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Flawed Items in Computerized Adaptive Testing
Author(s) -
Potenza Maria T.,
Stocking Martha L.
Publication year - 1997
Publication title -
journal of educational measurement
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.917
H-Index - 47
eISSN - 1745-3984
pISSN - 0022-0655
DOI - 10.1111/j.1745-3984.1997.tb00508.x
Subject(s) - computerized adaptive testing , test (biology) , set (abstract data type) , context (archaeology) , quality (philosophy) , educational testing , psychology , computer science , control (management) , applied psychology , social psychology , standardized test , psychometrics , mathematics education , artificial intelligence , epistemology , clinical psychology , paleontology , philosophy , biology , programming language
Educational Testing Service A multiple‐choice test item is identified as flawed if it has no single best answer. In spite of extensive quality control procedures, the administration of flawed items to test takers is inevitable. A limited set of common strategies for dealing with flawed items in conventional testing, grounded in the principle of fairness to examinees, is reexamined in the context of adaptive testing. An additional strategy, available for adaptive testing, of retesting from a pool cleansed of flawed items, is compared to the existing strategies. Retesting was found to be no practical improvement over current strategies.