Development of a Computerized Adaptive Test for a Large-Scale Testing Program: A Case Study of the Development of the North Carolina Computerized Adaptive Testing System

Development of a Computerized Adaptive Test for a Large-Scale Testing Program: A Case Study of the Development of the North Carolina Computerized Adaptive Testing System

Lori McLeod (RTI International, USA), Albert Bethke (RTI International, USA), Cheryl Hill (University of North Carolina at Chapel Hill, USA), Pamela Van Dyk (North Carolina Department of Public Instruction, USA) and Kelly Burling (North Carolina Department of Public Instruction, USA)
DOI: 10.4018/978-1-59140-497-2.ch009
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Abstract

In 1997, the Individuals with Disabilities Education Act (IDEA) amendments stated that “children with disabilities must be included in general state-and district-wide assessment programs, with appropriate accommodations, where necessary.” Where accommodations alone could not make the testing program accessible, the amendment required that the agencies develop alternative assessments so that every child would be included in the accountability programs. In response to the IDEA Amendments, the North Carolina Department of Public Instruction (NCDPI) reviewed its testing program and identified areas where additional accommodations were necessary. Based on this review, a research plan was developed for a computerized adaptive testing (CAT) accommodation, where computers and the Internet are used for administration of an adaptive test. This chapter explores several of the issues and lessons learned in the development of a computerized adaptive test in a case study of the design, development, and delivery of such a test in a large-scale testing environment. Findings from the case study have implications for item-pool development, curriculum alignment, and comparability to the paper and pencil tests, scoring and scaling of the computerized adaptive test accommodation, test reliability, validity, programming for the computer-adaptive test, and state and local technology infrastructure. The chapter concludes with lessons learned and future directions.

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Table of Contents
Preface
Scott L. Howell, Mary Hricko
Acknowledgments
Scott L. Howell
Chapter 1
Daniel Volchok, Maisie Caines, David Graf
WebCT views assessment as an activity that is integral to the full scope of the learning process. A variety of methods and strategies are available... Sample PDF
Continuous Assessment for Improved Student Outcomes: Examples from WebCT's Exemplary Course Project
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Chapter 2
Luke Fernandez
As online education programs expand across the country, many universities are adopting course management software (CMS) such as Blackboard or WebCT.... Sample PDF
Coordinating Distance Learning Software Rollout with the Needs and Visions of a Mature Test Organization: Political and Technical Lessons Learned
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Chapter 3
Dana Offerman, Kimberly Pearce, Tassava Christopher
Faculty-student interaction in online courses heightens student satisfaction and success. Capella University studied the relationship between... Sample PDF
Assessing the Relationship between Learner Satisfaction and Faculty Participation in Online Course Discussions
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Chapter 4
Mike Keppell, Eliza Au Kit Oi, Ada Ma Wai Wing
An action research project conducted over a 12-month period focused on authentic technology-enhanced assessment. This chapter examines three case... Sample PDF
Authentic Online Assessment: Three Case Studies in Teacher Education
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Chapter 5
Jon Margerum-Leys, Kristin M. Bass
The tools used in assessment allow instructors to communicate performance information to students. Each tool has particular things that it does well... Sample PDF
Electronic Tools for Online Assessments: An Illustrative Case Study from Teacher Education
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Chapter 6
Paula M. Winke
In this chapter, the challenges involved in creating online Arabic and Russian proficiency tests by using a commercial test product are discussed.... Sample PDF
Online Assessment of Foreign Language Proficiency: Meeting Development, Design and Delivery Challenges
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Chapter 7
John C. Wise, Dhaneshwar Lall, Peter Shull, Dhushy Sathianathan, Sang Ha Lee
This chapter describes two online systems that support the transition from instructor-based to student-outcome-based education in an engineering... Sample PDF
Using Web-Enabled Technology in a Performance-Based Accreditation Environment
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Chapter 8
Helen S. Ashton, Cliff E. Beevers, Colin D. Milligan, David K. Schofield, Ruth C. Thomas, Martin A. Youngson
Computer-aided assessment (CAA) is traditionally seen as an efficient approach to testing large numbers of students by utilizing objective questions... Sample PDF
Moving Beyond Objective Testing in Online Assessment
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Chapter 9
Lori McLeod, Albert Bethke, Cheryl Hill, Pamela Van Dyk, Kelly Burling
In 1997, the Individuals with Disabilities Education Act (IDEA) amendments stated that “children with disabilities must be included in general... Sample PDF
Development of a Computerized Adaptive Test for a Large-Scale Testing Program: A Case Study of the Development of the North Carolina Computerized Adaptive Testing System
$37.50
Chapter 10
Tim Pelton, Leslee Francis Pelton
A computer-adaptive test (CAT) is a relatively new type of technology in which a computer program “intelligently” selects and presents questions to... Sample PDF
Introducing a Computer-Adaptive Testing System to a Small School District
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Chapter 11
Luke Duesbery, Leanne R. Ketterlin-Geller, Jan D. McCoy, Gerald Tindal
Assessment of student ability is often clouded by the interaction between content knowledge and prerequisite access skills. These ancillary skills... Sample PDF
A Computer-Adaptive Mathematics Test Accomodates Third Grade Students with Special Needs in the Pacific Northwest
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Chapter 12
Stephanie JL Gertz, Sally Askman
Across the nation, even prior to the passage of the No Child Left Behind Act in 2001, many states had instituted statewide assessment programs. In... Sample PDF
Designing an Online Formative Assessment that Helps Prepare Students and Teachers for a Summative Assessment
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Chapter 13
Jacqueline B. Shrago, Michael K. Smith
ThinkLink Learning has developed an online formative assessment model that helps teachers and students prepare throughout the year for end-of-year... Sample PDF
Online Assessment in the K-12 Classroom: A Formative Assessment Model for Improving Student Performance on Standardized Tests
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Chapter 14
Anthony R. Zara
This chapter discusses three distribution models for online assessments and their characteristics. Since 1999, Pearson VUE has been assisting... Sample PDF
Online Assessment Distribution Models for Testing Programs: Lessons Learned from Operational Experience
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Chapter 15
G. Eric Jenson
Computerized testing offers many advantages over paper and pencil exams. Advantages can include increased security, greater availability of the... Sample PDF
From Paper and Pencil to Computerized: A Dental Board's Perspective
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Chapter 16
Kimberly Payne
Web-based training is a field that advances rapidly. Rapid advancement leads to the development of industry standards and best practices. This case... Sample PDF
Assessment Elements in Web-Based Training
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Chapter 17
John T. Behrens, Tara A. Collison, Sarah DeMark
During the last 6 years, the Cisco Networking Academy™Program has delivered online curricula and over 36 million online assessments to support... Sample PDF
The Seven C's of Comprehensive Online Assessment: Lessons Learned from 36 Million Classroom Assessments in the Cisco Networking Academy Program
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Chapter 18
Sandra Greenburg, I. Leon Smith
A wide range of decision points is described in determining if, how, and when an assessment program should be transitioned from paper and pencil... Sample PDF
Feasibility Studies on Transitioning Assessment Programs from Paper to Pencil to CBT Delivery
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About the Authors