01659nas a2200097   4500008004500000245007600045210006900121520126100190100001601451856009401467       2012                        Engldsh  00aComputerized Adaptive Testing for Student Selection to Higher Education0 aComputerized Adaptive Testing for Student Selection to Higher Ed3 a<p>The purpose of the present study is to discuss applicability of computerized adaptive testing format as an alternative for current student selection examinations to higher education in Turkey. In the study, first problems associated with current student selection system are given. These problems exerts pressure on students that results in test anxiety, produce measurement experiences that can be criticized, and lessen credibility of student selection system. Next, computerized adaptive test are introduced and advantages they provide are presented. Then results of a study that used two research designs (simulation and live testing) were presented. Results revealed that (i) computerized adaptive format provided a reduction up to 80% in the number of items given to students compared to paper and pencil format of student selection examination, (ii) ability estimations have high reliabilities. Correlations between ability estimations obtained from simulation and traditional format were higher than 0.80. At the end of the study solutions provided by computerized adaptive testing implementation to the current problems were discussed. Also some issues for application of CAT format for student selection examinations in Turkey are given.</p>
1 aKalender, I  uhttp://iacat.org/content/computerized-adaptive-testing-student-selection-higher-education02033nas a2200109   4500008004100000245008900041210006900130490001000199520159300209100001601802856010501818       2011                        eng d00aEffects of Different Computerized Adaptive Testing Strategies of Recovery of Ability0 aEffects of Different Computerized Adaptive Testing Strategies of0 vPh.D.3 a<p>The purpose of the present study is to compare ability estimations obtained from computerized adaptive testing (CAT) procedure with the paper and pencil test administration results of Student Selection Examination (SSE) science subtest considering different ability estimation methods and test termination rules. There are two phases in the present study. In the first phase, a post-hoc simulation was conducted to find out relationships between examinee ability levels estimated by CAT and paper and pencil test versions of the SSE. Maximum Likelihood Estimation and Expected A Posteriori were used as ability estimation method. Test termination rules were standard error threshold and fixed number of items. Second phase was actualized by implementing a CAT administration to a group of examinees to investigate performance of CAT administration in an environment other than simulated administration. Findings of post-hoc simulations indicated CAT could be implemented by using Expected A Posteriori estimation method with standard error threshold value of 0.30 or higher for SSE. Correlation between ability estimates obtained by CAT and real SSE was found to be 0.95. Mean of number of items given to examinees by CAT is 18.4. Correlation between live CAT and real SSE ability estimations was 0.74. Number of items used for CAT administration is approximately 50% of the items in paper and pencil SSE science subtest. Results indicated that CAT for SSE science subtest provided ability estimations with higher reliability with fewer items compared to paper and pencil format.</p>
1 aKalender, I  uhttp://iacat.org/content/effects-different-computerized-adaptive-testing-strategies-recovery-ability