La evaluación de test adaptativos informatizados
Resumen
Palabras clave
Referencias
Campione, J.C. y Brown, A.L. (1990). Guided learning and transfer: Implications for approaches to assessment, en N. Frederiksen, Glaser, R., Lesgold, A. y Shafto, M.G. (Eds.). Diagnostic monitoring of skill and knowledge acquisition. Hillsdale, New Jersey, Lawrence Erlbaum Ass., 141-172.
Collins, A. (1990). Reformulating testing to measure learning and thinking. Comments on chapter 1, 2 and 3, en N. Frederiksen, Glaser, R., Lesgold, A. y Shafto, M.G. (Eds.). Diagnostic monitoring of skill and knowledge acquisition. Hillsdale, New Jer-sey, Lawrence Erlbaum Ass., 75-87.
Fisher, G. (1973). The linear logistic test model as an instrument of educational research. Acta Psychologica, 37, 359-374. http://dx.doi.org/10.1016/0001-6918(73)90003-6
Frederiksen, J. R. y White, B.Y. (1990). Intelligent tutors as intelligent testers, en N. Fred-eriksen, Glaser, R., Lesgold, A. y Shafto, M.G. (Eds.). Diagnostic monitoring of skill and knowledge acquisition. Hillsdale, New Jersey, Lawrence Erlbaum Ass., 1-25.
García, E. Gil, J. y Rodríguez, G. (1996). Los tests adaptativos computerizados (TACs). Su aplicación al área de Geografía, Historia y Ciencias Sociales en la Educación
Secundaria Obligatoria. Informe Final de Investigación. Madrid: CIDE. Documento inédito.
García, E. y otros (1998). LEX. Un test adaptativo informatizado de Legislación Educativa Básica. Sevilla: documento inédito.
Gil, J. y otros (1998). ESTADIS. Un tests adaptativo informatizado de Estadística Descrip-tiva. Sevilla: documento inédito.
Glaser, R. (1963). Instructional technology and the measurement of learning outcomes. American Psychologist, 18, 510-522. http://dx.doi.org/10.1037/h0049294
Green, B.F. y cols. (1983). Applications of item response theory. Vancouver, Canada: Edu-cational Research Institute of British Columbia. http://dx.doi.org/10.1207/s15324818ame0103_4
Green, B.F. (1988). Critical problems in computer-based psychological measurement. Applied Measurement in Education, 1, 223-231.
Hambleton, R.K. Zaal, J.N. y Pieters J.P.M. (1990). Computerized adaptative testing: Theory, applications and standards, en R.K. Hambleton y J.N.Zaal (Ed.). Advances in educational and psychological testing. Bos-ton: Kluwer Academic Press, 341 – 366.
Hulin, C.L., Drasgow, F. Y Parsons, C.K. (1983). Item Response Theory: Applications to Psychological Measurement. Homewood, Illinois: Dow Jones-Irwin.
Lord, F.M. (1970). Estimating item characteristic curves without knowledge of their mathematical form, Psychometrica, 39, 247-264. http://dx.doi.org/10.1007/BF02291471
Marshall, S.P. (1981). Sequential item selec-tion: Optimal and heuristics policies. Journal of Mathematical Psychology, 23, 134 –152. http://dx.doi.org/10.1016/0022-2496(81)90054-7
Marshall, S.P. (1990). Generating good items for diagnostic tests, en N. Frederiksen, Glaser, R., Lesgold, A. y Shafto, M.G. (Eds.). Diagnostic monitoring of skill and knowledge acquisition. Hillsdale, New Jersey, Lawrence Erlbaum Ass., 433-452.
Rocklin, T. (1989). Individual differences in item selection in Computerized adaptative Testing. Paper presented at the Annual Meeting of the A.E.RA. San Francisco, 27 al 31 Marzo.
Sternberg, R.J. (1990). Cognitive theory and psychometrics, en R.K. Hambleton y J.N.Zaal (Ed.). Advances in educational and psychological testing. Boston: Kluwer Aca-demic Press, 367-393.
Wainer, , H. y Kiely, G. (1987). Item clusters and computerized adaptative testing: A case for testlets. Journal of Educational Measurement, 24, 3, 185-201. http://dx.doi.org/10.1111/j.1745-3984.1987.tb00274.x
Weiss, D.J. (1982). Improving measurement quality and efficiency with adaptative testing. Computerized Adaptative Testing. New York: Academic Press.
Xiao, B. (1990). Dichotomous search strategies for Computerized Adaptative Testing. Paper presented at the Annual Meeting of the A.E.RA. Boston, 16 al 20 Abril.
Enlaces refback
- No hay ningún enlace refback.
