The paper provides a survey of 18 years’ progress that my colleagues, students (both former and current) and I made in a prominent research area in Psychometrics—Computerized Adaptive Testing (CAT). We start with a historical review of the establishment of a large sample foundation for CAT. It is worth noting that the asymptotic results were derived under the framework of Martingale Theory, a very theoretical perspective of Probability Theory, which may seem unrelated to educational and psychological testing. In addition, we address a number of issues that emerged from large scale implementation and show that how theoretical works can be helpful to solve the problems. Finally, we propose that CAT technology can be very useful to support individualized instruction on a mass scale. We show that even paper and pencil based tests can be made adaptive to support classroom teaching.

An optimal adaptive design for test-item calibration based on Bayesian optimality criteria is presented. The design adapts the choice of field-test items to the examinees taking an operational adaptive test using both the information in the posterior distributions of their ability parameters and the current posterior distributions of the field-test parameters. Different criteria of optimality based on the two types of posterior distributions are possible. The design can be implemented using an MCMC scheme with alternating stages of sampling from the posterior distributions of the test takers’ ability parameters and the parameters of the field-test items while reusing samples from earlier posterior distributions of the other parameters. Results from a simulation study demonstrated the feasibility of the proposed MCMC implementation for operational item calibration. A comparison of performances for different optimality criteria showed faster calibration of substantial numbers of items for the criterion of D-optimality relative to A-optimality, a special case of c-optimality, and random assignment of items to the test takers.

In their seminal work on characterizing the manifest probabilities of latent trait models, Cressie and Holland give a theoretically important characterization of the marginal Rasch model. Because their representation of the marginal Rasch model does not involve any latent trait, nor any specific distribution of a latent trait, it opens up the possibility for constructing a Markov chain - Monte Carlo method for Bayesian inference for the marginal Rasch model that does not rely on data augmentation. Such an approach would be highly efficient as its computational cost does not depend on the number of respondents, which makes it suitable for large-scale educational measurement. In this paper, such an approach will be developed and its operating characteristics illustrated with simulated data.

We present an approach to quantifying errors in covariance structures in which adventitious error, identified as the process underlying the discrepancy between the population and the structured model, is explicitly modeled as a random effect with a distribution, and the dispersion parameter of this distribution to be estimated gives a measure of misspecification. Analytical properties of the resultant procedure are investigated and the measure of misspecification is found to be related to the root mean square error of approximation. An algorithm is developed for numerical implementation of the procedure. The consistency and asymptotic sampling distributions of the estimators are established under a new asymptotic paradigm and an assumption weaker than the standard Pitman drift assumption. Simulations validate the asymptotic sampling distributions and demonstrate the importance of accounting for the variations in the parameter estimates due to adventitious error. Two examples are also given as illustrations.

Wu and Browne (Psychometrika, 79, 2015) have proposed an innovative approach to modeling discrepancy between a covariance structure model and the population that the model is intended to represent. Their contribution is related to ongoing developments in the field of Uncertainty Quantification (UQ) on modeling and quantifying effects of model discrepancy. We provide an overview of basic principles of UQ and some relevant developments and we examine the Wu–Browne work in that context. We view the Wu–Browne contribution as a seminal development providing a foundation for further work on the critical problem of model discrepancy in statistical modeling in psychological research.

A variety of statistical methods have been suggested for detecting differential item functioning (DIF) in the Rasch model. Most of these methods are designed for the comparison of pre-specified focal and reference groups, such as males and females. Latent class approaches, on the other hand, allow the detection of previously unknown groups exhibiting DIF. However, this approach provides no straightforward interpretation of the groups with respect to person characteristics. Here, we propose a new method for DIF detection based on model-based recursive partitioning that can be considered as a compromise between those two extremes. With this approach it is possible to detect groups of subjects exhibiting DIF, which are not pre-specified, but result from combinations of observed covariates. These groups are directly interpretable and can thus help generate hypotheses about the psychological sources of DIF. The statistical background and construction of the new method are introduced by means of an instructive example, and extensive simulation studies are presented to support and illustrate the statistical properties of the method, which is then applied to empirical data from a general knowledge quiz. A software implementation of the method is freely available in the R system for statistical computing.

The assumption of latent monotonicity in item response theory models for dichotomous data cannot be evaluated directly, but observable consequences such as manifest monotonicity facilitate the assessment of latent monotonicity in real data. Standard methods for evaluating manifest monotonicity typically produce a test statistic that is geared toward falsification, which can only provide indirect support in favor of manifest monotonicity. We propose the use of Bayes factors to quantify the degree of support available in the data in favor of manifest monotonicity or against manifest monotonicity. Through the use of informative hypotheses, this procedure can also be used to determine the support for manifest monotonicity over substantively or statistically relevant alternatives to manifest monotonicity, rendering the procedure highly flexible. The performance of the procedure is evaluated using a simulation study, and the application of the procedure is illustrated using empirical data.

A new diagnostic tool for the identification of differential item functioning (DIF) is proposed. Classical approaches to DIF allow to consider only few subpopulations like ethnic groups when investigating if the solution of items depends on the membership to a subpopulation. We propose an explicit model for differential item functioning that includes a set of variables, containing metric as well as categorical components, as potential candidates for inducing DIF. The ability to include a set of covariates entails that the model contains a large number of parameters. Regularized estimators, in particular penalized maximum likelihood estimators, are used to solve the estimation problem and to identify the items that induce DIF. It is shown that the method is able to detect items with DIF. Simulations and two applications demonstrate the applicability of the method.

The theoretical probability of misclassification in a mastery test is exactly computed using the raw score probability distribution (in the Rasch model) as a function of the examinee’s latent ability. The resulting misclassification probability curve, together with the latent ability distribution in the group of examinees, completely determines the expected rate of classification errors. It is shown that several distinct ability thresholds, playing different roles in connection to classification reliability, can be associated to a test with a single cut score. In particular, it is possible to define (and compute) two relevant ability intervals, which encapsulate the functioning of a mastery test (about and far from the cut score, respectively); the dependence of these intervals on the item difficulty spectrum is investigated. Extension to the 2PL model is also discussed, with emphasis on the effects of weighted scoring.

This paper refers to the exponential family of probability distributions and the conditional maximum likelihood (CML) theory. It is concerned with the determination of the sample size for three groups of tests of linear hypotheses, known as the fundamental trinity of Wald, score, and likelihood ratio tests. The main practical purpose refers to the special case of tests of the class of Rasch models. The theoretical background is discussed and the formal framework for sample size calculations is provided, given a predetermined deviation from the model to be tested and the probabilities of the errors of the first and second kinds.

This paper presents an IRT-based statistical test for differential item functioning (DIF). The test is developed for items conforming to the Rasch (Probabilistic models for some intelligence and attainment tests, The Danish Institute of Educational Research, Copenhagen, 1960) model but we will outline its extension to more complex IRT models. Its difference from the existing procedures is that DIF is defined in terms of the relative difficulties of pairs of items and not in terms of the difficulties of individual items. The argument is that the difficulty of an item is not identified from the observations, whereas the relative difficulties are. This leads to a test that is closely related to Lord’s (Applications of item response theory to practical testing problems, Erlbaum, Hillsdale, 1980) test for item DIF albeit with a different and more correct interpretation. Illustrations with real and simulated data are provided.

In this paper it is demonstrated how statistical inference from multistage test designs can be made based on the conditional likelihood. Special attention is given to parameter estimation, as well as the evaluation of model fit. Two reasons are provided why the fit of simple measurement models is expected to be better in adaptive designs, compared to linear designs: more parameters are available for the same number of observations; and undesirable response behavior, like slipping and guessing, might be avoided owing to a better match between item difficulty and examinee proficiency. The results are illustrated with simulated data, as well as with real data.

An approach to generate non-normality in multivariate data based on a structural model with normally distributed latent variables is presented. The key idea is to create non-normality in the manifest variables by applying non-linear linking functions to the latent part, the error part, or both. The algorithm corrects the covariance matrix for the applied function by approximating the deviance using an approximated normal variable. We show that the root mean square error (RMSE) for the covariance matrix converges to zero as sample size increases and closely approximates the RMSE as obtained when generating normally distributed variables. Our algorithm creates non-normality affecting every moment, is computationally undemanding, easy to apply, and particularly useful for simulation studies in structural equation modeling.

Cultural Consensus Theory (CCT) models have been applied extensively across research domains in the social and behavioral sciences in order to explore shared knowledge and beliefs. CCT models operate on response data, in which the answer key is latent. The current paper develops methods to enhance the application of these models by developing the appropriate specifications for hierarchical Bayesian inference. A primary contribution is the methodology for integrating the use of covariates into CCT models. More specifically, both person- and item-related parameters are introduced as random effects that can respectively account for patterns of inter-individual and inter-item variability.

Latent class models for cognitive diagnosis have been developed to classify examinees into one of the 2K attribute profiles arising from a K-dimensional vector of binary skill indicators. These models recognize that response patterns tend to deviate from the ideal responses that would arise if skills and items generated item responses through a purely deterministic conjunctive process. An alternative to employing these latent class models is to minimize the distance between observed item response patterns and ideal response patterns, in a nonparametric fashion that utilizes no stochastic terms for these deviations. Theorems are presented that show the consistency of this approach, when the true model is one of several common latent class models for cognitive diagnosis. Consistency of classification is independent of sample size, because no model parameters need to be estimated. Simultaneous consistency for a large group of subjects can also be shown given some conditions on how sample size and test length grow with one another.

This paper develops a theorem that facilitates computing the degrees of freedom of Wald-type chi-square tests for moment restrictions when there is rank deficiency of key matrices involved in the definition of the test. An if and only if (iff) condition is developed for a simple rule of difference of ranks to be used when computing the desired degrees of freedom of the test. The theorem is developed exploiting basics tools of matrix algebra. The theorem is shown to play a key role in proving the asymptotic chi-squaredness of a goodness of fit test in moment structure analysis, and in finding the degrees of freedom of this chi-square statistic.

Yuan and Chan (Psychometrika, 76, 670–690, 2011) recently showed how to compute the covariance matrix of standardized regression coefficients from covariances. In this paper, we describe a method for computing this covariance matrix from correlations. Next, we describe an asymptotic distribution-free (ADF; Browne in British Journal of Mathematical and Statistical Psychology, 37, 62–83, 1984) method for computing the covariance matrix of standardized regression coefficients. We show that the ADF method works well with nonnormal data in moderate-to-large samples using both simulated and real-data examples. R code (R Development Core Team, 2012) is available from the authors or through the Psychometrika online repository for supplementary materials.