@article {245,
	title = {{\'E}valuation et multim{\'e}dia dans l{\textquoteright}apprentissage d{\textquoteright}une L2 [Assessment and multimedia in learning an L2]},
	journal = {ReCALL},
	volume = {16},
	number = {2},
	year = {2004},
	pages = {475-487},
	abstract = {In the first part of this paper different areas where technology may be used for second language assessment are described. First, item banking operations, which are generally based on item Response Theory but not necessarily restricted to dichotomously scored items, facilitate assessment task organization and require technological support. Second, technology may help to design more authentic assessment tasks or may be needed in some direct testing situations. Third, the assessment environment may be more adapted and more stimulating when technology is used to give the student more control. The second part of the paper presents different functions of assessment. The monitoring function (often called formative assessment) aims at adapting the classroom activities to students and to provide continuous feedback. Technology may be used to train the teachers in monitoring techniques, to organize data or to produce diagnostic information; electronic portfolios or quizzes that are built in some educational software may also be used for monitoring. The placement function is probably the one in which the application of computer adaptive testing procedures (e.g. French CAPT) is the most appropriate. Automatic scoring devices may also be used for placement purposes. Finally the certification function requires more valid and more reliable tools. Technology may be used to enhance the testing situation (to make it more authentic) or to facilitate data processing during the construction of a test. Almond et al. (2002) propose a four component model (Selection, Presentation, Scoring and Response) for designing assessment systems. Each component must be planned taking into account the assessment function. },
	keywords = {Adaptive Testing, Computer Assisted Instruction, Educational, Foreign Language Learning, Program Evaluation, Technology computerized adaptive testing},
	author = {Laurier, M.}
}
@article {63,
	title = {A comparative study of item exposure control methods in computerized adaptive testing},
	journal = {Journal of Educational Measurement},
	volume = {40},
	number = {1},
	year = {2003},
	pages = {71-103},
	abstract = {This study compared the properties of five methods of item exposure control within the purview of estimating examinees{\textquoteright} abilities in a computerized adaptive testing (CAT) context. Each exposure control algorithm was incorporated into the item selection procedure and the adaptive testing progressed based on the CAT design established for this study. The merits and shortcomings of these strategies were considered under different item pool sizes and different desired maximum exposure rates and were evaluated in light of the observed maximum exposure rates, the test overlap rates, and the conditional standard errors of measurement. Each method had its advantages and disadvantages, but no one possessed all of the desired characteristics. There was a clear and logical trade-off between item exposure control and measurement precision. The M. L. Stocking and C. Lewis conditional multinomial procedure and, to a slightly lesser extent, the T. Davey and C. G. Parshall method seemed to be the most promising considering all of the factors that this study addressed. (PsycINFO Database Record (c) 2005 APA )},
	keywords = {Adaptive Testing, Computer Assisted Testing, Educational, Item Analysis (Statistical), Measurement, Strategies computerized adaptive testing},
	author = {Chang, S-W. and Ansley, T. N.}
}
@inbook {108,
	title = {The work ahead: A psychometric infrastructure for computerized adaptive tests},
	booktitle = {Computer-based tests: Building the foundation for future assessment},
	year = {2002},
	note = {Using Smart Source ParsingComputer-based testing: Building the foundation for future assessments. (pp. 1-35). Mahwah, NJ : Lawrence Erlbaum Associates, Publishers. xi, 326 pp},
	publisher = {Lawrence Erlbaum Associates, Inc.},
	organization = {Lawrence Erlbaum Associates, Inc.},
	address = {Mahwah, N.J. USA},
	abstract = {(From the chapter) Considers the past and future of computerized adaptive tests and computer-based tests and looks at issues and challenges confronting a testing program as it implements and operates a computer-based test. Recommendations for testing programs from The National Council of Measurement in Education Ad Hoc Committee on Computerized Adaptive Test Disclosure are appended. (PsycINFO Database Record (c) 2005 APA )},
	keywords = {Adaptive Testing, Computer Assisted Testing, Educational, Measurement, Psychometrics},
	author = {F Drasgow},
	editor = {M. P. Potenza and J. J. Freemer and W. C. Ward}
}
