Look‐ahead content balancing method in variable‐length computerized classification testing

2019 ◽  
Vol 73 (1) ◽  
pp. 88-108
Author(s):  
Xiao Li ◽  
Jinming Zhang ◽  
Hua‐hua Chang
Keyword(s):  
Variable Length ◽  
Content Balancing ◽  
Look Ahead

scholarly journals Constructing Shadow Tests in Variable-Length Adaptive Testing

2018 ◽  
Vol 42 (7) ◽  
pp. 538-552
Author(s):  
Qi Diao ◽  
Hao Ren
Keyword(s):  
Computerized Adaptive Testing ◽  
Educational Measurement ◽  
Adaptive Testing ◽  
Variable Length ◽  
Item Selection ◽  
Original Form ◽  
Content Balancing ◽  
Future Consequences ◽  
Elegant Solution

Imposing content constraints is very important in most operational computerized adaptive testing (CAT) programs in educational measurement. Shadow test approach to CAT (Shadow CAT) offers an elegant solution to imposing statistical and nonstatistical constraints by projecting future consequences of item selection. The original form of Shadow CAT presumes fixed test lengths. The goal of the current study was to extend Shadow CAT to tests under variable-length termination conditions and evaluate its performance relative to other content balancing approaches. The study demonstrated the feasibility of constructing Shadow CAT with variable test lengths and in operational CAT programs. The results indicated the superiority of the approach compared with other content balancing methods.

A Goodbye, a Welcome, and a Look Ahead

2016 ◽  
Vol 15 (1) ◽  
pp. 1-3
Author(s):  
Bernd Marcus
Keyword(s):  
Look Ahead

Overseas Chinese Look Ahead

1943 ◽  
Vol 12 (23) ◽  
pp. 230-231
Author(s):  
Guenther Stein
Keyword(s):  
Overseas Chinese ◽  
Look Ahead

Improvement in Look-ahead Matching Hardware for Regular Expression

2016 ◽  
Vol 136 (10) ◽  
pp. 692-697
Author(s):  
Shuto Higa ◽  
Chikatoshi Yamada ◽  
Kei Miyagi ◽  
Shuichi Ichikawa
Keyword(s):  
Regular Expression ◽  
Look Ahead

170-OR: Association of Timing of Physical Activity Bouts with Cardiorespiratory Fitness in Adults with Type 2 Diabetes in the Look AHEAD Study

Diabetes ◽  
2020 ◽  
Vol 69 (Supplement 1) ◽  
pp. 170-OR
Author(s):  
JINGYI QIAN ◽  
MICHAEL P. WALKUP ◽  
SHYH-HUEI CHEN ◽  
PETER H. BRUBAKER ◽  
DALE BOND ◽  
...  
Keyword(s):  
Physical Activity ◽  
Type 2 Diabetes ◽  
Cardiorespiratory Fitness ◽  
Look Ahead ◽  
The Look

2007-P: Weight Change and Intentionality of Weight Loss Relate to Mortality Risk in the Postintervention (Years 8-16) Phase of Look AHEAD

Diabetes ◽  
2020 ◽  
Vol 69 (Supplement 1) ◽  
pp. 2007-P
Author(s):  
RENA R. WING ◽  
JEANNE CLARK ◽  
MARK ESPELAND ◽  
JAMES O. HILL ◽  
ROBERT W. JEFFERY ◽  
...  
Keyword(s):  
Weight Loss ◽  
Mortality Risk ◽  
Weight Change ◽  
Look Ahead

The Taxonomy of Thinking in Reading Questions in “Look Ahead an English Course for Senior High School Level 1, 2, & 3”

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Beny Septian Panjaitan And Rahmad Husein
Keyword(s):  
High School ◽  
Quantitative Research ◽  
Sampling Technique ◽  
Senior High School ◽  
School Level ◽  
High School Level ◽  
Cognitive Dimension ◽  
Look Ahead ◽  
Table Analysis ◽  
Level 1

This study aimed at analyzing the cognitive dimension based on Revised BloomTaxonomy in reading questions in Look Ahead an English Course for Senior HighSchool Level 1, 2, & 3. This study used quantitative research design. The sampleswere 141 reading questions which taken by using random sampling technique byusing Statistical Program for Social Science (SPSS) version 20.0. in Look Aheadan English Course for Senior High School Level 1, 2, & 3. The data were analyzedby using Table analysis of cognitive dimension of Revised Bloom Taxonomy. Theanalysis showed that the most dominant cognitive dimension of Revised BloomTaxonomy in remembering dimension (57.45%). The second dominant cognitivedimension is understanding dimension (26.24%). The third dominant cognitivedimension is evaluating dimension (10.64%). The fourth dominant cognitivedimension is creating dimension (3.55%). The fifth dominant cognitive dimension isanalyzing dimension (2.13%). There was no cognitive dimension of applyingdimension that applied in reading question of the textbooks.

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