This note considers the problem of paradoxical results in multidimensional item response theory. This is the possibility that a deliberately incorrect response could be beneficial to an examinee. An example is created that demonstrates that, when three or more ability dimensions are considered, paradoxical results can occur for Bayesian estimates even for separable tests when all the dimensions...

This work presents a model for student knowledge diagnosis that can be used in ITSs for student model update. The diagnosis is accomplished through Computerized Adaptive Testing (CAT). CATs are assessment tools with theoretical background. They use an underlying psychometric theory, the Item Response Theory (IRT), for question selection, student knowledge estimation and test finalization. In pr...

CTT is best suited for traditional testing situations, either in group or individual settings, in which all the members of a target population, e.g., persons seeking college admission, are administered the same or parallel sets of test items. These item sets can be presented to the examinee in either a paper-and-pencil or a computer format. Regardless of format, it is important for the measurem...

DOCUMENT RESUME