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Effects of calibration sample size and item bank size on abilityestimation in computerized adaptive testing

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2015

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EDAM

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Yabancı Diller Bölümü
Yabancı Diller Bölümünün amacı tüm birimlerinde yürütülen yabancı dil öğretim programlarını, öğretim araç/gereçlerini ve öğrenme ortamlarını Üniversitemizin genel vizyonuna ve çağdaş uluslararası niteliklere koşut biçimde yapılandırarak, öğrencileri gerek eğitimlerinde gerek yaşamın farklı alanlarında aldıkları yabancı dil eğitiminden azami yarar sağlayacakları biçimde yetiştirmek ve nitelikleri ile ayırt edilen bir eğitim sunmaktır.

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Abstract

This study aimed to investigate the effects of calibration sample size and item bank size on examinee ability estimation in computerized adaptive testing (CAT). For this purpose, a 500-item bank pre-calibrated using the three-parameter logistic model with 10,000 examinees was simulated. Calibration samples of varying sizes (150, 250, 350, 500, 750, 1,000, 2,000, 3,000, and 5,000) were selected from the parent sample, and item banks that represented small (100) and medium size (200 and 300) banks were drawn from the 500-item bank. Items in these banks were recalibrated using the drawn samples, and their estimated parameters were used in post-hoc simulations to re-estimate ability parameters for the simulated 10,000 examinees. The findings showed that ability estimates in CAT are robust against fluctuations in item parameter estimation and that accurate ability parameter estimates can be obtained with a calibration sample of 150 examinees. Moreover, a 200-item bank pre-calibrated with as few as 150 examinees can be used for some purposes in CAT as long as it has sufficient information at targeted ability levels.

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Computerized Adaptive Testing, Calibration Sample Size, Ability Estimation Accuracy, Pretest Item Calibration, Item Response Theory

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Citation

Şahin, Alper; Weiss, DJ., "Effects of calibration sample size and item bank size on abilityestimation in computerized adaptive testing" Educational Sciences-Theory & Practice, Vol.15, No.6, pp.1585-1595 (2015).

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Educational Sciences-Theory & Practice

Volume

15

Issue

6

Start Page

1585

End Page

1595