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Computerized Adaptive Testing: Theory, Applications, and Standards

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Advances in Educational and Psychological Testing: Theory and Applications

Part of the book series: Evaluation in Education and Human Services Series ((EEHS,volume 28))

Abstract

The testing industry in the United States has undergone major changes in the last 15 years. Classical test theory models and methods which have been in wide use for 60 years or more are being replaced by new test theories and methods, most notably item response theory (Hambleton & Swaminathan, 1985; and Weiss & Yoes, in Chapter 3). For example, many of the important standardized achievement and aptitude tests (e.g., Scholastic Aptitude Test, California Achievement Tests, the Stanford Achievement Tests, and the Woodcock-Johnson Psycho-Educational Battery) are developed using item response model principles and procedures.

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Authors
  1. Ronald K. Hambleton
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  2. Jac N. Zaal
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  3. Jo P. M. Pieters
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Editor information

Ronald K. Hambleton Jac N. Zaal

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© 1991 Springer Science+Business Media New York

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Hambleton, R.K., Zaal, J.N., Pieters, J.P.M. (1991). Computerized Adaptive Testing: Theory, Applications, and Standards. In: Hambleton, R.K., Zaal, J.N. (eds) Advances in Educational and Psychological Testing: Theory and Applications. Evaluation in Education and Human Services Series, vol 28. Springer, Dordrecht. https://doi.org/10.1007/978-94-009-2195-5_12

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  • DOI: https://doi.org/10.1007/978-94-009-2195-5_12

  • Publisher Name: Springer, Dordrecht

  • Print ISBN: 978-94-010-7484-1

  • Online ISBN: 978-94-009-2195-5

  • eBook Packages: Springer Book Archive

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