Assessment of students mathematics achievement through computer adaptive testing procedures

İşeri, Aykut İnan
The main purpose of this study was to compare and validate various CAT strategies for assessing mathematics achievement. The comparisons was carried out with respect to (1) estimation of ability parameters, (2) exposure control, (3) stopping rule, and (4) item revision. To achieve the goals two types studies are carried out. One is a series of simulation studies, other is the study on real examinees. First a series of research questions are addressed through the simulation studies to select the most promising CAT strategies. According to the results of simulation studies, best CAT strategies are selected, and research questions are revisited to be addressed on real testees. An item bank was calibrated using three-parameter logistic item response model. The items were from Secondary School Entrance Examinations and Private School Entrance Ex aminations. There were a total of 54 ninth grade subjects (23 female, 31 male). Students were randomly divided into two such that 29 students (sample-1) were administered CAT-1 with no item revising and 25 students (sample-2) were administered CAT-2 with item revising. All the students took a paper and pencil test. mFindings indicate that precise measures of mathematics achievement can be obtained by CAT procedures with lesser items than paper and pencil tests. Though items revision CAT provides lower ability estimates for high ability students. MAP estimation of ability was more precise than MLE method. Item exposure control strategies provided good estimates. Both fixed item and fixed error stopping rules provided promising results. Results correlated highly with external criterion of students' mathematics grades.


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Citation Formats
A. İ. İşeri, “Assessment of students mathematics achievement through computer adaptive testing procedures,” Ph.D. - Doctoral Program, Middle East Technical University, 2002.