995},
	address = {San Francisco},
	author = {Lunz, M. E. and Bergstrom, Betty A.}
}
@article {629,
	title = {Computer adaptive testing},
	journal = {International journal of Educational Research},
	volume = {6},
	year = {1994},
	pages = {623-634},
	author = {Lunz, M. E. and Bergstrom, Betty A. and Gershon, R. C.}
}
@article {480,
	title = {Computerized adaptive testing for licensure and certification},
	journal = {CLEAR Exam Review},
	volume = {Winter 1994},
	year = {1994},
	pages = {25-27},
	author = {Bergstrom, Betty A. and Gershon, R. C.}
}
@article {262,
	title = {An empirical study of computerized adaptive test administration conditions},
	journal = {Journal of Educational Measurement},
	volume = {31},
	number = {3},
	year = {1994},
	month = {Fal},
	pages = {251-263},
	author = {Lunz, M. E. and Bergstrom, Betty A.}
}
@inbook {25,
	title = {The equivalence of Rasch item calibrations and ability estimates across modes of administration},
	booktitle = {Objective measurement: Theory into practice},
	volume = {2},
	year = {1994},
	pages = {122-128},
	publisher = {Ablex Publishing Co.},
	organization = {Ablex Publishing Co.},
	address = {Norwood, N.J. USA},
	keywords = {computerized adaptive testing},
	author = {Bergstrom, Betty A. and Lunz, M. E.}
}
@inbook {266,
	title = {Reliability of alternate computer adaptive tests},
	booktitle = {Objective measurement, theory into practice},
	volume = {II},
	year = {1994},
	publisher = {Ablex},
	organization = {Ablex},
	address = {New Jersey},
	author = {Lunz, M. E. and Bergstrom, Betty A. and Wright, B. D.}
}
@conference {1038,
	title = {Test targeting and precision before and after review on computer-adaptive tests},
	booktitle = {Paper presented at the annual meeting of the National Council on Measurement in Education},
	year = {1993},
	address = {Atlanta GA},
	author = {Lunz, M. E. and Stahl, J. A. and Bergstrom, Betty A.}
}
@article {27,
	title = {Altering the level of difficulty in computer adaptive testing},
	journal = {Applied Measurement in Education},
	volume = {5},
	number = {2},
	year = {1992},
	note = {Lawrence Erlbaum, US},
	pages = {137-149},
	abstract = {Examines the effect of altering test difficulty on examinee ability measures and test length in a computer adaptive test. The 225 Ss were randomly assigned to 3 test difficulty conditions and given a variable length computer adaptive test. Examinees in the hard, medium, and easy test condition took a test targeted at the 50\%, 60\%, or 70\% probability of correct response. The results show that altering the probability of a correct response does not affect estimation of examinee ability and that taking an easier computer adaptive test only slightly increases the number of items necessary to reach specified levels of precision. (PsycINFO Database Record (c) 2002 APA, all rights reserved).},
	keywords = {computerized adaptive testing},
	author = {Bergstrom, Betty A. and Lunz, M. E. and Gershon, R. C.}
}
@conference {849,
	title = {Assessing existing item bank depth for computer adaptive testing},
	booktitle = {ERIC Document No. TM022404},
	year = {1992},
	author = {Bergstrom, Betty A. and Stahl, J. A.}
}
@article {24,
	title = {Confidence in pass/fail decisions for computer adaptive and paper and pencil examinations},
	journal = {Evaluation and the Health Professions},
	volume = {15},
	number = {4},
	year = {1992},
	note = {Sage Publications, US},
	pages = {453-464},
	abstract = {Compared the level of confidence in pass/fail decisions obtained with computer adaptive tests (CADTs) and pencil-and-paper tests (PPTs). 600 medical technology students took a variable-length CADT and 2 fixed-length PPTs. The CADT was stopped when the examinee ability estimate was either 1.3 times the standard error of measurement above or below the pass/fail point or when a maximum test length was reached. Results show that greater confidence in the accuracy of the pass/fail decisions was obtained for more examinees when the CADT implemented a 90\% confidence stopping rule than with PPTs of comparable test length. (PsycINFO Database Record (c) 2002 APA, all rights reserved).},
	author = {Bergstrom, Betty A. and Lunz, M. E.}
}
@article {478,
	title = {Confidence in pass/fail decisions for computer adaptive and paper and pencil examinations},
	journal = {Evaluation and The Health Professions},
	volume = {15(4)},
	year = {1992},
	pages = {435-464},
	author = {Bergstrom, Betty A.}
}
@article {475,
	title = {Confidence in pass/fail decisions for computer adaptive and paper and pencil examinations},
	journal = {Evaluation and the Health Professions},
	volume = {15},
	year = {1992},
	pages = {435-464},
	author = {Bergstrom, Betty A.}
}
@article {265,
	title = {The effect of review on student ability and test efficiency for computerized adaptive tests},
	journal = {Applied Psychological Measurement},
	volume = {16},
	number = {1},
	year = {1992},
	note = {Sage Publications, US},
	pages = {33-40},
	abstract = {220 students were randomly assigned to a review condition for a medical technology test; 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. (PsycINFO Database Record (c) 2002 APA, all rights reserved).},
	author = {Lunz, M. E. and Bergstrom, Betty A. and Wright, Benjamin D.}
}
@article {628,
	title = {Comparability of decisions for computer adaptive and written examinations},
	journal = {Journal of Allied Health},
	volume = {20},
	year = {1991},
	pages = {15-23},
	author = {Lunz, M. E. and Bergstrom, Betty A.}
}
@booklet {1329,
	title = {Comparisons of computer adaptive and pencil and paper tests},
	year = {1991},
	note = {Unpublished manuscript.},
	address = {Chicago IL: American Society of Clinical Pathologists},
	author = {Bergstrom, Betty A. and Lunz, M. E.}
}
@conference {847,
	title = {The stability of Rasch pencil and paper item calibrations on computer adaptive tests},
	booktitle = {Paper presented at the Midwest Objective Measurement Seminar},
	year = {1990},
	address = {Chicago IL},
	author = {Bergstrom, Betty A. and Lunz, M. E.}
}
@proceedings {264,
	title = {Test-retest consistency of computer adaptive tests.},
	journal = {annual meeting of the National Council on Measurement in Education},
	year = {1990},
	month = {04/1990},
	address = {Boston, MA USA},
	author = {Lunz, M. E. and Bergstrom, Betty A. and Gershon, R. C.}
}
