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Comparability of examinee proficiency scores on computer adaptive tests using real and simulated data

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Text
TitleInfo (ID = T-1)
Title
Comparability of examinee proficiency scores on computer adaptive tests using real and simulated data
SubTitle
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NonSort
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ETD_2409
Identifier (type = hdl)
http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000052109
Language (objectPart = )
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eng
Genre (authority = marcgt)
theses
Subject (ID = SBJ-1); (authority = RUETD)
Topic
Education
Subject (ID = SBJ-2); (authority = ETD-LCSH)
Topic
Computer adaptive testing
Abstract
In measurement research, data simulations are a commonly used analytical technique. While simulation designs have many benefits, it is unclear if these artificially generated datasets are able to accurately capture real examinee item response behaviors. This potential lack of comparability may have important implications for administration of computer adaptive tests (CAT) which display proficiency-targeted items to examinees. In addressing this problem, this study sought to compare results from real testing data to that of simulated data to determine the extent to which simulated data are an accurate representation of real-world testing data. Specifically, this study matched real examination data from multiple administrations of the Law School Admission Test to create a single large dataset with 534 items and 5,000 synthetic examinees. From this dataset examinee proficiency estimates and item parameters were obtained, which were used to create 100 simulated item response datasets. Both real and simulated data were utilized in two post-hoc testing formats: CAT and linear format examinations. The CAT administrations used the item-level adaptive method; the linear tests were constructed by selecting items using stratified random sampling. In addition to the two data types and two test administration formats, the impact of three varying test lengths (25, 35, and 50 items) on proficiency estimation was examined. For linear tests, results demonstrated that replication of original proficiency estimates from simulated data was variable, depending on test length, items selected, and examinee proficiency levels. Randomly constructed linear tests with extreme item parameter values resulted in test instability which yielded less accurate proficiency recovery. For most datasets, CAT format tests yielded improved true proficiency recovery as compared to their linear test counterparts. Generally, the longest length 50-item CAT simulated data tests yielded the best replication of original real data proficiency estimates. CAT format tests performed well given real or simulated data, whereas linear tests displayed more performance variation compared to their CAT counterparts. The tails of the distributions showed the greatest variation between data types and conditions. The results of this dissertation support the use of simulated data when the items used to construct the tests reflect non-extreme item parameter values.
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electronic resource
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ix, 109 p. : ill.
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Ph.D.
Note (type = bibliography)
Includes bibliographical references (p. 104-108)
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by Josiah Jeremiah Evans
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Evans
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Josiah Jeremiah
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1971-
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author
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Josiah Jeremiah Evans
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de la Torre
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Jimmy
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chair
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Advisory Committee
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Jimmy de la Torre
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Camilli
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Gregory
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internal member
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Advisory Committee
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Gregory Camilli
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Penfield
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Douglas
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internal member
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Advisory Committee
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Douglas A. Penfield
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Pashley
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Peter
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outside member
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Advisory Committee
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Peter J. Pashley
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Rutgers University
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degree grantor
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Graduate School - New Brunswick
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school
OriginInfo
DateCreated (point = ); (qualifier = exact)
2010
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2010-01
Place
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xx
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Title
Rutgers University Electronic Theses and Dissertations
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ETD
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Title
Graduate School - New Brunswick Electronic Theses and Dissertations
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rucore19991600001
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NjNbRU
Identifier (type = doi)
doi:10.7282/T3WS8TDF
Genre (authority = ExL-Esploro)
ETD doctoral
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The author owns the copyright to this work.
Copyright
Status
Copyright protected
Notice
Note
Availability
Status
Open
Reason
Permission or license
Note
RightsHolder (ID = PRH-1); (type = personal)
Name
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Evans
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Josiah
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Copyright Holder
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DateTime
2010-01-06 11:02:12
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Josiah Evans
Affiliation
Rutgers University. Graduate School - New Brunswick
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Author Agreement License
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I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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