Abstract
The usefulness of multidimensional adaptive testing (MAT) for the assessment of student literacy in the Programme for International Student Assessment (PISA) was examined within a real data simulation study. The responses of N = 14,624 students who participated in the PISA assessments of the years 2000, 2003, and 2006 in Germany were used to simulate MAT with different restrictions (unrestricted, treatment of link items, treatment of open items, content balance, unitwise item selection, all restrictions). Compared with conventional testing based on the booklet design of PISA 2006, unrestricted MAT increases measurement efficiency by 74% and reduces the average number of presented items from 55 to 26 without a loss in measurement precision. The incorporation of restrictions reduces the advantages of MAT. MAT is recommended for the assessment of newly introduced constructs but not for the assessment of the literacy domains in PISA.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
