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

The CEFR Companion volume broadens the scope of language education. It reflects academic and societal developments since the publication of the Common European Framework of Reference for Languages (CEFR) and updates the 2001 version. It owes much to the contributions of members of the language teaching profession across Europe and beyond. This volume contains: ? an explanation of the key aspects of the CEFR for teaching and learning; ? a complete set of updated CEFR descriptors that replaces the 2001 set with: modality-inclusive and gender-neutral descriptors; added detail on listening and reading; a new Pre–A1 level, plus enriched description at A1 and C levels; a replacement scale for phonological competence; new scales for mediation, online interaction and plurilingual/pluricultural competence; new scales for sign language competence; ? a short report on the four-year development, validation and consultation processes. The CEFR Companion volume represents another step in a process of engagement with language education that has been pursued by the Council of Europe since 1971 and which seeks to: ? promote and support the learning and teaching of modern languages; ? enhance intercultural dialogue, and thus mutual understanding, social cohesion and democracy; ? protect linguistic and cultural diversity in Europe; and ? promote the right to quality education for all.

Common European Framework of Reference for Languages: learning, teaching, assessment

Background: The construction and evaluation of item banks to measure unidimensional constructs of health-related quality of life (HRQOL) is a fundamental objective of the Patient-Reported Outcomes Measurement Information System (PROMIS) project. Objectives: Item banks will be used as the foundation for developing short-form instruments and enabling computerized adaptive testing. The PROMIS Steering Committee selected 5 HRQOL domains for initial focus: physical functioning, fatigue, pain, emotional distress, and social role participation. This report provides an overview of the methods used in the PROMIS item analyses and proposed calibration of item banks. Analyses: Analyses include evaluation of data quality (eg, logic and range checking, spread of response distribution within an item), descriptive statistics (eg, frequencies, means), item response theory model assumptions (unidimensionality, local independence, monotonicity), model fit, differential item functioning, and item calibration for banking. Recommendations: Summarized are key analytic issues; recommendations are provided for future evaluations of item banks in HRQOL assessment.

Psychometric evaluation and calibration of health-related quality of life item banks: plans for the Patient-Reported Outcomes Measurement Information System (PROMIS).

Mathematica--A System for Doing Mathematics by Computer.

During the past 30 years or so, a new theoretical basis for educational and psychological testing and measurement has emerged. It has been variously referred to as latent trait theory, item characteristic curve theory, and, more recently, item response theory (IRT). Although this new test theory holds considerable promise as a successor to classical test theory, it has been underutilized by test practitioners. One important reason for this underutilization is that many test developers have not had sufficient time to devote to the study of the technical and mathematical intricacies involved in this new test theory and its mathematical models. This chapter is intended as an overview of IRT for individuals with some background in the basic methods of classical test theory. Readers are referred to Hambleton (1989) and Hambleton and Swaminathan (1985) for other overviews of IRT.

Item Response Theory

Preface. Part 1: Item Selection and Ability Estimation. 1. Item selection and ability estimation in adaptive testing W.J. van der Linden, P.J. Pashley. 2. Constrained adaptive testing with shadow tests W.J. van der Linden. 3. Principles of multidimensional adaptive testing D.O. Segall. Part 2: Applications in Large-Scale Testing Programs. 4. The GRE computer adaptive test: Operational issues G.N. Mills, M. Steffen. 5. MATHCAT: A flexible testing system in mathematics education for adults A.J. Verschoor, G.J.J.M. Straetmans. 6. Computer-adaptive sequential testing in the US Medical Licensing Examination R.M. Luecht, R.J. Nungester. Part 3: Item Pool Development and Maintenance. 7. Innovative item types for computerized testing C.G. Parshall, et al. 8. Designing item pools for computerized adaptive testing B.P. Veldkamp, W.J. van der Linden. 9. Methods of controlling the exposure of items in CAT: M.L. Stocking, C. Lewis. Part 4: Item Calibration and Model Fit. 10. Item calibration and parameter drift C.A.W. Glas. 11. Detecting person misfit in adaptive testing using statistical process control techniques E.M.L.A. van Krimpen-Stoop, R.R. Meijer. 12. The Assessment of differential item functioning in computer adaptive tests R. Zwick. Part 5: Testlet-Based Adaptive Testing. 13. Testlet response theory: An analog for the 3PL model useful in testlet-based adaptive testing H. Wainer, et al. 14. MML and EAP estimation intestlet-based adaptive testing C.A.W. Glas, et al. 15. Testlet-based adaptive mastery testing H.J. Vos, C.A.W. Glas. Author Index. Subject Index.

Computer adaptive testing: Theory and practice.

Current modeling of response times on test items has been strongly influenced by the paradigm of experimental reaction-time research in psychology. For instance, some of the models have a parameter structure that was chosen to represent a speed-accuracy tradeoff, while others equate speed directly with response time. Also, several response-time models seem to be unclear as to the level of parametrization they represent. A hierarchical framework for modeling speed and accuracy on test items is presented as an alternative to these models. The framework allows a "plug-and-play approach" with alternative choices of models for the response and response-time distributions as well as the distributions of their parameters. Bayesian treatment of the framework with Markov chain Monte Carlo (MCMC) computation facilitates the approach. Use of the framework is illustrated for the choice of a normal-ogive response model, a lognormal model for the response times, and multivariate normal models for their parameters with Gibbs sampling from the joint posterior distribution.

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A Hierarchical Framework for Modeling Speed and Accuracy on Test Items

A lognormal model for the response times of a person on a set of test items is investigated. The model has a parameter structure analogous to the two-parameter logistic response models in item response theory, with a parameter for the speed of each person as well as parameters for the time intensity and discriminating power of each item. It is shown how these parameters can be estimated by a Markov chain Monte Carlo method (Gibbs sampler). The method was used to analyze response times for the adaptive version of a test from the Armed Services Vocational Aptitude Battery. The same data set was used to test the validity of the model against a normal model using posterior predictive checks on the response times. The lognormal model showed an excellent fit to the data, whereas the normal model seemed unable to allow for a characteristic skewness of the response time distributions. The addition of an equality constraint on the discrimination parameters led only to a slight loss of fit. The potential use of the model for improving the daily practice of testing is indicated.

A lognormal model for response times on test items

A Brief History of Test Theory and Design.- Formulating Test Specifications.- Modeling Test Assembly Problems.- Solving Test Assembly Problems.- Models for Assembling Single Tests.- Models for Assembling Multiple Tests.- Models for Assembling Tests with Items Sets.- Models for Assembling Tests Measuring Multiple Abilities.- Models for Adaptive Test Assembly.- Designing Item Pools for Programs with Fixed Tests.- Designing Item Pools for Programs with Adaptive Tests.- Epilogue.

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Linear Models for Optimal Test Design

Item selection and ability estimation in adaptive testing (Wim J. van der Linden and Peter J. PashIey).- Constrained adaptive testing with shadow tests (Wim J. van der Linden).- Principles of multidimensional adaptive testing (Daniel O. Segall).- Multidimensional adaptive testing with Kullback-Liebler information item selection (Wim J. van der Linden and Joris Mulder).- Sequencing an adaptive test battery (Wim J. van der Linden).- Adaptive tests for measuring anxiety and depression (Otto B. Walter).- MATHCAT: A flexible testing system in mathematics education for adults (Alfred J. Verschoor and Gerard J. J. M. Straetmans).- Implementing the Graduate Management admission test computerized adaptive test (Lawrence M. Rudner).- Designing and implementing a multistage adaptive test: The uniform CPA exam (Gerald J. Melican, Krista Breithaupt, and Yanwei Zhang).- A Japanese adaptive test of English as a foreign language: Developmental and operational aspects (Yasuko Nogami and Norio Hayashi).- Innovative items for computerized testing (Cynthia G. Parshall, J. Christine Harmes, Tim Davey, and Peter J. Pashley).- Designing item pools for adaptive testing (Bernard P. Veldkamp and Wim J. van der Linden).- Assembling an inventory of multistage adaptive testing systems (Krista Breithaupt, Adelaide A. Ariel, and Donovan R. Hare).- Item parameter estimation and item fit analysis (Cees A.W. GIas).- Estimation of the parameters in an item-cloning model for adaptive testing (Cees A. W. GIas, Wim J. van der Linden, and Hanneke Geerlings).- Detecting person misfit in adaptive testing using statistical process control techniques (Edith M. L. A. van Krimpen-Stoop and Rob R. Meijer).- The assessment of differential item functioning in computer adaptive tests (Rebecca Zawick).- Multi-stage testing: Issues, designs, and research (April Zenisky, Ronald K.Hambleton, and Richard M. Luecht).- Three-category adaptive classification testing (Theo J.H.M. Eggen).- Testlet-based adaptive mastery testing (Hans J. Vos and Cees A. W. Glas).- Adaptive mastering testing using a multidimensional IRT model (Cees A. W. Glas and Hans J. Vos).

Willem J. van der Linden

Papers

Computer adaptive testing: Theory and practice.

A Hierarchical Framework for Modeling Speed and Accuracy on Test Items

A lognormal model for response times on test items

Linear Models for Optimal Test Design

Elements of Adaptive Testing