@article {363,
	title = {The initial development of an item bank to assess and screen for psychological distress in cancer patients},
	journal = {Psycho-Oncology},
	volume = {16},
	number = {8},
	year = {2007},
	note = {10.1002/pon.1117Journal; Peer Reviewed Journal; Journal Article},
	pages = {724-732},
	abstract = {Psychological distress is a common problem among cancer patients. Despite the large number of instruments that have been developed to assess distress, their utility remains disappointing. This study aimed to use Rasch models to develop an item-bank which would provide the basis for better means of assessing psychological distress in cancer patients. An item bank was developed from eight psychological distress questionnaires using Rasch analysis to link common items. Items from the questionnaires were added iteratively with common items as anchor points and misfitting items (infit mean square > 1.3) removed, and unidimensionality assessed. A total of 4914 patients completed the questionnaires providing an initial pool of 83 items. Twenty items were removed resulting in a final pool of 63 items. Good fit was demonstrated and no additional factor structure was evident from the residuals. However, there was little overlap between item locations and person measures, since items mainly targeted higher levels of distress. The Rasch analysis allowed items to be pooled and generated a unidimensional instrument for measuring psychological distress in cancer patients. Additional items are required to more accurately assess patients across the whole continuum of psychological distress. (PsycINFO Database Record (c) 2007 APA ) (journal abstract)},
	keywords = {3293 Cancer, cancer patients, Distress, initial development, Item Response Theory, Models, Neoplasms, Patients, Psychological, psychological distress, Rasch, Stress},
	isbn = {1057-9249},
	author = {Smith, A. B. and Rush, R. and Velikova, G. and Wall, L. and Wright, E. P. and Stark, D. and Selby, P. and Sharpe, M.}
}
@article {208,
	title = {Infeasibility in automated test assembly models: A comparison study of different methods},
	journal = {Journal of Educational Measurement},
	volume = {42},
	number = {3},
	year = {2005},
	pages = {223-243},
	abstract = {Several techniques exist to automatically put together a test meeting a number of specifications. In an item bank, the items are stored with their characteristics. A test is constructed by selecting a set of items that fulfills the specifications set by the test assembler. Test assembly problems are often formulated in terms of a model consisting of restrictions and an objective to be maximized or minimized. A problem arises when it is impossible to construct a test from the item pool that meets all specifications, that is, when the model is not feasible. Several methods exist to handle these infeasibility problems. In this article, test assembly models resulting from two practical testing programs were reconstructed to be infeasible. These models were analyzed using methods that forced a solution (Goal Programming, Multiple-Goal Programming, Greedy Heuristic), that analyzed the causes (Relaxed and Ordered Deletion Algorithm (RODA), Integer Randomized Deletion Algorithm (IRDA), Set Covering (SC), and Item Sampling), or that analyzed the causes and used this information to force a solution (Irreducible Infeasible Set-Solver). Specialized methods such as the IRDA and the Irreducible Infeasible Set-Solver performed best. Recommendations about the use of different methods are given. (PsycINFO Database Record (c) 2005 APA ) (journal abstract)},
	keywords = {Algorithms, Item Content (Test), Models, Test Construction},
	author = {Huitzing, H. A. and Veldkamp, B. P. and Verschoor, A. J.}
}
@article {282,
	title = {Somministrazione di test computerizzati di tipo adattivo: Un{\textquoteright} applicazione del modello di misurazione di Rasch [Administration of computerized and adaptive tests: An application of the Rasch Model]},
	journal = {Testing Psicometria Metodologia},
	volume = {12},
	number = {3},
	year = {2005},
	pages = {131-149},
	abstract = {The aim of the present study is to describe the characteristics of a procedure for administering computerized and adaptive tests (Computer Adaptive Testing or CAT). Items to be asked to the individuals are interactively chosen and are selected from a "bank" in which they were previously calibrated and recorded on the basis of their difficulty level. The selection of items is performed by increasingly more accurate estimates of the examinees{\textquoteright} ability. The building of an item-bank on Psychometrics and the implementation of this procedure allow a first validation through Monte Carlo simulations. (PsycINFO Database Record (c) 2006 APA ) (journal abstract)},
	keywords = {Adaptive Testing, Computer Assisted Testing, Item Response Theory computerized adaptive testing, Models, Psychometrics},
	author = {Miceli, R. and Molinengo, G.}
}
@article {407,
	title = {Using response times to detect aberrant responses in computerized adaptive testing},
	journal = {Psychometrika},
	volume = {68},
	number = {2},
	year = {2003},
	pages = {251-265},
	abstract = {A lognormal model for response times is used to check response times for aberrances in examinee behavior on computerized adaptive tests. Both classical procedures and Bayesian posterior predictive checks are presented. For a fixed examinee, responses and response times are independent; checks based on response times offer thus information independent of the results of checks on response patterns. Empirical examples of the use of classical and Bayesian checks for detecting two different types of aberrances in response times are presented. The detection rates for the Bayesian checks outperformed those for the classical checks, but at the cost of higher false-alarm rates. A guideline for the choice between the two types of checks is offered.},
	keywords = {Adaptive Testing, Behavior, Computer Assisted Testing, computerized adaptive testing, Models, person Fit, Prediction, Reaction Time},
	author = {van der Linden, W. J. and van Krimpen-Stoop, E. M. L. A.}
}
@article {12,
	title = {Information technology and literacy assessment},
	journal = {Reading and Writing Quarterly},
	volume = {18},
	number = {4},
	year = {2002},
	pages = {369-373},
	abstract = {This column discusses information technology and literacy assessment in the past and present. The author also describes computer-based assessments today including the following topics: computer-scored testing, computer-administered formal assessment, Internet formal assessment, computerized adaptive tests, placement tests, informal assessment, electronic portfolios, information management, and Internet information dissemination. A model of the major present-day applications of information technologies in reading and literacy assessment is also included. (PsycINFO Database Record (c) 2005 APA )},
	keywords = {Computer Applications, Computer Assisted Testing, Information, Internet, Literacy, Models, Systems, Technology},
	author = {Balajthy, E.}
}
@article {336,
	title = {Computerized adaptive testing with the generalized graded unfolding model},
	journal = {Applied Psychological Measurement},
	volume = {25},
	number = {2},
	year = {2001},
	pages = {177-196},
	abstract = {Examined the use of the generalized graded unfolding model (GGUM) in computerized adaptive testing. The objective was to minimize the number of items required to produce equiprecise estimates of person locations. Simulations based on real data about college student attitudes toward abortion and on data generated to fit the GGUM were used. It was found that as few as 7 or 8 items were needed to produce accurate and precise person estimates using an expected a posteriori procedure. The number items in the item bank (20, 40, or 60 items) and their distribution on the continuum (uniform locations or item clusters in moderately extreme locations) had only small effects on the accuracy and precision of the estimates. These results suggest that adaptive testing with the GGUM is a good method for achieving estimates with an approximately uniform level of precision using a small number of items. (PsycINFO Database Record (c) 2005 APA )},
	keywords = {Attitude Measurement, College Students computerized adaptive testing, Computer Assisted Testing, Item Response, Models, Statistical Estimation, Theory},
	author = {Roberts, J. S. and Lin, Y. and Laughlin, J. E.}
}
@article {358,
	title = {Developments in measurement of persons and items by means of item response models},
	journal = {Behaviormetrika},
	volume = {28},
	number = {1},
	year = {2001},
	pages = {65-94},
	abstract = {This paper starts with a general introduction into measurement of hypothetical constructs typical of the social and behavioral sciences. After the stages ranging from theory through operationalization and item domain to preliminary test or questionnaire have been treated, the general assumptions of item response theory are discussed. The family of parametric item response models for dichotomous items is introduced and it is explained how parameters for respondents and items are estimated from the scores collected from a sample of respondents who took the test or questionnaire. Next, the family of nonparametric item response models is explained, followed by the 3 classes of item response models for polytomous item scores (e.g., rating scale scores). Then, to what degree the mean item score and the unweighted sum of item scores for persons are useful for measuring items and persons in the context of item response theory is discussed. Methods for fitting parametric and nonparametric models to data are briefly discussed. Finally, the main applications of item response models are discussed, which include equating and item banking, computerized and adaptive testing, research into differential item functioning, person fit research, and cognitive modeling. (PsycINFO Database Record (c) 2005 APA )},
	keywords = {Cognitive, Computer Assisted Testing, Item Response Theory, Models, Nonparametric Statistical Tests, Processes},
	author = {Sijtsma, K.}
}
