Academic Journal
Constructing a Computerized Adaptive Test for Multidimensional Mathematical Competence: Development, Simulation, and Validation
| Τίτλος: | Constructing a Computerized Adaptive Test for Multidimensional Mathematical Competence: Development, Simulation, and Validation |
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| Γλώσσα: | English |
| Συγγραφείς: | Yao-Ting Sung, Yu-Chun Lien (ORCID |
| Πηγή: | International Journal of Science and Mathematics Education. 2026 24(6). |
| Διαθεσιμότητα: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 33 |
| Ημερομηνία έκδοσης: | 2026 |
| Τύπος εγγράφου: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education Grade 10 |
| Descriptors: | Test Construction, Computer Assisted Testing, Adaptive Testing, Mathematics Tests, Simulation, Test Validity, Item Response Theory, Item Banks, Accuracy, Efficiency, Educational Diagnosis, Data Analysis, High School Students, Grade 10 |
| DOI: | 10.1007/s10763-026-10701-y |
| ISSN: | 1571-0068 1573-1774 |
| Περίληψη: | This study utilized Item Response Theory (IRT) and Computerized Adaptive Testing (CAT) techniques to develop and preliminarily evaluate a multidimensional Mathematics Competence Assessment and Diagnosis (MCAD). The research consisted of three studies: First, we followed a five-step process to construct the item bank, which included Item Construction, Booklet Design, Participants, Procedure, and Data Analysis. Second, we conducted a simulation study to assess measurement precision and testing efficiency. The results indicated that MCAD's measurement precision exceeded that of unidimensional CAT and random administration of items, requiring less than 33% of the items needed by these methods to achieve equivalent reliability. Third, after developing the MCAD system, we carried out a preliminary empirical study involving 105 tenth-grade students. We used their Comprehensive Assessment Program for Junior High School Students (CAP) mathematics test as a criterion to examine the MCAD's criterion-related evidence, which was found to be over 0.7. However, the high correlations among dimensions and the characteristics of the empirical sample suggest that dimension-specific interpretations should be made cautiously. Overall, the findings provide preliminary support for MCAD as a potentially efficient tool for assessing mathematical competence. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Αριθμός Καταχώρησης: | EJ1514474 |
| Βάση Δεδομένων: | ERIC |
| ISSN: | 1571-0068 1573-1774 |
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| DOI: | 10.1007/s10763-026-10701-y |