Computer-Based Testing: Building the Foundation for Future Assessments

Computer-Based Testing: Building the Foundation for Future Assessments [Craig N. Mills, Maria T. Potenza, John J. Fremer, William C. Ward] on leondumoulin.nl
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It measures a fairly wide spectrum of domains. Now it is being used by some hospitals as well as the Federal Aviation Administration. Stimuli that are immediately relevant to everyday memory are used to test various types of memory that are usually used by neuropsychologists. Like many memory tests, it is sensitive to age and many conditions that affect memory. In some ways, considering the vast potential of computerized testing, its development has been rather slow.

The reasons are partly a lack of funding and partly that fewer neuropsychologists are involved in developing each particular battery. Also, with the exception of a few batteries such as ANAM, there appears to be little progress in the development of the battery once it has been established. None of the batteries appears to be a thorough measure of the same functions that are found in established traditional batteries.

To some extent, this is because it is difficult to translate the standard types of tests into computerized versions. At this point in neuropsychology, computerized assessment has not become prevalent. Apparently, it is not used in forensic evaluations. In part, this may be because neuropsychologists are reluctant to adopt new procedures for assessment.

In addition, there appears to be limited funding for such tests, with the exception of the military and a few limited agencies. Again, an exception is MindStreams, which appears to have a great deal of funding support and is also designing its application to appeal to the medical profession rather than neuropsychologists. However, when the proper methods for transforming standard neuropsychological methods into a computerized form are developed, this method should be found to be as reliable as the standard methods. It is obviously more effective and less expensive than standard methods.

Computer-Based Testing: Building the Foundation for Future Assessments

ALEXSA subscales were designed to gauge 39 of the best predictors as well as drug-specific risk indexer of harmful substance use and antisocial behavior reported in prospective studies. Professional cartoon illustrations and audio readings accompany each item and response option. Carefully choreographed presentation of text, illustrations and audio readings, and use of a computer mouse to respond, permits the ALEXSA to be completed by even illiterate youth. The ALEXSA is computerized for a number of reasons, including the finding that greater frequencies of substance use and other risky behaviors are found using computerized self-reports compared with non-computerized self-reports.

The test—retest reliabilities of ALEXSA predictors recently were estimated in 9- to year-olds recruited from regular classrooms and academic enhancement programs. Reliabilities were categorized as excellent, good, fair, and poor. Eight factors derived from exploratory factor analyses had high good or excellent test—retest reliabilities.

In spite of a lack of validity criteria because of the few similar measures available for children's self-reports , validities of ALEXSA factors and subscales were demonstrated. In a separate sample of 8- to year-olds from a summer camp designed to build resilience to chronic stress, 24 of the 25 ALEXSA subscales that were tested provided 1-year validities for predicting conduct disorder criteria, number of lifetime substances used, depression and academic achievement Ridenour et al. A second-order factor that was derived from the ALEXSA scores demonstrated one mechanism by which the pathologies that are described in this book are associated.

In turn, Disinhibition Risks correlated 0. This result also validated the ALEXSA because it was consistent with other studies implicating disinhibition as a core etiological risk for SUDs, antisocial behavior and other psychopathologies. Wood, in Vaccines Sixth Edition , Benchmarks to objectively and reliably assess a national regulatory system for vaccines. Assessment of a national regulatory system using the benchmarks, via computerized assessment tools for each regulatory function, with indicators and sub-indicators for each function.

Provision of technical input and support through learning and training to build capacity in line with the needs identified through the IDP. Wood, in Plotkin's Vaccines Seventh Edition , Benchmarks to objectively and reliably assess a national regulatory system for vaccines;. Assessment of a national regulatory system using the benchmarks, via computerized assessment tools for each regulatory function, with indicators and subindicators for each function;. Provision of technical input and support through learning and training to build capacity in line with the needs identified through the IDP; and.

Many ITS have been developed since the mids and the requirements to be solved during the development of an ITS generate many fruitful interactions between academic research and application-oriented research with regard to topics like knowledge representation, computerized assessment of knowledge, learning and knowledge acquisition, expertise research. Nevertheless from a cognitive science perspective some difficult problems have not been sufficiently solved until now: First, the requirement of a quick and reliable in-time and on-line diagnosis of knowledge.

Even within very complex and large behavioral spaces the system's feedback must be given immediately. Otherwise the user will not accept the system for a long time. The dynamic assessment of valid indicators and their interpretation with respect to the student's knowledge acquisition processes, goals, and problem-solving strategies still includes many open questions.

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Second, the systematic consideration of motivational and emotional aspects is an important question of research. Third the transitions between the content of the student model and the tutorial knowledge system feedback, kind of help, strategic-didactical decisions, content and style of information presentation needs more controlled empirical evidence.

ITS are still an active topic of many research activities, not only because of the many problems to be solved but because of the ongoing growing requirement of computerized training and education. Reynolds, in Comprehensive Clinical Psychology , Measures of attention are not the only computer-based assessment tools. A computerized neuropsychological test battery for adults has been developed Powell et al.

With advances in microcomputers, the use of computerized assessment will likely increase in the near future.

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The use of computers and technology in assessment has a number of advantages and clearly allows for the development of an increasing variety of tasks without excessive and cumbersome testing materials; computerized assessment may be less time-consuming and, as such, cost- and time-effective. Kane and Kay point out a number of additional advantages to the use of computers in the assessment process, including presentation of items at a fixed rate computer-paced as well as providing for accurate measure of time to completion child-paced.

Computers can also be used to generate multiple forms of a test, thus providing baseline data as well as a means of monitoring change over time. First concluded that computerized assessment processes were advantageous, but cautioned that clinicians must continue to be a strong component in the diagnostic process in order to provide for diagnostic validity. Computers cannot replace the information gained from interaction and clinical observation of process nor can a computer draw conclusions regarding level of attention, motivation, fatigue, and so on that may be cues to discontinue testing for a brief period.

First asserted that clinicians needed to be well advised of the limitations as well as the strengths of computerized assessment procedures. As the number of computer-driven assessments increases, there will need to be an analogous increase in the research field comparing the various programs and their psychometric properties with each other and with more traditional methods of assessments.

The difficulty with self-rating estimates of fatigue is that they are not necessarily related to the observed behavior. Therefore, performance tasks of vigilance are used, especially if daytime sleepiness e. This psychomotor vigilance task involves a minute computerized assessment battery that is sensitive to the effects of sleep loss and circadian rhythmicity and is devoid of practice effects.

Efforts are underway to objectively measure performance in specific tasks e.

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Motor vehicle accidents are a common outcome of driver fatigue, in which there are inattention or lapses in alertness as symptoms of sleepiness. Many of these assessment tools are too cumbersome for routine use in the sleep disorders clinic. The most practical tools are 1 the sleep—wake diary to assess scheduling and behavioral factors that may be compounding existing symptoms, 2 the Beck Depression Inventory to rule out comorbid depression, and 3 the SAQ or other screening questionnaires to rule out comorbid sleep disorders.

We use cookies to help provide and enhance our service and tailor content and ads. By continuing you agree to the use of cookies. Computerized Assessment Related terms: Butcher, in Handbook of Psychological Assessment Third Edition , Pros and Cons of Computerized Psychological Assessment Computerized assessment owes much of its recent growth and status to the unique advantages that computers offer to the task of psychological assessment in comparison to clinician derived assessments. Applied Psychological Measurement, 23, Applied Psychological Measurement, 25, Models for delivery of CBTs.

Building the foundation for future assessments pp. Generating random parallel test forms using CTT in a computer-based environment. Journal of Educational Measurement, 35, From inquiry to operation pp. Comparison of the psychometric properties of several computer-based test designs for credentialing exams. Procedures for selecting items for computerized adaptive tests. Applied Measurement in Education, 2, Using Bayesian decision theory to design a computer mastery test.

Applied Psychological Measurement, 14, — A broad-range tailored test of verbal ability. Applied Psychological Measurement, 1, Applications of item response theory to practical testing problems.

COMPUTER BASED IELTS What to Expect on Test Day

Implementing the computer-adaptive sequential testing CAST framework to mass produce high quality computer-adaptive and mastery tests. Exposure control using adaptive multistage item bundles. Encyclopedia of Statistics in Behavioral Science.


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Encyclopedia of Social Measurement. Operational issues in computer-based testing. Some practical examples of computer-adaptive sequential testing.

It Cost How Much? Practical issues in large-scale computerized adaptive testing. Applied Measurement in Education; 9, Practical considerations in computer-based testing. A comparative study of ability estimates obtained from computer-adaptive and multi-stage testing.