By Edward Yourdon
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Extra resources for Analisis Estructurado Moderno Spanish
The test can comprise discrete items, stimulus-based units, or a combination of the two. Even discrete items can be formed into bundles that are always administered collectively (see Wainer, 1990, for a discussion of the benefits of these bundles, called testlets). Items can allow for any means of responding, provided scoring is objective and immediate. Although multiple choice is currently the dominant item type, alternatives are available and are becoming more prevalent. Lastly, the content characteristics of the items and the proportion of the test devoted to each content domain are specified .
For example, in order to predict a test's score distribution, examinees would be randomly sampled, each would be tested, and the score results tallied . Randomly sampling examinees would also be used to determine how frequently a given item might be administered during an adaptive test. Once the examinee parameters are assigned, they can be used along with the item parameters to simulate examinee responses to items. The probability of a given examinee correctly answering a given item is computed by evaluating the response function for that item at the ability level for that examinee.
Mazzeo, J. (1990). Equating Scores from ComputerBased and Paper-Pencil Versions of CoJlege Level English and Mathematics Achievement Tests. Presented at the annual meeting of the National Council on Measurement in Education. Sachar, J. , & Fletcher, J. D. (1978) . Administering paper-and-pencil tests by computer, or the medium is not always the message. In D. J. ), Proceedings of the 1977 Computerized Adaptive Testing Conference. Wayzata, MN: University of Minnesota. Stocking, M. L. (1988).
Analisis Estructurado Moderno Spanish by Edward Yourdon