Flexilevel Adaptive Testing Paradigm: Hierarchical Concept Structures.
Abstract
Recent research indicated the benefits of computerized adaptive testing for assessing achievement in technical training. In a prior study, results indicated that, relative to a conventional test, the adaptive strategy significantly reduced testing time while yielding equivalent parametric outcomes. The present study extended this research by examining the feasibility of a similar model applied over a hierarchically arranged series of subtests in a more sophisticated instructional context. As in the initial study, the adaptive model was a modification of Lord's flexilevel algorithm which allows students to move systematically among easier and harder items according to a response contingent rule; an individualized entry component, however, was not employed in this particular application. The course selected for evaluating the model was the Precision Measurement Equipment Specialist Course taught at Lowry Air Force Base, CO. A total of 133 students participated in the study in fulfillment of achievement testing requirements for Blocks II and IV of the course. The two Block achievement tests were each divided into five hierarchically related subtests so as to allow for the assessment of sequential performance contingencies. Data collection involved a within-subject design in which students were entered at the median of the initial subtest and administered items by the flexilevel procedure. Following completion of the adaptive test, all remaining items were administered. The same procedures were then followed for the remaining subtests in the hierarchy. Test validity analyses yielded part-whole correlations between adaptive test and total test scores (r's=.95).
Document Details
- Document Type
- Technical Report
- Publication Date
- Jul 01, 1977
- Accession Number
- ADA042966
Entities
People
- Dickie A. Harris
- Duncan N. Hansen
- Steven Ross
Organizations
- University of Memphis