Results 261 to 270 of about 932,515 (291)

Contextual Collaborative Filtering for Student Response Prediction in Mixed-Format Tests

Proceedings of the AAAI Conference on Artificial Intelligence, 2018
The purpose of this study is to design a machine learning approach to predict the student response in mixed-format tests. Particularly, a novel contextual collaborative filtering model is proposed to extract latent factors for students and test items, by exploiting the item information. Empirical results from a simulation study validate
Shumin Jing, Sheng Li
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Gender DIF in Reading and Mathematics Tests With Mixed Item Formats

Applied Measurement in Education, 2012
This was a study of differential item functioning (DIF) for grades 4, 7, and 10 reading and mathematics items from state criterion-referenced tests. The tests were composed of multiple-choice and constructed-response items. Gender DIF was investigated using POLYSIBTEST and a Rasch procedure.
Catherine S. Taylor, Yoonsun Lee
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Psychometric Properties of Raw and Scale Scores on Mixed‐Format Tests

Educational Measurement: Issues and Practice, 2011
This paper illustrates that the psychometric properties of scores and scales that are used with mixed‐format educational tests can impact the use and interpretation of the scores that are reported to examinees. Psychometric properties that include reliability and conditional standard errors of measurement are considered in this paper.
Michael J. Kolen, Won‐Chan Lee
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Exploring the effectiveness of intersectional routing for multistage testing with mixed-format tests

Korean Society for Educational Evaluation
Multistage testing among several adaptive testing types has been more frequently applied into practice because it can accurately and efficiently estimate abilities with relatively short tests. However, it has been also criticized due to its low level of adaptability.
Guemin Lee, Hyesung Shin
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The Long‐Term Sustainability of IRT Scaling Methods in Mixed‐Format Tests

Journal of Educational Measurement, 2013
Due to recent research in equating methodologies indicating that some methods may be more susceptible to the accumulation of equating error over multiple administrations, the sustainability of several item response theory methods of equating over time was investigated. In particular, the paper is focused on two equating methodologies: fixed common item
Lisa A. Keller, Ronald K. Hambleton
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The impact of scoring later on mixed format adaptive testing

This study investigated the impact of scoring polytomous items later on measurement precision, classification accuracy, and test security in mixed-format adaptive testing. Utilizing the shadow test approach, a simulation study was conducted across various test designs, lengths, number and location of polytomous item.
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Mailed fecal immunochemical test outreach for colorectal cancer screening: Summary of a Centers for Disease Control and Prevention–sponsored Summit

Ca-A Cancer Journal for Clinicians, 2020
Samir Gupta, Alison T Brenner, Sheila F Castaneda   +2 more
exaly  

Mixed-format test score equating

2018
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Mixed-Format Multistage Tests: Issues and Methods

2016
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Do mixed item formats threaten test unidimensionality? Results from a standardized math achievement test

TPM - Testing, Psychometrics, Methodology in Applied Psychology, 2016
MARENGO, Davide, MICELI, Renato, SETTANNI, Michele   +2 more
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