Developing an Item Bank for Progress Tests and Application of Computerized Adaptive Testing by Simulation in Medical Education CAT APPLICATION FOR PROGRESS TEST IN MEDICINE

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Aysen Melek Aytug Kosan Nizamettin Koç Atilla Halil Elhan Derya Öztuna


Progress Test (PT) is a form of assessment that simultaneously measures ability levels of all students in a certain educational program and their progress over time by providing them with same questions and repeating the process at regular intervals with parallel tests. Our objective was to generate an item bank for the PT and to examine the possible fit of CAT for PT application. This study is a descriptive study. 1206 medical students participated. During the analysis of the psychometric properties of PT item bank, “the Rasch model for dichotomous items was used”. Several CAT simulations were performed by applying various stopping rules of different standard errors. CAT simulation estimates were compared with the estimates generated from the original calibration of the Rasch model where all items were included. After Rasch analysis, a unidimensional PT item bank consisting of 103 items was obtained. The item bank reliability was calculated as 0.77 with Person Separation Index (PSI) and Kuder-Richardson Formula 20 (KR-20). A high correlation between θ estimations obtained from paper-and-pencil (θRM) and CAT applications (θCAT) was detected for simulation conditions ([N(0,1)] and [N(0,3)]) at the end of our analysis. In CAT, estimation can be made with an average of 14 questions (reduced 86,4%) and 17 questions (reduced 83,4%) [for N(0,1) and [N(0,3) respectively] with reliability of 0,75. This study reveals that it is possible to develop an appropriate item bank for the PT, and the difficulty of administering large number of items in PT can be scaled down by incorporating CAT application.

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Aytug Kosan, A., Koç, N., Elhan, A. H., & Öztuna, D. (2019). Developing an Item Bank for Progress Tests and Application of Computerized Adaptive Testing by Simulation in Medical Education. International Journal of Assessment Tools in Education, 6(4), 656-669. Retrieved from
Author Biographies

Aysen Melek Aytug Kosan, Çanakkale Onsekizmart University

Çanakkale Onsekizmart University; School of Medicine, Medical Education and Informatics Department, Çanakkale, TURKEY

Nizamettin Koç, Ankara University

Ankara University, School of Education, Measurement and Evaluation Department, Ankara, TURKEY

Atilla Halil Elhan, Ankara University

Ankara University School of Medicine, Biostatistics Department, Ankara, TURKEY

Derya Öztuna, Ankara University

Ankara University School of Medicine, Biostatistics Department, Ankara, TURKEY


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