Literaturnachweis - Detailanzeige
| Sonst. Personen | Mills, Craig N. (Hrsg.); Potenza, Maria T. (Hrsg.); Fremer, John J. (Hrsg.); Ward, William C. (Hrsg.) |
|---|---|
| Titel | Computer-based testing. Building the foundation for future assessments. 2. pr. |
| Quelle | Mahwah, NJ u.a.: Lawrence Erlbaum (2002), XI, 326 S. |
| Beigaben | Illustrationen |
| Zusatzinformation | Inhaltsverzeichnis Verlagsangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 0-8058-3759-0; 978-0-8058-3759-9 |
| Schlagwörter | Forschungsplanung; Testkonstruktion; Psychometrie; Test; Computer; Technologiebasiertes Testen; Analyse; Kolloquium; Modell; Verwaltung |
| Abstract | Although computer-based tests (CBT) have been administered for many years, improvements in the speed and power of computers coupled with reductions in their cost have made large-scale computer delivery of tests increasingly feasible. CBT is now a common form of test delivery for licensure, certification, and admissions tests. Many large-scale, high-stakes testing programs have introduced CBT either as an option or as the sole means of test delivery. Although this movement to CBT has, to a great extent, been successful, it has not been without problems. Advances in psychometrics are required to ensure that those who rely on test results can have at least the same confidence in CBTs as they have in traditional forms of assessment. This volume stems from an ETS-sponsored colloquium [ETS = Educational Testing Service] in which more than 200 measurement professionals from eight countries and 29 states convened to assess the current and future status of CBT. The formal agenda for the colloquium was divided into three major segments: Test Models, Test Administration, and Test Analysis and Scoring. Each segment consisted of several presentations followed by comments from noted psychometricians and a break-out session in which presenters and discussants identified important issues and established priorities for a CBT research agenda. This volume contains the papers presented at the colloquium, the discussant remarks based on those papers, and the research agenda that was generated from the break-out sessions. (DIPF/Orig.). |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2008/4 |
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