Pedagosko i psiholosko testiranje i procjenjivanje spadaju među najvažnije doprinose znanosti o ponasanju nasem drustvu i pružaju temeljna i znacajna poboljsanja u odnosu na ranije postupke. Iako se ne može ustvrditi da su svi testovi dovoljno usavrseni niti da su sva testiranja razborita i korisna, postoji velika kolicina informacija koje ukazuju na ucinkovitost kvalitetnih instrumenata u onim situacijama u kojima je njihovo koristenje potkrijepljeno validacijskim podacima. Pravilna upotreba testova može dovesti do boljih odluka o pojedincima i programima nego sto bi to bio slucaj bez njihovog koristenja, a također i ukazati na put za siri i pravedniji pristup obrazovanju i zaposljavanju. Međutim, losa upotreba testova može dovesti do zamjetne stete nanesene ispitanicima i drugim sudionicima u procesu donosenja odluka na temelju testovnih podataka. Cilj Standarda je promoviranje kvalitetne i eticne upotrebe testova te uspostavljanje osnovice za ocjenu kvalitete postupaka testiranja. Svrha objavljivanja Standarda je uspostavljanje kriterija za evaluaciju testova, provedbe testiranja i posljedica upotrebe testova. Iako bi evaluacija prikladnosti testa ili njegove primjene trebala ovisiti prvenstveno o strucnim misljenjima, Standardi pružaju okvir koji osigurava obuhvacanje svih relevantnih pitanja. Bilo bi poželjno da svi autori, sponzori, nakladnici i korisnici profesionalnih testova usvoje Standarde te da poticu druge da ih također prihvate.

Standards for educational and psychological testing

Definition: To what extent does the study allow us to draw conclusions about a causal effect between two or more constructs? Issues: Selection, maturation, history, mortality, testing, regression towrd the mean, selection by maturation, treatment by mortality, treatment by testing, measured treatment variables Increase: Eliminate the threats, above all do experimental manipulations, random assignment, and counterbalancing.

Reliability and validity

"A Different Mirror" is a dramatic new retelling of our nation's history, a powerful larger narrative of the many different peoples who together compose the United States of America. In a lively account filled with the stories and voices of people previously left out of the historical canon, Ronald Takaki offers a fresh perspective - a "re-visioning" - of our nation's past.

A Different Mirror: A History of Multicultural America. First Edition.

The graded response model represents a family of mathematical models that deals with ordered polytomous categories. These ordered categories include rating such as letter grading, A, B, C, D, and F, used in the evaluation of students’ performance; strongly disagree, disagree, agree, and strongly agree, used in attitude surveys; or partial credit given in accordance with an examinee’s degree of attainment in solving a problem.

Graded Response Model

Background: There is no universally accepted instrument that can be used to evaluate changes in self-reported physical function for individuals with leg, ankle, and foot musculoskeletal disorders. The objective of this study was to develop an instrument to meet this need: the Foot and Ankle Ability Measure (FAAM). Additionally, this study was designed to provide validity evidence for interpretation of FAAM scores. Methods: Final item reduction was completed using item response theory with 1027 subjects. Validity evidence was provided by 164 subjects that were expected to change and 79 subjects that were expected to remain stable. These subjects were given the FAAM and SF-36 to complete on two occasions 4 weeks apart. Results: The final version of the FAAM consists of the 21-item activities of daily living (ADL) and 8-item Sports subscales, which together produced information across the spectrum ability. Validity evidence was provided for test content, internal structure, score stability, and responsivenes...

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Evidence of Validity for the Foot and Ankle Ability Measure (FAAM)

Polytomous item response theory models and the research that has been conducted to investigate a variety of possible operational procedures for polytomous model-based computerized adaptive testing (CAT) are reviewed. Studies that compared polytomous CAT systems based on competing item response theory models that are appropriate for the same measurement objective, as well as applications of polytomous CAT in marketing and educational psychology, also are reviewed. Directions for future research using polytomous model-based CAT are suggested.

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Computerized Adaptive Testing With Polytomous Items

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/pdf/college-outcomes-comparisons-by-ap-and-non-ap-high-school-2e1vg2cgya.pdf

College Outcomes Comparisons by AP® and Non-AP High School Experiences. Research Report No. 2008-3.

The purpose of the present research was to develop general guidelines to assist practitioners in setting up operational computerized adaptive testing (CAT) sys tems based on the graded response mod...

/pdf/operational-characteristics-of-adaptive-testing-procedures-3tuomn6qo0.pdf

Operational Characteristics of Adaptive Testing Procedures Using the Graded Response Model

An Investigation of the Validity of AP Grades of 3 and a Comparison of AP and Non-AP Student Groups

Real and simulated datasets were used to investigate the effects of the systematic variation of two major variables on the operating characteristics of computerized adaptive testing (CAT) applied to instruments consisting of poly- chotomously scored rating scale items. The two variables studied were the item selection procedure and the stepsize method used until maximum likelihood trait estimates could be calculated. The findings suggested that (1) item pools that consist of as few as 25 items may be adequate for CAT; (2) the variable stepsize method of preliminary trait estimation produced fewer cases of nonconvergence than the use of a fixed stepsize procedure; and (3) the scale value item selection procedure used in conjunction with a minimum standard error stopping rule outperformed the information item selection technique used in conjunction with a minimum information stopping rule in terms of the frequencies of nonconvergent cases, the number of items administered, and the correlations of CAT 0 esti...

/pdf/the-effect-of-item-selection-procedure-and-stepsize-on-32qyztuadh.pdf

Barbara G. Dodd

Papers

Computerized Adaptive Testing With Polytomous Items

College Outcomes Comparisons by AP® and Non-AP High School Experiences. Research Report No. 2008-3.

Operational Characteristics of Adaptive Testing Procedures Using the Graded Response Model

An Investigation of the Validity of AP Grades of 3 and a Comparison of AP and Non-AP Student Groups

The Effect of Item Selection Procedure and Stepsize on Computerized Adaptive Attitude Measurement Using the Rating Scale Model.