An Information Comparison of Conventional and Adaptive Tests in the Measurement of Classroom Achievement.
Abstract
Information provided by typical and improved conventional classroom achievement tests is compared with the information provided by an adaptive test covering the same subject matter. Both tests were administered to over 700 students in a general biology course. Using the same scoring method, adaptive testing was found to yield substantially more precise estimates of achievement level than the classroom test throughout the entire range of achievement, while at the same time reducing the length of the test. Comparison of the improved conventional test with the stradaptive test indicated also that the scores derived from the adaptive test were more precise even in the range of achievement where the improved test was designed to be optimal. Analysis of the effects of expanding an adaptive test item pool indicates that improved precision of measurement can result from the addition to the pool of only slightly more discriminating items. A comparison of response pattern information values (observed information) with test information values (theoretical information) shows that the observed information consistently underestimates theoretical information, although the pattern of results from the two procedures is quite similar. It is concluded that the adaptive measurement of classroom achievement results in scores which are less likely to be confounded by errors of measurement and, therefore are more likely to reflect a testee's true level of achievement.
Document Details
- Document Type
- Technical Report
- Publication Date
- Oct 01, 1977
- Accession Number
- ADA047495
Entities
People
- David J. Weiss
- Isaac I. Bejar
- Kathleen A. Gialluca
Organizations
- University of Minnesota