Computerized Classification Tests
The computerized classification test (CCT) is the test-delivery method that provides the best approach to making classification decisions. Some testing programs only require a simple dichotomous categorical decision (such as pass/fail) while others may desire or need multicategorical decisions (e.g., high-pass/pass/fail). Computerized classification tests have been primarily used by certification and licensure organizations that credential professionals for employment in specialized areas (e.g., nuclear medicine technologists, registered dietitians, and registered nurses). These applications of CCT are for programs that are considered high stakes in nature, in that the certification or licensure is required for employment or practice and protection of the public. Most high-stakes programs require reasonably good numbers of examinees to support item pool development and maintenance.
KeywordsItem Response Theory Latent Class Model Item Pool Test Length Classification Decision
Unable to display preview. Download preview PDF.
- Ferguson, R. L. (1969a). Computer-Assisted Criterion-Referenced Measurement (Working Paper No. 41). Pittsburgh: University of Pittsburgh, Learning and Research Development Center. (Eric Document Reproduction Series No. ED 037 089).Google Scholar
- Ferguson, R. L. (1969b). The development, implementation, and evaluation of a computer-assisted branched test for a program of individually prescribed instruction. Unpublished doctoral dissertation, University of Pittsburgh. (University Microfilms No. 70-4530).Google Scholar
- Glaser, R., & Nitko, A. J. (1971). Measurement in learning and instruction. In R. L. Thorndike (ed.), Educational Measurement. Washington, DC: American Council on Education.Google Scholar
- Hambleton, R. K., Swaminathan, H., & Algina, J. (1976). Some contributions to the theory and practice of criterion-referenced testing. In DeGruijter, D. N. M., & van der Kamp, L. J. T. (eds.), Advances in Psychology and Educational Measurement (pp. 51–62). New York: John Wiley & Sons.Google Scholar
- Hambleton, R. K., Swaminathan, H., Algina, J., & Coulson, D. B. (1978). Criterion-referenced testing and measurement: A review of technical issues and developments. Review of Educational Research, 48, 1–47.Google Scholar
- Kalohn, J. C, & Huang, C. (June, 1997). The effect of changing item responses on the accuracy of an SPRT CAT for pass/fail classification decisions. Paper presented at the annual meeting of the Psychometric Society, Gatlinberg, TN.Google Scholar
- Popham, W. J. (1974) Selecting objectives and generating test items for objectives-based items. In Harris, C. W., & Popham, W. J., (eds.), Problems in Criterion-Referenced Measurement (pp. 13–25). Los Angeles: University of California, Center for the Study of Evaluation.Google Scholar
- Reckase, M. D. (1983). A procedure for decision making using tailored testing. In Weiss, D. J., (ed.), New Horizons in Testing: Latent Trait Test Theory and Computerized Adaptive Testing (pp. 237–255). New York: Academic Press.Google Scholar
- Safrit, M. J. (1977). Criterion-referenced measurement: Applications in physical education. Motor Skills: Theory into Practice, 2, 21–35.Google Scholar
- Spray, J. A., & Reckase, M. D. (1996). Comparison of SPRT and sequential Bayes procedures for classifying examinees into two categories using a computerized test. Journal of Educational and Behavioral Statistics, 21, 405–414.Google Scholar